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Pennsylvania Workforce Innovation and
Opportunity Act (WIOA) Combined State
Plan Modification Draft
for the period of
July 1, 2020 through June 30, 2024
Modification 1
Effective July 1, 2022
Tom Wolf
Governor
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Table of Contents
Section I – WIOA STATE PLAN TYPE and EXECUTIVE SUMMARY ........................................................... 3
Section II – STRATEGIC ELEMENTS ...................................................................................................... 4
Economic, Workforce, and Workforce Development Activities Analysis ................................................. 4
State Strategic Vision and Goals ............................................................................................................. 19
State Strategy .......................................................................................................................................... 33
Section III – OPERATIONAL PLANNING ELEMENTS ............................................................................. 35
State Strategy Implementation ............................................................................................................... 35
State Operating Systems and Policies ..................................................................................................... 54
Section IV – COORDINATION WITH COMBINED STATE PLAN PROGRAMS ........................................... 83
Section V – COMMON ASSURANCES (for all core programs) .............................................................. 84
Section VI – PROGRAM-SPECIFIC REQUIREMENTS FOR CORE PROGRAMS .......................................... 87
Adult, Dislocated Worker, and Youth Activities under Title I-B .............................................................. 87
WAGNER-PEYSER ACT PROGRAM (Employment Services) ................................................................... 118
Agricultural Outreach Plan (AOP). ........................................................................................................ 120
Adult Education and Family Literacy Act Program ................................................................................ 133
Vocational Rehabilitation ...................................................................................................................... 146
Section VII – PROGRAM-SPECIFIC REQUIREMENTS FOR COMBINED STATE PLAN PARTNER ............... 222
Career and Technical Education Programs Authorized under Perkins V. ............................................. 222
Temporary Assistance for Needy Families Program (TANF) ................................................................. 316
Supplemental Nutrition Assistance Program, Employment and Training (SNAP E&T) ......................... 358
Trade Adjustment Assistance (TAA) ...................................................................................................... 386
Jobs for Veterans’ State Grants (JVSG) ................................................................................................. 386
Senior Community Service Employment Program (SCSEP)................................................................... 392
Community Services Block Grant (CSBG) .............................................................................................. 424
Reintegration of Ex-Offenders (REO) Program ..................................................................................... 426
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Section I – WIOA STATE PLAN TYPE and EXECUTIVE SUMMARY
WIOA State Plan Type:
Pennsylvania has chosen to submit a Combined State Plan including the following required and optional
elements:
Required:
• Title I: Adult
• Title I: Dislocated Worker
• Title I: Youth
• Title III: Wagner-Peyser Act
• Title II: Adult Education and Family Literacy Act
• Title IV: Vocational Rehabilitation Programs
Optional:
• Career and technical education programs authorized under the Carl D. Perkins Career and
Technical Education Act of 2006, as amended by the Strengthening Career and Technical
Education for the 21st Century Act (Perkins V) (20 U.S.C. 2301 et seq.)
• Temporary Assistance for Needy Families program (42 U.S.C. 601 et seq.)
• Employment and Training programs under the Supplemental Nutrition Assistance Program
(programs authorized under section 6(d)(4) of the Food and Nutrition Act of 2008 (7 U.S.C.
2015(d)(4)))
• Trade Adjustment Assistance for Workers programs (activities authorized under chapter 2 of title
II of the Trade Act of 1974 (19 U.S.C. 2271 et seq.))
• Jobs for Veterans State Grants program (programs authorized under 38, U.S.C. 4100 et. seq.)
• Senior Community Service Employment program (programs authorized under title V of the Older
Americans Act of 1965 (42 U.S.C. 3056 et seq.))
• Community Services Block Grant (Employment and training activities carried out under the
Community Services Block Grant Act (42 U.S.C. 9901 et seq.))
• Reintegration of Ex-Offenders program (programs authorized under section 212 of the Second
Chance Act of 2007 (42 U.S.C. 17532))
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Section II – STRATEGIC ELEMENTS
The Unified or Combined State Plan must include a Strategic Planning Elements section that analyzes the
State’s current economic environment and identifies the State’s overall vision for its workforce
development system. The required elements in this section allow the State to develop data-driven goals
for preparing an educated and skilled workforce and to identify successful strategies for aligning workforce
development programs to support economic growth. Unless otherwise noted, all Strategic Planning
Elements apply to Combined State Plan partner programs included in the plan as well as to core programs.
Economic, Workforce, and Workforce Development Activities Analysis. The
Unified or Combined State Plan must include an analysis of the economic
conditions, economic development strategies, and labor market in which the
State’s workforce system and programs will operate.
Economic and Workforce Analysis. The Unified or Combined State Plan must include an analysis
of the economic conditions, economic development strategies, and labor market in which the
State’s workforce system and programs will operate.
Economic Analysis. The Unified or Combined State Plan must include an analysis of the economic
conditions and trends in the State, including sub-State regions and any specific economic areas identified
by the State. This must include—
The Commonwealth of Pennsylvania’s economic future depends upon the development of a strong,
skilled workforce able to compete in today’s global economy. Analyzing current labor market information
and understanding the obstacles confronting the workforce are essential steps the state must utilize to
inform and develop policies, strategies, and goals to remain economically competitive.
Pennsylvania has a diversified economy with numerous competitive industry clusters and strives to
develop a skilled workforce that aligns worker career goals to employer needs, all while providing targeted
services to those with barriers to employment. The state is an ideal location for families and businesses
given its mix of urban, suburban, and rural areas, its geographic proximity to nearly one-half of the nation’s
population, and strong job markets. The Commonwealth’s capacity to provide an educated workforce is
evidenced by approximately 350 postsecondary educational institutions which collectively enrolled more
than 688,000 students in Fall 2020. While these characteristics of the state’s labor market contribute to
its solid economic foundation, they also create an opportunity to develop an increasingly skilled workforce
to meet the demands of employers, the career goals of workers, and the needs of our evolving economy.
Public and private reactions to the onset of the pandemic in early 2020 led to both short-term and long-
term changes. Mitigation efforts resulted in business closures and a surge of unemployment, illustrated
with a record-setting 1,275,108 continued claims filed in Pennsylvania during the week ending on May 2,
2020. Amid the uncertainty of the pandemic, the nation also entered and exited the shortest recession on
record. By May, output and employment started to rebound but were still well below pre-pandemic levels
at year’s end. New labor needs and trends emerged in certain industries, even amidst continued high
volumes of unemployment. Necessary employer adjustments, such as teleworking, will probably continue
going forward and have the potential to affect markets with many wide-reaching consequences and
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opportunities in the long term. The labor market has been and will continue to be challenged to create
and maintain jobs with high and growing real wage rates in this new environment.
The availability and analysis of labor market information and trends will remain essential to the creation
of effective workforce and economic development strategies and policies. While the data available at this
time does not yet fully capture the impact of the ongoing pandemic and recent recession, the state can
still utilize information about the population, labor force, industry mix, and employment outlook to
enhance its existing sector strategies and ensure they align with the current and evolving labor market
demands. Pennsylvania can also use this information to better understand the pandemic’s
disproportionate impact on specific populations, and to develop policies to address these impacts. This
approach will support the Governor’s goal of building the strongest workforce in the nation.
(i) Existing Demand Industry Sectors and Occupations. Provide an analysis of the industries and
occupations for which there is existing demand.
To remain economically competitive, Pennsylvania must identify and meet the diverse workforce needs
of existing industries and occupations. Understanding the differences in the Commonwealth’s urban
(like Philadelphia and Pittsburgh), suburban (like South Central PA, Lehigh Valley, and Erie), and rural
(like Northern PA and the Appalachian region) labor markets is also critical in developing workforce
and economic strategies.
Pennsylvania’s seasonally adjusted total nonfarm jobs stood at 5,602,400 in December 2020, down
480,500 (-7.9 percent) from December 2019. During the same timeframe, U.S. nonfarm jobs decreased
9.4 million jobs (-6.2 percent) to 142.5 million. Recent job trends in the state are more optimistic. Since
the most recent jobs low in April 2020 (4,962,900), PA jobs are up 639,500 (12.9 percent).
The chart below compares recent nonfarm jobs data with similar data prior to the Great Recession,
which lasted from December 2007 through June 2009. Since December 2007, Pennsylvania lost
209,000 jobs (-3.6 percent), while the U.S. gained 4.1 million jobs (3.0 percent). While the job recovery
and expansion from the Great Recession in the state, as well as the nation, occurred primarily in private
sector jobs, the loss of jobs in 2020 due to the pandemic were more acutely felt in the private sector.
Private sector jobs in the state decreased by 443,700 (-8.3 percent) in 2020, putting them below the
state’s December 2007 level, while in the nation, despite a 6.3 percent decline, remained above its pre-
recession level.
PA Jobs in
Dec. 2020
PA Volume
Change in Jobs
from Dec. 2019
PA Volume
Change in
Jobs from
Dec. 2007
PA Percent
Change in
Jobs from
Dec. 2007
U.S. Percent
Change in
Jobs from
Dec. 2007
Total Nonfarm Jobs
5,602,400
-480,500
-209,000
-3.6%
3.0%
Total Private Jobs
4,932,100
-443,700
-124,700
-2.5%
4.3%
Government
670,300
-36,800
-84,300
-11.2%
-4.1%
Sources: Pennsylvania and U.S. Current Employment Statistics, Seasonally Adjusted
In December 2020, seasonally adjusted goods-producing jobs in the Commonwealth were down 48,500
from December 2019. All three supersectors lost jobs in 2020. Mining & Logging had the largest
percentage decrease over the year (-22.4 percent), but the absolute job losses in Manufacturing were
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more than five times as large. Construction experienced the smallest percentage decrease (-3.7
percent). Since December 2007, goods-producing jobs declined in both the state (-13.4 percent) and
the nation (-8.0 percent). Pennsylvania’s trends were driven by Manufacturing, the biggest of these
supersectors, where jobs decreased by 17.8 percent in the state compared to only an 11.0 percent
decrease in the nation. Mining & Logging jobs also decreased in both the state (-2.8 percent) and the
nation (-19.3 percent), but Pennsylvania benefitted, in part, from the Marcellus Shale boom.
As seen with goods-producing jobs, service-providing jobs in the Commonwealth were also down in
December 2020. Since December 2019, PA has lost 432,000 service-providing jobs – an 8.3 percent
decrease over the year and a 1.7 percent drop from before the Great Recession. Except for Federal
Government and Transportation, Warehousing & Utilities, both of which experienced minimal
increases, jobs in service-providing sectors fell in 2020. The largest decrease in volume and in
percentage of jobs was in the Leisure & Hospitality supersector – particularly the Accommodations &
Food Services sector – which was hit hard by the pandemic mitigation efforts to.
Since December 2007, service-providing jobs outperformed goods-producing jobs in both the state and
the nation. Pennsylvania’s fastest-growing service-providing sectors have been Transportation,
Warehousing & Utilities; Health Care & Social Assistance; Professional & Technical Services; and
Management of Companies. Transportation, Warehousing & Utilities (28.9 percent) was the only sector
in Pennsylvania to outperform its national counterpart. Information, which decreased by 25.9 percent,
was the worst performing sector, followed by Arts, Entertainment & Recreation (-23.7 percent).
Information and Government sector declines reflect longer-term trends as does the growth in jobs in
Health Care & Social Assistance. Growth in Transportation, Warehousing & Utilities reflects a shift from
brick-and-mortar retail toward on-line purchasing, which was amplified in 2020 due to the pandemic.
Within each industry sector, there are many different career opportunities. Many of the dominant
occupations are found on Pennsylvania’s In-Demand Occupation List (PA IDOL), which highlights
occupations with the most significant workforce needs. The PA IDOL includes more than 250
occupations of today, tomorrow, and the future that have the greatest demand. Not all occupations
with a lot of demand, however, are attractive targets for workforce development. Some high demand
occupations experience high turnover, as opposed to employment growth, so it’s possible these
occupations would benefit from strategies to reduce turnover rather than train more workers to fill the
available openings.
(ii) Emerging Demand Industry Sectors and Occupations. Provide an analysis of the industries and
occupations for which demand is emerging.
Looking forward, Pennsylvania’s demographics and technological advancements will be key factors in
the evolution of the commonwealth’s economy. Employment activity in all sectors stress the dynamics
of an aging population’s need for more health care, transition of baby-boomers from worker to retiree,
constant technological changes, and continued transformation of the state’s economy from that of a
goods-producer to a service-provider. The “silver tsunami” is very real in Pennsylvania as more than 26
percent of its current workforce is aged 55-plus. Certain industry sectors, as highlighted in the following
table, employ an even larger concentration of older workers, and will face additional difficulty finding
enough replacements to fill employment demands.
Sectors with the Highest Volume of Older Workers
Sectors with the Lowest Volume of Older Workers
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Utilities (32.5%)
Retail Trade (24.9%)
Real Estate & Rental & Leasing (31.3%)
Construction (24.8%)
Manufacturing (31.2%)
Professional, Scientific & Technical Services (24.4%)
Wholesale Trade (31.2%)
Information (24.3%)
Other Services (29.7%)
Admin/Support & Waste Mgmt & Remediation Svcs (23.3%)
Public Administration (28.8%)
Mining, Quarrying & Oil & Gas Extraction (23.0%)
Agriculture, Forestry, Fishing & Hunting (28.4%)
Arts, Entertainment & Recreation (23.0%)
Educational Services (28.2%)
Accommodation & Food Services (14.2%)
Transportation & Warehousing (27.7%)
Management of Companies & Enterprises (26.7%)
Finance & Insurance (26.2%)
Health Care & Social Assistance (26.0%)
Source: Local Employment Dynamics (LED) Partnership, 2020Q3
Pre-pandemic projections estimated that from 2018-2028, Pennsylvania’s total employment would be
expected to increase by 318,680 (5.0 percent) to over 6.6 million. This projected growth rate was down
slightly from the previous set of projections (5.5 percent) and less than the U.S. rate (5.2 percent).
Again, however, these estimates were developed prior to the onset of the pandemic. While it is
unknown at this time exactly what the long-term economic impacts of the pandemic and ensuing
recession will be, it is probable that they will depress the overall employment levels below the volumes
once expected for 2028.
Based on the available pre-pandemic employment projections, growth was expected to be greatest in
the Education & Health Services, Professional & Business Services, and Leisure & Hospitality sectors.
With an increase of more than 166,000, Education & Health Services was projected to add the most
employment through 2028. Employment levels in Professional & Business Services was expected to
increase by just over 56,200. Finally, Leisure & Hospitality employment was projected to add more than
48,000 by 2028 but this industry sector was hit extremely hard by the pandemic and is less likely to
rebound as quickly as some other industry segments.
In addition to employment growth by volume, it is also important to look at growth rates. In
Pennsylvania, robust growth rates were expected for all three segments of the Construction industry -
heavy & civil engineering, construction of buildings, and specialty trade – resulting in an overall growth
rate of 8.2 percent for the industry. Conversely, driven largely by the continued contraction of
publishing and telecommunications, the Information sector was expected to decrease employment by
more than 2,600 (-3.1 percent). Both Manufacturing and Government sectors were also projected to
see employment decreases through 2028. Manufacturing was projected to decline less than the past
round of projections and significantly less than in the U.S. overall (-5.0 percent). The largest
employment declines were anticipated in apparel manufacturing and printing & related support
activities. Government showed a slight employment decline overall in this round of projections, driven
by Federal and State employment reductions. Local government was projecting gains through 2028.
Modest economic growth coupled with an aging workforce will continue to create opportunities for
job seekers in all major occupational groups. Eight of the 12 occupational groups were projected to
have growth rates above the statewide overall growth rate of 5.0 percent. Healthcare Practitioners,
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Technicians & Support Workers had the fastest growth rate of 12.9 percent (just over 80,000 workers).
The Computer, Engineering & Science group, which contains the largest number of STEM occupations,
was expected to add less employment, about 26,000, but at the third-fastest rate (8.0 percent). Only
three occupational groups – Office & Administrative Support, Production, and Sales & Related – were
projected to experience measurable employment declines through 2028 with losses of 29,600 (-3.1
percent), 8,640 (-2.2 percent), and 2,850 (-0.5 percent) respectively.
Employment growth, however, is only one component in determining the annual need, or demand, for
workers in any occupation. Each year, Pennsylvania was expected to have a need for nearly 772,000
workers across all occupational groups. Only 4.1 percent of annual demand is due to economic growth.
More than nine out of every 10 openings exist to replace workers who leave the occupation and/or
retire. Some occupational groups with low growth rates have high levels of demand. These
occupations tend to require less education or specific skills sets, and workers don’t stay long in these
positions. It is important to note that the overall demand for workers in occupational groups with
slower-than-average growth or even decline, such as Office & Administrative Support (108,368) and
Production (43,852), greatly outpace the overall need for workers in other groups with strong growth,
such as Construction & Extraction (31,839) or Computer, Engineering & Science (29,565).
To fully understand Pennsylvania’s emerging workforce needs, it is important to consider the
information from all angles. Occupations with the largest employment growth by volume are often
traditional occupations with a large employment base and a consistent need for workers, while
occupations with the fastest employment growth rates are often emerging. From another angle,
occupations with the largest annual demand are primarily entry-level jobs that have a sizable need to
replace workers regularly but often do not pay family-sustaining wages.
Employment Growth by Volume Employment Growth by Percent Largest Annual Demand
Personal Care Aides
Statisticians
Combined Food Prep/Serving Workers
Combined Food Prep/Serving Workers Physician Assistants
Cashiers
Registered Nurses
Home Health Aides
Retail Salespersons
Home Health Aides Occupational Therapy Assistants
Laborers & Material Movers
Laborers & Material Movers
Information Security Analysts
Personal Care Aides
Cooks, Restaurant Nurse Practitioners
Waiters & Waitresses
Nursing Assistants
Personal Care Aides
Office Clerks, General
Software Developers, Applications Operations Research Analysts
Customer Service Representatives
Janitors & Cleaners
Actuaries
Janitors & Cleaners
General & Operations Managers Health Specialties Teachers
Stock Clerks & Order Fillers
Source: Center for Workforce Information & Analysis, Long-Term Employment Projections (2018-28)
(iii) Employers’ Employment Needs. With regard to the industry sectors and occupations identified
in (A)(i) and (ii), provide an assessment of the employment needs of employers, including a
description of the knowledge, skills, and abilities required, including credentials and licenses.
For nearly two decades, Pennsylvania has been a leader in sector-driven workforce initiatives. This
approach, featuring the identification of industry clusters and the establishment of employer/worker
consortiums, has enabled workforce development policies to be data-driven and employer-focused, while
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also meeting the career goals of workers. Industry credentials, postsecondary education, and college
degrees will become more important throughout the next decade, as will a shift to life-long learning along
a career pathway. Educational requirements of most occupations will shift away from short-term and
moderate-term on-the-job training lasting no more than one year towards long-term training and some
amount of formal education. Pennsylvania has set a goal of 60 percent of Pennsylvanians holding a college
or industry-recognized credential by 2025. According to the Integrated Postsecondary Education Data
System, or IPEDS, Pennsylvania was home to more than 350 postsecondary and higher education
institutions in 2019, including 14 community colleges, 14 state-owned institutions, and four state-related
universities, so the commonwealth is well positioned to effectively meet this goal and the needs of the
future workforce. This sector-strategies approach also supports systems change at the state and local
levels by aligning and coordinating workforce development, education, and economic development in a
collaborative way to serve workers and employers.
When analyzing employment needs in the Commonwealth, industry clusters can take on strategic
importance because activities that benefit one group member will generally have positive effects on other
members of the cluster. An industry cluster consists of a group of industries that are closely linked by
common product markets, labor pools, similar technologies, supplier chains, and/or other economic ties.
They are used to:
• Create a consistent definition that allows for workforce comparison across regions;
• Identify major employers for building Industry Partnerships;
• Provide a basis for occupational and skills analysis of shared workforce needs; and/or
• Direct resource allocation for jobs in demand that will offer career pathways leading to family-
sustaining wages.
Currently, Pennsylvania concentrates workforce strategies around 12 industry clusters. These clusters
account for approximately 83 percent of all employment in the commonwealth. Along with employment
trends and average wages, the strength of a cluster is often evaluated using a location quotient (LQ) which
compares a cluster’s share of local employment with its share of national employment. A LQ greater than
one implies a competitive advantage in an area. While the table looks at statewide LQs, many industries
are highly regionalized and are even more competitive than the statewide LQ suggests. Regional and local
plans will pick up on this fact as partners develop local and regional priorities.
Cluster (or sub-cluster) Name
Employment
(2020)
National LQ
(2020)
Wages
(2020)
Advanced Manufacturing (AM)
408,558
1.01
$62,944
AM - Chemicals, Rubber & Plastics (AM - CRP)
77,484 1.24 $63,702
AM - Electronics (AM - E)
59,212 0.77 $71,363
AM - Metals (AM - M)
122,083 1.45 $65,479
AM - Vehicles & Vehicle Equipment (AM - VVE)
149,779 0.83 $57,156
Agriculture & Food Productions (AFP)
176,406 0.86 $51,013
Bio-Medical (BM)
89,569
1.27
$124,892
Building & Construction (BC)
355,274
0.91
$63,526
Business Services (BSV)
703,094 0.97 $96,599
BSV - Media, Advertising & Marketing (BSV - MAM)
123,656 0.94 $100,159
BSV - Operational Services (BSV - OPER)
215,402 0.94 $60,806
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BSV - Professional & Consulting Services (BSV - P&C)
364,036 1.00 $116,569
Education (ED)
525,460 1.01 $57,933
Energy (ENGY)
126,357 1.14 $86,094
Health Care (HC)
1,070,848 1.24 $60,229
Hospitality, Leisure & Entertainment (HLE)
458,257 0.82 $23,530
Logistics & Transportation (LT)
267,008
1.15
$53,678
Real Estate, Finance & Insurance (REFI)
303,725
0.95
$97,132
Wood, Wood Products & Publishing (WWP)
90,328 1.23 $58,785
Source: Center for Workforce Information & Analysis, Quarterly Census of Employment and Wages (2020 Annual
Average)
Industry clusters have also served as the basis for the creation of Industry Partnerships (IPs) –
employer/worker consortiums that bring together companies with similar products, markets, and human
resource, and workforce development needs. The intent of IPs, through prudent investments, is for
Pennsylvania to address the workforce and economic needs of employers, thereby helping these
industries grow while creating career opportunities for its workforce and increasing productivity.
Pennsylvania was among the first states to extend training and career-building efforts beyond individual
companies to networks of companies in specific industries. IPs foster industry collaboration on incumbent
worker training, school-to-career and other workforce pipeline initiatives, career pathways, recruitment
and retention, and other human resource challenges. These types of collaboration can help strengthen
skill alignment, increase entry-level employment opportunities, enhance recruitment and retention of
talent, and lead to the creation of more high-paying jobs. Pennsylvania continues to build on its IP work
through the Pennsylvania Industry Partnership model.
Workforce Analysis. The Unified or Combined State Plan must include an analysis of the current workforce,
including individuals with barriers to employment, as defined in section 3 of WIOA. This population must
include individuals with disabilities among other groups in the State and across regions identified by the
State. This includes—
(i) Employment and Unemployment. Provide an analysis of current employment and
unemployment data, including labor force participation rates, and trends in the State.
At the close of 2019, Pennsylvania’s economy and labor market were sending mixed signals regarding
their futures. Recovery from the Great Recession had been extremely long and not overly robust. Most
data indicated a continued, incremental growth phase was probable, but some indicators pointed to the
possible beginning of a downturn. Positivity continued in the first two months of 2020 but were quickly
erased with the onset of a short, but deep recession in March and April of 2020.
It is impossible to talk about economic or workforce data in 2020 without acknowledging the effects of
the pandemic. While the pandemic-induced recession was the shortest on record, neither the economy
nor the labor market had returned to their pre-recession levels in Pennsylvania by the end of 2020.
Pennsylvania’s monthly unemployment rate peaked at 16.2 percent in April 2020 and the average rate for
the year was 9.1 percent, an increase of 4.6 percentage points from 2019. The state’s annual average
employment declined 6.4 percent to 5,808,000, its lowest level since 2003. Likewise, the average level of
unemployment rose to 580,000, a 100 percent increase. After two consecutive annual increases, the labor
force declined by 1.7 percent as both employed and unemployed people left the labor force due to
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concerns of exposure at work or to care for family members. Over the year, Pennsylvania’s labor force
participation rate decreased 1.1 percentage points to 62.1 percent, which is slightly higher than the nation
(61.7 percent, a decrease of 1.4 percentage points). The labor force participation rate for males in PA was
66.9 percent, down 1.3 percentage points from the previous year, and for females in PA was 57.7 percent,
down 0.9 percentage points. Effective workforce and economic development strategies are needed to
ensure continued economic recovery and a return to work for the states’ unemployed.
The following table provides a summary of Pennsylvania’s labor force for 2020 including data for persons
with disabilities, veterans, older workers (those 55-plus), persons of color, and persons of Hispanic
ethnicity. For comparison, similar data is provided for the U.S. The chart demonstrates that Pennsylvania
has employment disparities for certain target populations, including individuals with disabilities, people
of color, and people of Hispanic ethnicity.
Total
Persons
with
Disabilities
Veterans
Older
Workers
Persons
of Color
Persons of
Hispanic
Ethnicity
PA Labor Force (LF)*
6,387.9
264.0
314.1
1,705.8
1,061.1
445.8
PA Employed*
5,807.9
232.5
290.4
1,560.7
897.8
381.5
PA Unemployed*
579.9
31.2
23.7
145.1
163.3
64.2
PA Unemployment Rate
9.1%
11.8%
7.6%
8.5%
15.4%
14.4%
PA LF Participation Rate
62.1%
17.7%
41.5%
39.9%
61.1%
67.6%
U.S. Labor Force (LF)*
160,742.0
6,123.0
8,918.0
37,905.0
36,311.0
28,970.0
U.S. Employed*
147,795.0
5,354.0
8,338.0
35,271.0
32,454.0
25,952.0
U.S. Unemployed*
12,947.0
769.0
581.0
2,634.0
3,857.0
3,018.0
U.S. Unemployment Rate
8.1%
12.6%
6.5%
6.9%
10.6%
10.4%
U.S. LF Participation Rate
61.7%
20.5%
48.3%
39.2%
61.5%
65.6%
* Reported in thousands
Source: PA data from Local Area Unemployment Statistics (LAUS); U.S. data from Current Population Survey (CPS)
Among the unemployed, the hardest to serve are the long-term unemployed (those unemployed 27
weeks or more). The number of the long-term unemployed in Pennsylvania (84,500 in 2020) increased
over the past year (up 24,700 or 41.3 percent) but decreased over the past five years (down 17,700 or
-17.3 percent). Nationally, long-term unemployment increased 57.6 percent over the past year to
1,995,000. Due to a much larger percentage increase in the total number of unemployed, the share of
those unemployed long term in PA dropped to 14.6 percent, compared to 15.4 percent for the U.S. Of
the nearly 85,000 long-term unemployed in PA, about 53 percent were female while 47 percent were
male. More than two-thirds of PA’s long-term unemployed were White (67.2 percent) and one-quarter
were Black (24.4 percent). Approximately 16.0 percent were of Hispanic ethnicity.
Another indicator of an economy’s strength is the employment-to-population ratio (a measurement of
the number of individuals working divided by the total population), which is affected by demographic
and secular trends as well as the economic environment. In 2020, Pennsylvania’s average employment-
to-population ratio, as shown in the table below, was 56.5 percent as compared to 59.5 percent five
years earlier. Overall, the nation experienced a slightly smaller decrease in this ratio over this period,
falling from 59.3 percent in 2015 to 56.8 percent in 2020. In Pennsylvania, the ratio increased for the
“other non-Hispanic” cohort over that period, while decreasing for all the other race/ethnic cohorts.
The largest percentage point loss was among Hispanic males. The ratio decreased for all educational
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categories except for females with less than a high school diploma, which had a small increase. The
widespread decreases in the ratio among almost all cohorts was most likely due to the impact of the
large decreases in employment due to the pandemic.
Total
(2015)
Males
(2015)
Females
(2015)
Total
(2020)
Males
(2020)
Females
(2020)
Overall
59.5%
64.6%
54.8%
56.5%
61.0%
52.4%
White non-Hispanic
60.5%
65.7%
55.6%
57.5%
62.4%
52.9%
Black non-Hispanic
53.0%
53.0%
53.1%
48.7%
46.5%
50.5%
Other non-Hispanic
55.0%
63.3%
47.5%
56.5%
66.3%
47.7%
Hispanic
60.9%
69.4%
53.8%
57.8%
62.0%
53.4%
Less than a HS diploma
31.8%
36.8%
26.7%
30.4%
33.5%
27.1%
HS graduate, no college
54.4%
63.1%
45.9%
49.7%
57.1%
41.7%
Some college or Associate degree
63.9%
67.4%
61.0%
57.9%
62.8%
53.9%
Bachelor's degree and higher
74.4%
77.2%
71.8%
70.5%
73.8%
67.8%
Source: Current Population Survey
(ii) Labor Market Trends. Provide an analysis of key labor market trends, including across existing
industries and occupations.
According to IHS Global Insight’s Population Projections, Pennsylvania’s population is projected to grow
by only 0.8 percent from 2020 to 2030. In comparison, the nation’s population growth is projected to be
6.8 percent over the same period. While the state’s overall population growth will be relatively low in the
years to come, the age distribution is expected to change more dramatically. The number of
Pennsylvanians aged 65 and over exceeded 2.4 million in 2020. The state’s percentage of those aged 65
and over (18.2 percent) was the ninth highest in the nation. This is largely a by-product of the aging of the
population born during the “baby-boom period” after World War II.
While the overall population will increase modestly, the labor force will shrink barring a substantial in-
migration of workers to Pennsylvania. Short-run pandemic-induced labor shortages will be exacerbated
by long-term demographic trends such as slow population growth and an aging population. Inevitably,
baby boomers will continue to retire and leave the workforce in large numbers, taking with them key skills
and knowledge that have supported industry growth and prosperity. Unfortunately, based on
Pennsylvania’s demographics, far fewer youth are available to enter the labor market to replace those
who will be leaving. While technology, potential in-migration, and global competition will help alleviate
some of the need for workers, a shortage of workers is likely to remain, which will force greater efficiencies
and competition for key skills.
With an inevitable shortage of workers expected, Pennsylvania’s workforce strategies also must focus on
the skills and abilities of individuals with barriers to employment, including individuals with disabilities,
veterans, individuals transitioning into the community from the criminal justice system, Temporary
Assistance for Needy Families (TANF) recipients, and those who do not speak English well or at all, among
other populations, to meet present workforce needs and future demand. In 2019, there were more than
1.6 million working age (18 years of age or older) individuals with disabilities living in Pennsylvania. They
accounted for 16.3 percent of the state’s working age population compared to 15.2 percent nationally.
Veterans numbered almost 760,000 in PA in 2019, or 7.5 percent of the working age population. On
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average, about 23,500 adult TANF recipients were served each month in the past year. Lastly, in 2019,
there were more than 280,000 individuals who did not speak English well or at all. Additional efforts will
be made to support ex-offenders looking to re-enter the workforce, at-risk youth, and older workers who
wish to remain employed. According to Current Population Survey (CPS) figures from 2020, 34.6 percent
of Pennsylvanians aged 65 to 69 are currently in the workforce (employed or looking for work). In addition,
studies have shown that current and future retirees have remained in or plan to stay in the workforce in
some capacity.
(iii) Education and Skill Levels of the Workforce. Provide an analysis of the educational and skill
levels of the workforce.
Education must play a vital role in preparing the workforce for the future demands of the
commonwealth’s economy. According to the American Community Survey, during the 2015-2019 period,
Pennsylvania ranked 42
nd
among states in the share of adults (age 25 and up) with more than a high school
diploma. Currently, 55.7 percent of such Pennsylvanians have participated in some level of postsecondary
education. Another 34.8 percent are high school graduates with no postsecondary experience and 9.3
percent have less than a high school diploma. Strategies focused on these individuals are paramount to
meeting the future demands of employers and achieving Pennsylvania’s goal of 60 percent of
Pennsylvanians holding a college or industry-recognized credential by 2025.
When assessing jobs available in the state, most employment was concentrated in occupations that fall
into the on-the-job training category (3.4 million), but that category had the slowest growth rate (3.3
percent). Conversely, occupations requiring an advanced degree had the highest projected growth rate
through 2028 (10.5 percent) but only employed about 320,000 individuals in 2018. This growth rate was
primarily driven by an increasing need for Physician Assistants, Nurse Practitioners, and Statisticians.
The shift from on-the-job training to some postsecondary education or an Associate degree is strongly
connected with growth in Healthcare, Information Technology, and Construction jobs such as Physical &
Occupational Therapy Assistants; Medical Assistants; Respiratory Therapists; Computer User Support
Specialists; Web Developers; Plumbers, Pipefitters & Steamfitters; and Carpenters.
The most significant change from the previous set of projections (growth rates 1.0 percentage points
lower) occurred in the long-term training and associate degree groups, with projected growth rates of 4.7
percent and 7.8 percent, respectively. These decreases were primarily driven by the reclassification of a
few occupations such as Clinical Laboratory Techs and Maintenance & Repair Workers.
(iv) Skill Gaps. Describe apparent ‘skill gaps’.
An equally important phase of Pennsylvania’s workforce strategy is the identification of occupations that
are critical to the success of local economies and the existence of a process that enables Pennsylvanians
to acquire the necessary skills for those careers. The High Priority Occupation (HPO) process identifies
those occupations that are in demand by local employers, pay a family-sustaining wage, and have higher
skill requirements. Entry-level jobs that serve as an “on-ramp” to high-quality occupations may be
considered as HPOs if the career pathway to existing HPOs is clearly documented. This innovative
approach combines labor market data with regional stakeholder input allowing for a more complete
picture of the actual workforce needs across the commonwealth. HPOs guide the allocation of training
dollars for WIOA programs.
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Pennsylvania’s HPO process and Pennsylvania Industry Partnership efforts also have served as a method
of evaluating occupational workforce needs. The HPO process requires Local Workforce Development
Areas (LWDA) to conduct an analysis of in-demand skills and alignment with in-demand occupations.
Employer input received through regional stakeholders provides real-world verification of any
misalignment or gaps as, well as insight into potential skills mismatches. Some employers continue to
struggle to fill critical workforce positions due to wages, benefits, geography, and other factors, while
some individuals remain unemployed for extended periods of time or have difficulty finding employment.
Many of the skills today’s workers need are expected to be obtained through advanced education and
training, resulting in relevant credentials that are valued by employers. However, feedback from many
employers suggests that candidates lack basic employability skills necessary to gain and/or maintain
employment, which the commonwealth is working on through Career Ready PA and the Future Ready PA
Index, along with integrating employability skills into workforce development strategies.
Workforce Development, Education and Training Activities Analysis. The Unified or Combined
State Plan must include an analysis of the workforce development activities, including education
and training in the State, to address the education and skill needs of the workforce, as identified
in (a)(1)(B)(iii) above, and the employment needs of employers, as identified in (a)(1)(A)(iii) above.
This must include an analysis of—
(A) The State’s Workforce Development Activities. Provide an analysis of the State’s workforce
development activities, including education and training activities of the core programs, Combined
State Plan partner programs included in this plan, and required and optional one-stop delivery
system partners.
The Pennsylvania WIOA Combined State Plan includes the six Core WIOA programs and the following
optional programs: Career and Technical Education Programs Authorized under the Carl D. Perkins Career
and Technical Education Act of 2006 (Perkins); the Temporary Assistance for Needy Families (TANF)
Program; the Trade Adjustment Assistance (TAA) Program; programs under the Jobs for Veterans State
Grant (JVSG); the Senior Community Service Employment Program (SCSEP); the Community Services Block
Grant (CSBG); the Reintegration of Ex-Offenders (REO) Program; and the Supplemental Nutrition
Assistance Program (SNAP). Collectively, the fourteen programs included in the Combined State Plan work
to serve target populations, including individuals with barriers to employment and incumbent workers, in
finding and maintaining employment, while concurrently meeting the talent needs of employers, as
follows:
WIOA Title I Adult: This program serves participants age 18 or older in need of employment or career
advancement, with priority of service given to participants who are recipients of public assistance, other
low-income individuals, and individuals who are basic skills deficient. Veterans and covered veteran
spouses who are eligible for the WIOA Title I Adult program receive veterans’ priority of service.
Individuals assessed as ready for work are provided career services to assist them in finding existing
employment opportunities. Individuals not ready for employment or looking for employment in a new
field receive training to prepare them with the skills necessary to meet the needs of employers.
WIOA Title I Dislocated Worker: This program assists workers before or after a layoff to help facilitate
rapid reemployment. Dislocated workers with requisite skills may be directly referred to employers with
hiring needs. Other dislocated workers may require training and other services to meet the skill
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requirements of employers.
WIOA Title I Youth: This program serves eligible youth and young adults through high-quality case
management support toward educational attainment, including career guidance and exploration, summer
and/or year-round work experience opportunities, and skills training along a career pathway for in-
demand industries and occupations.
WIOA Title II Adult Basic Education: This program assists adults who need to improve their basic skills to
access and succeed in career pathways. Local programs provide academic instruction at educational levels
from beginning literacy through high adult secondary, including English language acquisition for English
language learners when needed. Instruction and workforce preparation activities support college and
career readiness. Other services support persistence and successful transition to employment or
postsecondary opportunities by connecting students to social services organizations, partner programs,
and entities in the workforce development system. Integrated education and training activities, which are
aligned with local workforce needs and developed in consultation with Local Workforce Development
Boards, employers, and training providers, prepare students for realistic, existing employment
opportunities in their communities.
WIOA Title III Wagner-Peyser: This program serves all jobseekers and employers – the universal customers
– through both PA CareerLink® offices and PA CareerLink® Online with the twin goals of assisting
individuals with placement in employment and assisting employers with workforce recruitment. Services
range from job search and career counseling for jobseekers to customized labor market information and
job fairs for employers.
WIOA Title IV Vocational Rehabilitation (OVR): This program helps persons with disabilities prepare for,
obtain, and/or maintain employment. Its single-point-of-contact model helps any employer hire and on-
board talented individuals with disabilities by connecting the employer with one OVR staff member who
coordinates all program support. Support may include on-the-job training, as well as assistance in
determining reasonable accommodations that could help increase the employment success of the
individual with a disability.
Perkins: This program funds career and technical education programs at the secondary and postsecondary
levels. Perkins programs work with businesses to identify relevant technical standards, including national
industry standards and credentialing opportunities, to ensure that program completers have the technical
skills employers need.
Temporary Assistance for Needy Families (TANF) Employment and Training: This program supports TANF
recipients through a range of activities based on individual needs as they pursue employment plans
leading to long-term stability. The type and duration of the activity depends on the customer’s work
experience, education/training, and/or employment barrier(s) (e.g., childcare, transportation, education
level, overall employability, etc.). All activities aim to increase the skills and employability of TANF
recipients. The commonwealth requires each adult, minor head of household, or minor child ages 16 or
17 who is not in school to engage in work or an approved employment and training activity.
Supplemental Nutrition Assistance Program: This program supports SNAP recipients who are not also
receiving TANF through a range of components designed to prepare participants for employment through
education and training. Participation in the program is voluntary, and participants are placed in
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components based on an assessment of their individual needs. All components are designed to increase
the skills and employability of SNAP recipients and participants receive a suite of supportive services while
participating in the program, as well as for a retention period following placement in employment.
Trade Adjustment Assistance (TAA): This program provides eligible workers with services and training to
assist them in returning to the workforce following a layoff impacted by global trade. The services and
training ensure that TAA recipients have the skills needed to find reemployment within the industry from
which they were separated or to enter a new industry where employment opportunities exist.
Jobs for Veterans State Grants (JVSG): This program funds Disabled Veterans’ Outreach Program (DVOP)
and Local Veterans’ Employment Representative (LVER) staff in PA CareerLink® offices. DVOPs work with
veterans with significant barriers to employment, and LVERs work with employers to showcase qualified
veterans for job openings.
Senior Community Service Employment Program (SCSEP): This program promotes part-time employment
opportunities in community service activities for unemployed low-income persons who are age 55 or older
and who have poor employment prospects. SCSEP utilizes Labor Market Information (LMI) to identify
occupations most likely to hire older workers and prepares participants for those jobs. Some SCSEP
grantees already work with PA CareerLink® Business Service Teams (BSTs) to develop employment
opportunities for older workers. Employers recognize the benefit of hiring older workers, who are
generally viewed as reliable, loyal, and ethical with well-established critical thinking, leadership,
teamwork, and communication skills.
Community Service Block Grant (CSBG): This program funds programs that provide opportunities for
participants to attain basic employability skills, occupation-specific skills, and work experience necessary
to meet employer talent needs.
Reentry Employment Opportunities (REO): This program supports increased collaboration and alignment
of reentry planning and service activities among system partners to improve the justice-involved
individual’s ability to attain and retain a job along a career pathway that pays family-sustaining wages.
Efforts described in the Combined State Plan will allow for greater coordination of services and activities
provided by REO grantees with the workforce development system. Activities seek to not only get the
justice-involved individual employed, but to provide the necessary supports to allow employment
retention, thus reducing turnover and costs for employers providing job opportunities to justice-involved
individuals.
The commonwealth coordinates and integrates service delivery among Core and other partner programs
in several ways. One integration method is partnerships within the PA CareerLink® network. The PA
CareerLink® sites are designated as comprehensive American Job Centers where, at a minimum, the
customer can access services associated with all WIOA-mandated Core Programs. In addition, many
partner program recipients may be able to receive services required under Pennsylvania’s Perkins or TANF
programs, to name two partner programs, through the PA CareerLink®. Integration of PA CareerLink®
service delivery is critical for effective, efficient, and comprehensive services to customers. To that end,
all partners have itemized the types and availability of services to be provided, and how the program will
work in partnership, in a Memorandum of Understanding (MOU) with the PA CareerLink® offices.
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To ensure greater coordination across partner programs, the Pennsylvania Department of Labor &
Industry is developing a policy document for the local MOU. The guidance will underscore the
responsibilities of the required partners in the one-stop service delivery system, including their
involvement in the MOU process and the contributions necessary to appropriately fund the local system.
Agency staff representing PA CareerLink® partners are collaborating on ways to better inform their local
workforce system stakeholders of the significant value that results from a strong partnership. Local boards
engaged and representatives from local libraries and local community and economic development
agencies engaged in surveys to determine collaboration in their local areas. State staff are using those
surveys to pilot networking sessions in those areas where it appears there was little or no engagement at
the local level. The commonwealth will continue to work with all required partners in a similar fashion.
Within PA CareerLink®, program staff are aligned functionally, rather than by program, as appropriate for
staffing capacity and customer volume. Aligned functions may include initial customer intake and
assessment; career and training services for workers; and workforce services for businesses. This
functional alignment offers direct access to a broader range of services that may be adapted and leveraged
to address a customer’s unique needs. Individuals seeking assistance, either workers or businesses, may
access services in person at the PA CareerLink® or virtually through the PA CareerLink® online system.
Staff are available to provide direct assistance to customers in both group and individual settings, and self-
service resources are available in a Career Resource Room or Area.
Career pathways are another method that the commonwealth uses to coordinate service delivery. Local
Workforce Development Boards lead career pathway development, in partnership with employers,
workforce partnerships, secondary and post-secondary education providers, Titles I, II, and IV providers,
and other programs, such as TANF. This model connects workers with a career path that will lead to a
family-sustaining wage, in an in-demand career, while comprehensively addressing barriers to
employment and offering individuals multiple entry and exit points to progress in their careers. This
approach supports both workers and employers, through collaboration across Core and partner programs,
and external partners.
Because the workforce development system must be responsive to the needs of employers, Pennsylvania
Industry Partnerships are also a method of identifying and responding to employer needs. They address
common workforce challenges and other, shared competitiveness needs of an industry. Relatedly,
Pennsylvania emphasizes establishing new and expanding existing Registered Apprenticeship programs
and pre-apprenticeship standards as part of relevant career pathway models.
Recognizing parallels in
methodology between the Career Pathways system and the Apprenticeship system, the intent is to
directly align and integrate the Career Pathways System within the overall apprenticeship structure. The
commonwealth is strategically working on doing so through several initiatives including the PASmart grant
funding opportunities focusing on aligning secondary and post-secondary institutions and the career
pathway system.
PA CareerLink® staff serving on a Business Service Team (BST) work with area employers to identify their
talent needs and refer qualified candidates to fill those positions. This includes referring candidates for
on-the-job or customized training when the referred individual is not immediately ready to take on the
position’s full duties. BSTs also have access to labor market information (LMI) that can help employers set
wages and benefits that will attract high-quality candidates. BSTs communicate and collaborate with local
organizations, state and federal agencies, and other entities with economic and workforce development
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interests to ensure coordination of services. This also includes coordination and connection with school
districts, career and technical centers, and post-secondary providers who can serve as a source of talent
for employers.
BSTs and other PA CareerLink® Staff will be provided information on how and why to connect jobseeker
and employer clients to Registered Apprenticeship programs, how connecting job seekers with registered
apprenticeships programs can help states and local areas meet their targets on the WIOA primary
indicators, when to exit a WIOA client positively from the CWDS system even when still participating in a
Registered Apprenticeship, and how to appropriately utilize workforce funding to support Registered
Apprenticeship and Pre-apprenticeship programs.
(B) The Strengths and Weaknesses of Workforce Development Activities. Provide an analysis of the
strengths and weaknesses of the workforce development activities identified in (A), directly above.
The commonwealth strives to consistently provide excellent service to its workforce development
customers in all 23 Local Workforce Development Areas across the state, led by 22 Local Workforce
Development Boards. Consistency in service delivery also supports alignment of services across programs
and across the commonwealth. Memoranda of Understanding (MOUs) among Core and partner programs
help ensure defined roles, accountability, responsibility, and opportunities for collaboration and
partnership. Further, the commonwealth supports staff training and development, as a well-trained staff
increases program knowledge and understanding and promotes better service delivery. Identified areas
of strength include:
• Strong relationships among agency executive leadership prioritizing collaboration on numerous
workforce development initiatives and grant applications, and frequent sharing of information
and best practices.
• Diverse secondary and postsecondary education and training opportunities in the state.
• A decade of experience working with sector strategies through programs like the Industry
Partnership program, which has supported thousands of employers and trained over 100,000
employees since its inception and has been modeled by other states.
• A history of successfully applying for and implementing competitive federal grants.
• Ample Labor Market Information (LMI) through the Center for Workforce Information and
Analysis (CWIA) and other sources to inform decisions and strategies.
• The Interagency Workgroup that is developing a series of asynchronous cross-training modules
for workforce development system staff.
Identified areas for improvement include:
• Increasing the share of working-age adults who have postsecondary education or industry-
recognized credentials.
• More effectively and comprehensively assisting customers with addressing their barriers to
employment.
• Expanding cross-training opportunities for front-line staff engaging with customers, including
workers and businesses, across all workforce development programs and initiatives.
• Increasing the accessibility, quantity, and quality of online, self-service PA CareerLink® options,
along with direct customer access to live-person assistance via phone; Internet coaches and
access points in recognition of an increasingly tech-savvy society and limited funding which
makes it difficult to maintain the existing physical one-stop presence.
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• Refining the Commonwealth Workforce Development System (CWDS), the system of record used
by the commonwealth to collect participant data and report performance outcomes, to allow for
more effective case management and information sharing for job seekers, employers, agency,
and partner staff, including integrating CWDS with the case management systems of other
partner programs or bringing partner programs into CWDS.
• Integration and alignment of educational services, especially Adult Basic Education and TANF
services, within the workforce development system, including through co-enrollment of
participants in Titles I, II, and TANF. Development and utilization of contextualized literacy
programs are crucial to helping TANF/SNAP Able Bodied Adults without Dependents (ABAWD)
clients and will be a component of alignment of educational services.
• Integration and alignment of workforce programs designed to serve specific populations and
administered by other state agencies (e.g., programs for TANF and SNAP recipients operated by
the Department of Human Services) with workforce programs administered by the Department
of Labor and Industry.
• Making Labor Market Information (LMI) accessible and user-friendly for all customers of the
workforce development system to inform their decision making, including workers, businesses,
students, parents, educators, economic development professionals, and other stakeholders.
• Connecting early childhood education, k-12 education, Adult Basic Education, higher education
and workforce development data into a Statewide Longitudinal Data System (SLDS), to monitor
education and workforce outcomes from early learning to career, and use this information to
support continuous improvement of education and workforce initiatives.
The state will make significant investments in technology to improve service delivery and allow for
collection and sharing of information necessary to support WIOA implementation. The commonwealth
is currently conducting multiple focus groups to drive technology investment decisions.
(C) State Workforce Development Capacity. Provide an analysis of the capacity of State entities to
provide the workforce development activities identified in (A), above.
The Core programs – Adult, Dislocated Worker, Youth, Adult Basic Education, Wagner-Peyser, and
Vocational Rehabilitation – work collaboratively and in partnership to effectively serve workforce
development customers across the commonwealth. The Center for Workforce Information and Analysis
(CWIA) and other sources gather, analyze, and provide labor market information (LMI) to inform
workforce development strategies. While each program has clearly defined activities, as defined by law,
the commonwealth leverages services and resources to best serve customers and meet its workforce
development goals.
The commonwealth’s alignment of Core programs will include establishing effective career pathways that
combine guidance, education, training, and support services that prepare individuals for careers. The
pathway system will include coaches who help guide individuals to appropriate programs and services
given their needs and career goals. The commonwealth will promote co-enrollment to align
complementary services to comprehensively serve customers and will encourage shared roles for
guidance and support services within each career pathway program to prevent duplication of services.
State Strategic Vision and Goals. The Unified or Combined State Plan must include
the State’s strategic vision and goals for developing its workforce and meeting
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employer needs in order to support economic growth and economic self-
sufficiency. This must include—
(1) Vision. Describe the State’s strategic vision for its workforce development system.
In Governor Wolf’s first term, the administration focused on creating Jobs That Pay, Schools That Teach,
and Government That Works. These goals continue to be a priority in this second term, along with
developing career pathways, supporting sector strategies, better serving Pennsylvanians with barriers to
employment, addressing employment disparities, and reaching specific workforce development goals
around credential attainment and expanding pre-apprenticeship and Registered Apprenticeship. In
addition to the requirements of WIOA, Pennsylvania is committed to a workforce system built on the
foundation of increased alignment and collaboration, innovative strategies, and enhanced accountability.
Pennsylvania is focused on providing the highest level of service to all workforce development customers,
including workers, businesses, students, parents, educators, economic development professionals, and
other stakeholders, through collaborative efforts of all state and local partners. The commonwealth
remains committed to increasing access to all customers, with increased attention to meeting customers
where they are at. Barrier remediation and supportive services are of particular importance for
Pennsylvania’s workforce development system, as comprehensively addressing the challenges many of
our customers face will allow them to not only get a job, but also help them develop the skills and
credentials necessary to embark on career pathways leading to self-supporting and family-sustaining
careers.
(2) Goals. Describe the goals for achieving this vision based on the analysis in (a) above of the State’s
economic conditions, workforce, and workforce development activities. This must include—
(A) Goals for preparing an educated and skilled workforce, including preparing youth and
individuals with barriers to employment and other populations.
(B) Goals for meeting the skilled workforce needs of employers.
Pennsylvania has prioritized five broad goals for the workforce development system:
1. Career Pathways and Apprenticeship: Develop a comprehensive career pathways system in PA
and expand career pathways as the primary model for skill, credential, degree attainment, with
an emphasis on assisting individuals to address barriers to employment, earn a family-sustaining
wage, and advance their career.
2. Sector Strategies and Employer Engagement: Engage employers and industry clusters through
innovative strategies to improve the connection and responsiveness of workforce programs and
services to labor market demand, including recruiting, training, and retaining talent.
3. Youth: Increase opportunities for all youth to experience work-based learning through summer
employment, pre-apprenticeship, Registered Apprenticeship, internships, job shadowing,
mentoring, and other experiences in the workplace, including developing employability skills.
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4. Continuous Improvement of the Workforce Development System: Identify and enact system
changes and improvements that enhance the collaboration and partnership between agencies
and partners in the workforce development system.
5. Strengthening the One-Stop Delivery System: Implement improvements to one-stop service
delivery to better serve all customers, including job seekers and employers.
The overarching theme throughout these five goals is the coordination across all systems and partners,
both within state government agencies, and throughout the state and local systems devoted to
developing Pennsylvania’s workforce and economy. Prioritizing and achieving these goals will allow
Pennsylvania’s workforce development system to serve workers and businesses in the most effective ways
possible.
Goal 1: Career Pathways and Apprenticeship
It is of the utmost importance to serve individuals in a manner that meets those individuals where they
are at, in order to help them develop the knowledge, skills, and abilities to meet the needs of an ever-
evolving economy. This means working to address any and all barriers to employment that individuals
face and offering them multiple entry and exit points to progress in their careers. Apprenticeship is a key
career pathway strategy, as it allows individuals to learn on-the-job while also earning a paycheck. The
value of the apprenticeship model has led Governor Wolf to prioritize doubling the number of apprentices
in the Commonwealth to 30,000 by 2025.
1.1 The commonwealth will increase the creation of registered pre-apprenticeship and
apprenticeship programs, particularly in non-traditional occupations, as part of its career
pathway system building efforts.
The Departments of Labor & Industry, Education, and Community & Economic Development will
work collaboratively to assist employers, education and training providers, and local service
providers in developing new registered apprenticeship and pre-apprenticeship programs. The
commonwealth will measure progress by tracking the number of new registered apprenticeship
and pre-apprenticeship programs created, and the increase in the types of occupations where
registered apprenticeships and pre-apprenticeships are available to job seekers.
1.2
The commonwealth will increase recruitment efforts of registered pre-apprenticeship and
apprenticeship programs to increase the number of individuals from non-traditional
populations, such as women, minorities, re-entrants, and persons with disabilities, into these
programs, while also ensuring opportunities are available to both youth and adults.
The Departments of Labor & Industry and Community & Economic Development will work
collaboratively to make registered apprenticeship and pre-apprenticeship opportunities available
to these populations and recruit non-traditional and under-represented populations into these
opportunities. The commonwealth will measure progress by tracking the increase in the
percentage of non-traditional and under-represented populations participating in these
programs, across existing registered apprenticeship and pre-apprenticeship programs, and the
programs that are being newly developed.
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1.3 The commonwealth will promote Pre-Employment Transition Services (Pre-ETS) for all
transition-age youth with disabilities.
The Office of Vocational Rehabilitation, within the Department of Labor & Industry, in partnership
with the Departments of Human Services, and Education will collaborate to encourage transition-
age youth with disabilities to take advantage of opportunities available to them. The
commonwealth will measure progress by tracking the number of individuals receiving Pre-ETS
services and the number of these individuals that are provided career awareness education,
specifically The Career Index Plus (TCI+) Plus and labor market information (LMI).
1.4 The commonwealth will increase public awareness of the career pathways model and program
design, in an effort to build a career pathways system.
All partner agencies and programs will prioritize educating customers about career pathways in
Pennsylvania and creating opportunities to develop new, and expand existing, career pathways
programs. The commonwealth will measure progress by tracking the educational programming
available to customers, including workshops, LMI training, and through the utilization of online
resources, and tracking the work of Local Workforce Development Boards in developing career
pathways programs.
1.5 Increase exposure to career awareness and exploration activities for K-12 and postsecondary
students, as well as adult learners, as a strategy related, but not limited to, dropout prevention,
increased knowledge of career opportunities, and exposure to business and industry in
students’ communities.
The Departments of Labor & Industry, Human Services, and Education will focus on increasing
career awareness and exposure activities. The commonwealth will measure progress by tracking
the number of these activities, and the number of individuals that participate in them.
1.6 The Pennsylvania Workforce Development Board will continue to maintain a standing Career
Pathways and Apprenticeship Committee, charged with developing policy recommendations
related to interagency collaboration and coordination around career pathways and
apprenticeship programs and priorities, and implementing the career pathways and
apprenticeship related goals set forth in the WIOA Combined State Plan. The committee will
update the full board on goal progress and execution.
The Career Pathways and Apprenticeship Committee will meet regularly and update the
Pennsylvania Workforce Development Board at its quarterly meetings.
Goal 2: Sector Strategies and Employer Engagement
Pennsylvania recognizes that it is imperative to work with the business community to ensure training
programs and resources are aligned with the workforce development and human capital needs of
businesses. By strategically engaging with businesses, the commonwealth will be best positioned to make
sure employers have the opportunity to work collaboratively with training providers and educational
institutions as they develop curriculum and help to prioritize the types of training and education needed
by employers in an environment where resources are limited. Pennsylvania’s Industry Partnership
Page | 23
program supports this work by convening employers within the same industry cluster to collectively
address issues facing those companies and enhance their economic competitiveness.
2.1 The commonwealth will promote Pennsylvania Industry Partnerships funded through Industry
Partnership grants, with a focus on business-identified priorities.
The Pennsylvania Workforce Development Board, in coordination with the Department of
Community and Economic Development, will administer the grant program for Pennsylvania’s
Industry Partnership program. The commonwealth will measure the impact of this program in
several ways. For workers trained through Industry Partnership funds, Pennsylvania will track
increases in wages, credentials, and retention. For businesses participating in these partnerships,
Pennsylvania will track the number of jobs created and retained, and their economic impact. The
commonwealth will also track career awareness activities, in terms of both the number of events
and the number of individuals participating, and partnerships will be measured in terms of their
ability to braid and leverage resources, the number of employers participating, and the number
of events these partnerships engage in.
2.2 The commonwealth will increase local coordination between business engagement staff at each
agency through the Engage! Program to more effectively provide businesses with both
workforce and economic development services.
The Departments of Labor & Industry and Community & Economic Development will utilize the
Engage! Program to better coordinate when working with the employer community to more
efficiently communicate with businesses and to minimize employer fatigue. The commonwealth
will measure this goal by the number of companies in the Engage! Program and the number of
Departments utilizing the program.
2.3 The commonwealth will expand access to online education and training programs that result in
a credential or certification of value.
All partner agencies and programs will make this a priority. The commonwealth will measure
progress in meeting this goal by the number of individuals served in online training, including
those that receive a credential or certificate, and by tracking the performance outcomes of those
served online.
2.4
The commonwealth will encourage employers, including those that receive state funds from
economic development and other programs, to utilize the public workforce system. The
commonwealth will increase employer awareness and use of the one-stop system to recruit and
retain talent, to diversify their workforce by hiring Pennsylvanians with barriers to
employment, and provide information of other benefits of using the one-stop system.
The Departments of Labor & Industry, Education, Human Services, and Community & Economic
Development will coordinate efforts on this goal. The commonwealth will measure progress in
meeting this goal by tracking the increase in the number of companies registered with PA
CareerLink®.
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2.5 The commonwealth will increase engagement with the business community on issues related
to Employment First, accessibility standards, disability talent recruitment, Americans with
Disabilities Act Accessibility Guidelines compliance, disability etiquette, and the benefits of
hiring individuals with disabilities.
The Office of Vocational Rehabilitation, within the Department of Labor & Industry, in partnership
with the Department of Community and Economic Development, will lead efforts on engaging the
business community on this priority. The commonwealth will measure progress in meeting this
goal by tracking the number of Americans with Disabilities Act Accessibility Guidelines (ADAAG)
consultations, no-cost reviews of employer’s workplace and public area accessibility, number of
employer requests for OVR talent, and the number of disability etiquette trainings.
2.6 The commonwealth will increase collaboration and coordination between the OVR and local
workforce development systems when using on-the-job training models.
The Office of Vocational Rehabilitation, within the Department of Labor & Industry, will lead this
effort. The commonwealth will measure progress in meeting this goal by tracking the number of
OVR customers enrolled in on-the-job training.
2.7 The commonwealth will increase inter-agency career readiness engagement activities and
partnerships for students and educators by engaging with business and industry.
The Departments of Labor & Industry and Education will work collaboratively to address this
priority. The commonwealth will measure progress in meeting this goal by tracking the number
of these activities.
2.8
The commonwealth, led by the Pennsylvania Workforce Development Board, will continue to
maintain a standing Sector Strategies and Employer Engagement Committee, charged with
developing policy recommendations related to interagency collaboration and coordination
around sector strategy and employer engagement programs, and priorities and implementing
the sector strategy and employer engagement goals set forth in the WIOA Combined State Plan.
The committee will update the full board on goal progress and execution.
The Sector Strategies and Employer Engagement Committee will meet regularly and update the
Pennsylvania Workforce Development Board at its quarterly meetings.
Goal 3: Youth
Pennsylvania recognizes the priority that WIOA places on serving Youth and commits to prioritizing
services to these individuals, who comprise our future workforce. Engaging young people early in their
lifelong career journey creates a unique opportunity to help them find a successful career pathway and
engage them around life-long learning. For youth with barriers to employment, early identification of
their strengths and challenges can allow for better identification of supports that means smaller
investment of time and resources than if supports were no identified until later in life.
3.1 The commonwealth will identify and implement evidence-based models to facilitate effective
youth workforce program planning and investments.
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The Pennsylvania Workforce Development Board and all partner agencies will coordinate efforts
on this priority. The commonwealth will measure progress toward meeting this goal with the
already established definitions of “evidence-based” assessment criteria, as approved by the PA
WDB in 2020, as well as the evaluation of programmatic services, and the identification of data-
driven models, including the use of performance outcomes for those receiving services. This data
will be used to inform the continuous improvement of future programming.
3.2 The commonwealth will identify, share, and advocate for effective practices in engaging
opportunity youth, including those leading to increased co-enrollment of opportunity youth in
WIOA Core and partner programs, when relevant, to ensure that appropriate funds are
leveraged to provide necessary services to these individuals. The commonwealth will also
encourage the use of Individual Training Accounts when serving opportunity youth.
All partner agencies will prioritize ensuring the increased local recruitment of opportunity youth
and establishing higher awareness of, and access to, the strategic programs and services available
to them. The commonwealth will measure progress toward meeting this goal by tracking the
number of opportunity youth served, as well as the number and types of workforce services
received. The commonwealth will also measure the increase in the number of opportunity youth
successfully co-enrolled for multiple services across programs including, but not limited to, ABE,
TANF, and OVR, and the number of ITAs these individuals are provided with, when it helps support
their overall career goals.
3.3 The commonwealth will increase opportunities for youth in registered pre-apprenticeship and
apprenticeship programs and establish new partnerships with secondary and postsecondary
institutions to achieve this goal.
The Departments of Labor & Industry and Education will coordinate on this priority. The
commonwealth will measure the increase in the number of youth entering registered
apprenticeship and pre-apprenticeship programs, the performance outcomes for those
individuals, and the number of new registered programs created at secondary and post-secondary
schools.
3.4 The commonwealth, via PennSERVE, will continue to promote and encourage service
opportunities with AmeriCorps and require all WIOA regional and local plans to include
AmeriCorps, when available, as a referral option for young people, particularly opportunity
youth.
The Department of Labor & Industry, in partnership with PennSERVE, will focus on this goal. The
commonwealth will track the increase in the number of youth, and specifically opportunity youth,
enrolled in AmeriCorps State programs. Pennsylvania will also require the inclusion of AmeriCorps
programs in WIOA regional and local plans, where AmeriCorps programs are available.
3.5 The Commonwealth will continue to promote and encourage opportunities in YouthBuild and
Job Corps programs and require that these priorities be included within all WIOA regional and
local plans, when available.
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The Department of Labor & Industry will prioritize opportunities for these programs and measure
the number of youth, and specifically opportunity youth, enrolled in these programs.
Pennsylvania will require these programs to be part of WIOA regional and local plans.
3.6 The commonwealth will continue to support youth with disabilities in the attainment of
competitive, integrated employment by increasing paid work experience opportunities and
other career exposure experiences, such as job shadowing, mentoring, and employer mock
interviews, in addition to supported employment services.
The Office of Vocational Rehabilitation, within the Department of Labor & Industry, will
collaborate with Local Education Agencies to achieve this goal. The commonwealth will track the
number of youth with disabilities placed in work-based learning experiences and the number of
youth with disabilities served who obtain competitive, integrated employment.
3.7 The commonwealth will continue to promote early career exposure and exploration, as well as
the development of employability skills through work-based learning experiences, particularly
through summer employment and STEM career pathways, for in-school youth, as a means of
increasing student engagement and drop-out prevention, by engaging businesses.
The Departments of Labor & Industry, Conservation & Natural Resources, Education, and Human
Services will coordinate efforts on this goal. The commonwealth will track career readiness and
work-based learning experiences through the Future Ready PA Index.
3.8 The commonwealth will increase awareness of the 14 required WIOA youth program elements,
including financial literacy education, adult mentoring, leadership development opportunities,
entrepreneurial skills training, etc.
The Departments of Labor & Industry and Human Services will coordinate on this goal. The
commonwealth will measure the increase in the number of services rendered related to the 14
youth program elements.
3.9 The Pennsylvania Workforce Development Board will continue to maintain a standing Youth
Committee, charged with developing policy recommendations related to interagency
collaboration and coordination around youth programs and priorities and implementing the
youth-related goals set forth in the WIOA combined state plan. The committee will update the
full board on goal progress and execution.
The Youth Committee will meet regularly and update the Pennsylvania Workforce Development
Board at its quarterly meetings.
Goal 4: Continuous Improvement of the Workforce Development System
Pennsylvania recognizes that the workforce development system requires constant evaluation in order to
learn and adapt to an ever-changing labor market and economy. By focusing on continuous improvement,
the commonwealth recognizes that there are always opportunities for improvement. Better
communication and coordination related to the sharing of data, policy development, and overall system
operations will help to eliminate silos within the system, duplication of efforts, and increase efficiency.
Page | 27
4.1 Share data across partner programs to assist in the ability to coordinate services to participants
and to track participant outcomes, to maximize the positive impact of limited financial
resources, including expanding the commonwealth’s Statewide Longitudinal Data System, and
implementing a common intake form across all Pennsylvania CareerLink® locations.
All partner agencies and programs will track where data sharing can be increased, including
connecting early childhood education, K-12 education, higher education, adult basic education,
and workforce development data into a Statewide Longitudinal Data System (SLDS), to monitor
education and workforce outcomes from early learning to career, and use this information to
support continuous improvement of education and workforce initiatives. The accomplishments
realized through more effective data sharing and creating a culture of information empowerment
will be tracked and highlighted.
4.2 The commonwealth will prioritize issuing joint guidance when two or more agencies have
policies that impact the function of or collaboration among multiple agencies.
All partner agencies will prioritize issuing joint-guidance whenever a policy impacts two or more
programs. The commonwealth will track the increase in the issuance of joint guidance and will
engage stakeholders on the effectiveness of joint-guidance and greater collaboration between
agencies.
4.3 Ensure program planning and policy development are demand- and data-driven, built on sound
socio-economic and labor market information, recognize trends related to programmatic data
and outcomes, and prioritize evidence-based models. The commonwealth will also use program
evaluation as a tool to evaluate the effectiveness of workforce development programs,
initiatives, and strategies.
The commonwealth will establish a definition of evidence-based, data driven models and effective
practices and track the percentage of policies developed through evidence-based models, with
the goal of ensuring all policy is data-driven.
4.4
The commonwealth will streamline the occupational licensing process by removing barriers
preventing qualified individuals from receiving occupational licensure.
The Department of State will lead the effort on this goal. The commonwealth will track
occupations where the licensing process has been made more efficient through the removal of
barriers, as well as process improvements related to reciprocity for veterans and spouses and
licensing improvements for additional targeted populations.
4.5
The commonwealth will develop a dashboard to track all key performance indicators related to
the workforce development system and implementation of the Combined State Plan, including
developing state-driven metrics and elevating promising practices across the system.
The Pennsylvania Workforce Development Board will coordinate tracking all key performance
indicators related to the workforce development system across agencies and develop and
maintain the dashboard. The dashboard will be updated on a timely basis, as new data becomes
available, and available online in an accessible, user-friendly format.
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4.6
The Commonwealth will encourage employers and educational institutions to accept work-
based learning experiences as provisional credits and certifications, including military
experience and training.
The Departments of Labor & Industry, Conservation & Natural Resources, Education, Military &
Veterans Affairs, and State will coordinate on these efforts. The commonwealth will track the
number of employers and educational institutions utilizing this model.
4.7 The Pennsylvania Workforce Development Board will continue to maintain a standing
Continuous Improvement Committee, charged with developing policy recommendations
related to interagency collaboration and coordination around continuous improvement
programs and priorities and implementing the continuous improvement related goals set forth
in the WIOA Combined State Plan. The committee will update the full board on goal progress
and execution.
The Continuous Improvement Committee will meet regularly and update the Pennsylvania
Workforce Development Board at its quarterly meetings.
4.8 The Pennsylvania Workforce Development Board will continue convening the Interagency
Workgroup beyond the submission of the WIOA Combined State Plan to ensure the continuous
improvement of Pennsylvania’s workforce system, and will maintain collaboration between
agencies and programs.
The Interagency Workgroup will meet on a regular basis to help ensure ongoing collaboration
related to the implementation of the Combined State Plan and improvements to the workforce
development system. Updates from these meetings will be provided to the Pennsylvania
Workforce Development Board as appropriate.
Goal 5. Strengthening the One-Stop Service Delivery System
The One-Stop system, known in Pennsylvania as PA CareerLink®, is the primary touch point for the vast
majority of customers, including job seekers, individuals looking to advance in their careers, and
employers. Increasing the coordination among system partners, identifying efficiencies, eliminating
duplication, and improving customer service are all essential functions of improving service delivery.
5.1 The commonwealth will prioritize increasing online resources, and ensuring those online
resources are available, utilizing shared space models, and enhance coordination across
programs and services.
All partner agencies will strive to highlight any efficiencies that are identified within the PA
CareerLink® system. The commonwealth will measure cost savings and additional financial
resources that result from these efficiencies.
5.2
The commonwealth will expand customer access and services across the One-Stop system to
engage new customers and increase the number of individuals being served by the workforce
system through better partner relationships including, but not limited to, local libraries and
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community-based resources and programs, as well as ensuring additional resources are
available virtually, when possible.
The Department of Labor & Industry will work with all partner agencies and programs to
document system improvements including, but not limited to, increased hours when services are
available, additional locations where services are available, and services that have been
transitioned to allow virtual utilization. The additional number of individuals being served will
also be tracked.
5.3 The commonwealth will increase training to all front-line staff on all available program offerings
to allow for informed internal and external referrals to additional services and facilitate serving
the holistic needs of the customer.
The Department of Labor & Industry will work with all partner agencies and programs to track the
number of training hours staff receive and the increase in the number and types of trainings
available. Staff will also be surveyed to measure increases in job related knowledge and identify
where additional training opportunities would be valuable. A workgroup with members from the
PA CareerLink® partner programs is developing a series of asynchronous online training modules
to support this work.
5.4
The commonwealth will promote innovative strategies for serving customers with barriers,
including those with challenges related to digital literacy, capacity, and accessibility, through
better customer engagement and support, as well as a focus on increasing awareness of
community partners and available resources.
All partner agencies and programs will coordinate to track increases in the number of referrals
made, including populations that are being referred and where they are being referred. The
commonwealth will also track the number of individuals with barriers, including those with
multiple barriers, and the percentage of services that are provided to individuals with barriers.
5.5
Business Service Teams will focus on collaborative efforts across programs to increase
engagement with employers in a more coordinated way, especially as it relates to barrier
remediation and worker recruitment.
The Department of Labor & Industry will coordinate these activities, in partnership with the
Department of Community and Economic Development. The commonwealth will track the
number of business services events and measure the increase in the employer penetration rate
and the number of repeat business customers. These teams will explore alternative mechanisms
to engage with employers, including virtual engagement, as necessitated by the ongoing
pandemic.
5.6 The commonwealth will prioritize high-level customer service in facilitating more personal and
customer-focused, customer-centered referrals and program design.
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This will be a priority for all partner agencies and programs. The commonwealth will measure the
increase in the percentage of referrals that result in a successful connection and track all process
improvements.
5.7
The commonwealth will increase the number of individuals co-enrolled in all WIOA Core
programs, when relevant, and other partner programs to allow increased access to additional
programmatic and supportive services.
This will be a priority for all partner agencies and programs. The commonwealth will measure the
increase in the percentage of customers that are co-enrolled and the employment outcomes of
co-enrolled individuals.
5.8
The commonwealth will continue to increase the capacity of the Commonwealth Workforce
Development System, the workforce development system of record, to include additional
partners, programs, and resources, and to increase system communications, referral
capabilities, and improve customer usability.
The Department of Labor & Industry will lead efforts on this priority. The commonwealth will
track and document all system improvements.
5.9 The Pennsylvania Workforce Development Board will establish and maintain a standing One-
Stop Service Delivery System Committee, charged with developing policy recommendations
related to interagency collaboration and coordination around the one-stop system and
implementing the one-stop system related goals set forth in the WIOA combined state plan.
The One-Stop Committee will ensure that all core and partner programs have the opportunity
to share any proposed changes to program operation that could impact PA CareerLink®
operations in the commonwealth. The committee will update the full board on goal progress
and execution.
The One-Stop Service Delivery Committee will meet regularly and update the Pennsylvania
Workforce Development Board at its quarterly meetings.
(3) Performance Goals. Using the table provided in Appendix 1, include the State's expected levels of
performance relating to the performance accountability measures based on primary indicators of
performance described in section 116(b)(2)(A) of WIOA. (This Strategic Planning element only applies to
core programs.)
Title I - Adult
PY 2022
Expected
Level
PY 2022
Negotiated
Level
PY 2023
Expected
Level
PY 2023
Negotiated
Level
Employment (Second Quarter after Exit)
73.0% 75.0%
Employment (Fourth Quarter after Exit)
71.0%
72.0%
Median Earnings (Second Quarter after Exit)
$6,250.00 $6,500.00
Credential Attainment Rate
62.0% 64.0%
Measurable Skill Gains
40.0% 41.0%
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Title I – Dislocated Worker
PY 2022
Expected
Level
PY 2022
Negotiated
Level
PY 2023
Expected
Level
PY 2023
Negotiated
Level
Employment (Second Quarter after Exit)
76.0% 78.0%
Employment (Fourth Quarter after Exit)
75.0% 77.0%
Median Earnings (Second Quarter after Exit)
$8,500.00 $8,750.00
Credential Attainment Rate
65.0% 68.0%
Measurable Skill Gains
38.0% 42.0%
Title I - Youth
PY 2022
Expected
Level
PY 2022
Negotiated
Level
PY 2023
Expected
Level
PY 2023
Negotiated
Level
Employment (Second Quarter after Exit)
66.0% 67.0%
Employment (Fourth Quarter after Exit)
62.0% 64.0%
Median Earnings (Second Quarter after Exit)
$3,000.00 $3,500.00
Credential Attainment Rate
65.0% 66.0%
Measurable Skill Gains
58.0% 60.0%
Title II – Adult Education and Family Literacy Act Program
PY 2022
Expected
Level
PY 2022
Negotiated
Level
PY 2023
Expected
Level
PY 2023
Negotiated
Level
Employment (Second Quarter after Exit)
47.0% 47.0%
Employment (Fourth Quarter after Exit)
49.0% 49.0%
Median Earnings (Second Quarter after Exit)
$5,450.00
$5,450.00
Credential Attainment Rate
37.0% 37.0%
Measurable Skill Gains
35.0% 36.0%
Wagner-Peyser Act Employment Services Program
PY 2022
Expected
Level
PY 2022
Negotiated
Level
PY 2023
Expected
Level
PY 2023
Negotiated
Level
Employment (Second Quarter after Exit)
62.0% 64.0%
Employment (Fourth Quarter after Exit)
62.0% 64.0%
Median Earnings (Second Quarter after Exit)
$6,250.00 $6,500.00
Credential Attainment Rate
Not
Applicable
Not
Applicable
Not
Applicable
Not
Applicable
Measurable Skill Gains
Not
Applicable
Not
Applicable
Not
Applicable
Not
Applicable
Vocational Rehabilitation Program
PY 2022
Expected
Level
PY 2022
Negotiated
Level
PY 2023
Expected
Level
PY 2023
Negotiated
Level
Page | 32
Employment (Second Quarter after Exit)
TBD
TBD
Employment (Fourth Quarter after Exit)
TBD
TBD
Median Earnings (Second Quarter after Exit)
TBD
TBD
Credential Attainment Rate
TBD
TBD
Measurable Skill Gains
TBD
TBD
All WIOA Core Programs
PY 2022
Expected
Level
PY 2022
Negotiated
Level
PY 2023
Expected
Level
PY 2023
Negotiated
Level
Effectiveness in Serving Employers
Not
Applicable
Not
Applicable
Not
Applicable
Not
Applicable
Additional Indicators of Performance
1.
2.
3.
4.
5.
6.
(4) Assessment. Describe how the State will assess the overall effectiveness of the workforce development
system in the State in relation to the strategic vision and goals stated above in sections (b)(1), (2), and (3)
and how it will use the results of this assessment and other feedback to make continuous or quality
improvements.
All applicable content related to this prompt is outlined in the answer to (2) above. Tracking and
assessment of these goals will be accomplished through multiple mechanisms: The Pennsylvania
Workforce Development Board will continue to convene monthly meetings of an interagency workgroup,
comprised of all core and partner programs, to discuss implementation initiatives and strategies, current
progress on goals, and to identify opportunities for increased collaboration across programs.
Additionally, the Pennsylvania Workforce Development Board and the interagency working group has
been collaborating with Pennsylvania’s Office of Performance Through Excellence to track and report the
progress on each WIOA Combined State Plan Goal on a periodic basis, to ensure all partners and
stakeholders in Pennsylvania’s workforce development system possess the most current information on
where implementation stands, in order to make adjustments to strategy.
Finally, The Pennsylvania Workforce Development Board will continue to engage with each of the standing
committees aligned to the broad goals for the workforce system. Through the review of these goals, the
committees will continue to identify goals and make recommendations, when appropriate, on system
changes and enhancements that will help ensure the achievement of these goals.
Through this, Pennsylvania will continue to evaluate goals to determine where adjustments need to be
made to strategies and measurement.
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State Strategy. The Unified or Combined State Plan must include the State's
strategies to achieve its strategic vision and goals. These strategies must take
into account the State’s economic, workforce, and workforce development,
education and training activities and analysis provided in Section (a) above.
Include discussion of specific strategies to address the needs of populations
provided in Section (a).
(1) Describe the strategies the State will implement, including industry or sector partnerships related to in-
demand industry sectors and occupations and career pathways, as required by WIOA section 101(d)(3)(B),
(D). “Career pathway” is defined at WIOA section 3(7) and includes registered apprenticeship. “In-demand
industry sector or occupation” is defined at WIOA section 3(23).
Pennsylvania has a strong infrastructure in place to address both sector strategies and career pathways.
Pennsylvania has long been a national leader in pursuing sector strategies to support the workforce
development system. Beginning in 2005, and enacted into law in 2011, Pennsylvania’s Industry
Partnership Program focuses on convening businesses operating in the same industry cluster, on a
regional basis, in order to facilitate the identification of shared challenges and opportunities faced across
the industry sector. Pennsylvania provides financial support to the partnerships, in the form of a
competitive grants, to help enable these partnerships to collectively address their identified challenges
and leverage opportunities. Businesses participating in these partnerships have used these resources for
many things, including, but not limited to, training workers in high-priority occupations from several
companies on a cohort basis, addressing economic development priorities, developing curriculum for
training providers and educational institutions, and promoting career opportunities and their regions
generally.
The priority Pennsylvania places on career pathways is most clearly articulated in the PA Workforce
Development Board maintaining a standing committee focused on Career Pathways and Apprenticeship.
The state goals of this committee include increasing diversity in registered apprenticeship and pre-
apprenticeships, increasing the types of occupations where apprenticeships are available beyond those
traditionally available in the building trades, and increasing career awareness activities for all
Pennsylvanians.
The Commonwealth is keenly focused on providing supportive services as a means of barrier remediation
to assist workforce development system customers as they move along their career pathways. Many of
Pennsylvania’s goals in this WIOA combined state plan speak directly to the need to meet customers
where they are, in order to assist those individuals in their pursuit of satisfying employment in jobs that
provide self-sufficient and family sustaining wages.
(2) Describe the strategies the State will use to align the core programs, any Combined State Plan partner
programs included in this Plan, required and optional one-stop partner programs, and any other resources
available to the State to achieve fully integrated customer services consistent with the strategic vision and
goals described above. Also describe strategies to strengthen workforce development activities in regard
to weaknesses identified in section II(a)(2).
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Pennsylvania has committed to five standing committees of the State Workforce Development Board
aligned to each of the five broad goals identified in this plan. These committees include: (1) Career
Pathways & Apprenticeship, (2) Sector Strategies & Employer Engagement, (3) Youth, (4) Continuous
Improvement, and (5) One-Stop Service Delivery. Each of these committees is focused on increasing
alignment among the core and partner programs to achieve a fully integrated One-Stop system that
delivers unparalleled customer service to all workers and businesses in Pennsylvania.
Pennsylvania also routinely convenes interagency meetings to ensure all partner agencies and programs
are coordinating their efforts and identifying any duplicative efforts, so as to make the system as efficient
as possible. The interagency convening provides a forum to share best practices and was instrumental in
developing the goals set forth in this plan.
Pennsylvania utilizes both the State Workforce Development Board’s committees and the interagency
group as tools to address the identified weaknesses in section II(a)(2), including:
• Governor Wolf has a goal of increasing the share of working-age adults who have a postsecondary
education or industry-recognized credential to 60 percent by 2025. Through increased
investment in registered apprenticeship programs, STEM education, and other related strategies,
Pennsylvania is well positioned to achieve this goal.
• The Pennsylvania Workforce Development Board’s Career Pathways and Apprenticeship
Committee completed a review of successful career pathway work across the commonwealth and
is using this research to inform additional career pathway system development in the form of
increased state guidance and by providing state resources for additional system building.
• The One-Stop Service Delivery committee of the State Workforce Development Board is focused
on addressing the level of customer service and customer options within the PA CareerLink®
system.
• Improvements to the system of record, the Commonwealth Workforce Development System
(CWDS), are an ongoing priority. Of particular focus is increasing the ability of partners to be able
to make referrals to each other through the system, and for partners to collaboratively serve
customers.
• In conjunction with improvements to the CWDS system, the Commonwealth is developing a
common digital intake for use at all Pennsylvania CareerLink® offices. This will help to ensure that
comprehensive information is collected on every customer and will help to enhance customer
referrals to the proper programs and services.
• The integration and alignment of Adult Basic Education services through co-enrollment and
contextualized learning is prioritized to comprehensively serve customers in a more efficient
manner.
• Pennsylvania is developing strategies to serve priority populations in a coordinated manner, by
developing policies and programs collaboratively across agencies.
Page | 35
Section III – OPERATIONAL PLANNING ELEMENTS
The Unified or Combined State Plan must include an Operational Planning Elements section that supports
the State’s strategy and the system-wide vision described in Section II(c) above. Unless otherwise noted,
all Operational Planning Elements apply to Combined State Plan partner programs included in the plan
as well as to core programs. This section must include—
State Strategy Implementation. The Unified or Combined State Plan must
include–
(1) State Board Functions. Describe how the State board will implement its functions under section 101(d)
of WIOA (i.e., provide a description of Board operational structures and decision-making processes to
ensure such functions are carried out).
The Pennsylvania Workforce Development Board (Board) is the Governor’s business-led, industry-driven
policy advisor on building a strong workforce consistent with the Commonwealth’s education and
economic development goals. The Board’s mission is to ensure Pennsylvania's workforce development
system, across programs and agencies, helps jobseekers advance their careers and economic standing,
and helps employers connect with skilled workers. The Board is responsible for recommending policies
and strategies to support the continuous improvement of the workforce development system, including
system collaboration, innovation, alignment, effectiveness, and accountability.
The Pennsylvania Workforce Development Board is governed by bylaws. Members serve three-year,
staggered terms. Standing and ad hoc committees are formed as necessary. The bylaws require members
to accept the following duties and responsibilities:
1. Support the development and implementation of Pennsylvania’s WIOA Combined State Plan and the
Commonwealth’s workforce development goals and initiatives.
2. Be generally familiar with Pennsylvania workforce programs, and the laws and policies that govern
them.
3. Provide strategic guidance on the Board’s goals and initiatives.
4. Connect with workforce development stakeholders, including elected officials; business leaders; labor
leaders; workforce, education, and economic development leaders; and philanthropic partners to
encourage their involvement in the Commonwealth’s workforce development initiatives and emphasize
the importance of strategic investments in workforce development.
5. Connect with the leaders of new business enterprises in Pennsylvania to help them understand and
become familiar with Pennsylvania’s workforce and educational systems.
6. Actively participate on at least one Board standing or ad hoc committee.
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7. Attend at least three Quarterly Meetings every year.
8. Complete all required state Ethics and Financial Disclosure forms annually.
9. Advise the Board of any potential conflicts of interest, request guidance from the Board if a potential
conflict of interest is identified and recuse themselves or abstain from official Board deliberations and
votes in a decision-making capacity if a conflict of interest is confirmed.
The Board must have a quorum at the Quarterly meetings to act on any formal motions offered in person.
If a Board member is unable to attend a Quarterly Meeting but wishes to participate in a vote taken at
that meeting, the member may vote on formal motions in one of two ways:
1. By alternative designee: A member may vote through an alternative designee in attendance.
2. By proxy: A member may vote by submitting a proxy ballot prior to the Quarterly Meeting, designating
another member in attendance to exercise their voting authority
(2) Implementation of State Strategy. Describe how the lead State agency with responsibility for the
administration of each core program or a Combined State Plan partner program included in this plan will
implement the State’s Strategies identified in Section II(c) above. This must include a description of—
(A) Core Program Activities to Implement the State’s Strategy. Describe the activities the entities
carrying out the respective core programs will fund to implement the State’s strategies. Also,
describe how such activities will be aligned across the core programs and Combined State Plan
partner programs included in this plan and among the entities administering the programs,
including using co-enrollment and other strategies, as appropriate.
The core programs – Adult, Dislocated Worker, Youth, Adult Basic Education, Wagner-Peyser, and
Vocational Rehabilitation – work in concert to effectively serve jobseekers and employers across the
commonwealth. The Center for Workforce Information & Analysis and other sources gather, analyze, and
provide labor market information (LMI) to inform workforce development strategies. While each program
has clearly defined activities, as defined by law, the commonwealth leverages services and resources to
achieve outcomes.
The Commonwealth’s alignment of core programs will include establishing effective career pathways that
combine guidance, education, training, and support services that prepare individuals for careers. The
pathway system will include coaches who help guide individuals to appropriate programs and services
given their needs and career goals. The commonwealth will promote co-enrollment to align services and
will encourage shared roles for guidance and support services within each career pathway program to
prevent duplication of services among the core programs.
PA CareerLink® offices designated as comprehensive are the physical locations where, at a minimum, the
services associated with all WIOA-mandated partners’ core programs are provided or available. In
addition, many partner program recipients may be able to receive services required under Pennsylvania’s
Perkins plan or Temporary Assistance for Needy Families (TANF) program, to name two partner programs,
through the PA CareerLink® offices. Integration of PA CareerLink® service delivery is critical for effective
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and efficient service to customers. To that end, all partners have itemized the types and availability of
services to be provided in a Memorandum of Understanding with the PA CareerLink®.
Within PA CareerLink® offices, program staff are aligned functionally, rather than by program, as
appropriate for staffing capacity and customer volume. Aligned functions may include: initial customer
intake and assessment; provision of career and training services; and the provision of services to
businesses to include Pennsylvania Industry Partnerships. Functional alignment offers direct access to a
broader range of services that may be adapted and leveraged to address a customer’s unique needs.
Individuals seeking assistance may access services in person at PA CareerLink® offices or virtually through
PA CareerLink® Online. Staff are available to provide direct assistance to customers in both group and
individual settings, and self-service resources are available in a Career Resource Room or Area.
Below is a summary of the activities, and alignment strategies, funded by each of the core programs.
WIOA Adult
The Adult program is one of three Title I core programs authorized under WIOA to assist participants, aged
18 or older, to attain employment. Veterans and spouses of veterans who meet WIOA Adult eligibility
criteria, recipients of public assistance, other low-income individuals, and individuals who are basic skills
deficient receive priority of service.
WIOA Dislocated Worker
The Dislocated Worker program assists workers, before or after a job layoff, in identifying basic skills
training, on-the-job or customized training programs, and apprenticeship opportunities to facilitate rapid
reemployment. Dislocated workers may be triaged at the point of entry to identify potential program
eligibility. This process allows for the development of a streamlined service strategy that maximizes the
funding of all entities in carrying out reemployment activities.
WIOA Youth
The Youth program serves eligible youth and young adults with support toward educational attainment,
including: career guidance and exploration; work experience opportunities such as internships and pre-
apprenticeships; skills training along a career pathway for in-demand occupations and industries; and
supportive services. The goal for participants is either advancement into post-secondary education or
attainment of employment with a self- or family-sustaining wage. Program services are prioritized for out-
of-school youth (OSY) or youth with significant barriers to success, such as disability, pregnant or parenting
youth, or those subject to the juvenile/adult justice system.
Wagner-Peyser
The Wagner-Peyser Act funds services to all jobseekers and employers – the universal customer – through
both PA CareerLink® offices and PA CareerLink® Online. Jobseeker services include: job search and job
placement assistance; career counseling; provision of relevant labor market information; needs and
interest assessments; proficiency testing; workshops on employment and reemployment topics; and help
with the development of an individual employment plan. Wagner-Peyser also provides funds for
employer, or business, services including: assistance with developing and uploading job postings to PA
CareerLink® Online; referring qualified jobseekers to job openings; providing customized labor market
information; and organizing job fairs and specialized recruitments.
Adult Basic Education
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Adult Basic Education (ABE) funds provide academic instruction at educational levels from beginning
literacy through high adult secondary, including English language acquisition for English language learners
when needed. Instruction and workforce preparation activities support college and career readiness.
Other services support persistence and successful transition to employment or postsecondary
opportunities by connecting students to social services organizations, partner programs, and entities in
the workforce development system. Local programs co-enroll eligible Title I Adult, Dislocated Worker,
and Youth participants by providing basic skills instruction. Integrated education and training activities,
which are aligned with local workforce needs and developed in consultation with Local Workforce
Development Boards, employers, and training providers, prepare students for realistic, existing
employment opportunities in their communities.
Vocational Rehabilitation
Vocational rehabilitation funds, through the Office of Vocational Rehabilitation (OVR), provide
individualized services to persons with disabilities to assist them for preparing for, obtaining, or
maintaining employment – both directly and through a network of approved vendors. OVR counselors
continue to meet with businesses and with individuals with disabilities in PA CareerLink® offices to provide
services and outreach. They collaborate with partners in the workforce development and education
systems to develop strategies for streamlining and enhancing services and service delivery.
(B) Alignment with Activities Outside the Plan. Describe how the activities identified in (A) will be
aligned with programs and activities provided by required one-stop partners and other optional
one-stop partners and activities provided under employment, training (including Registered
Apprenticeships), education (including career and technical education), human services and other
programs not covered by the plan, as appropriate, assuring coordination of, and avoiding
duplication among these activities.
The Pennsylvania workforce development system extends far beyond the core programs to include
programs administered by numerous state agencies and quasi-governmental entities. Core and partner
programs will collaborate to ensure that resources are leveraged, and services are not duplicated.
An interagency work group has been established and meets on a regular basis to consider ideas, discuss
agency initiatives and goals, how partner agencies can help in achieving them, and share best practices.
The interagency work group is a group comprised of executive and program level staff from the
Departments of Aging, Education (PDE), Human Services (DHS), Labor & Industry (L&I), Agriculture (PDA),
Community and Economic Development (DCED), Military and Veterans Affairs (DMVA), State (DOS), and
Corrections (DOC), as well as the Governor’s Office. The work group is coordinated by the Pennsylvania
Workforce Development Board. The Secretaries of Labor & Industry, Aging, Agriculture, Corrections,
Community & Economic Development, Education, and Human Services serve on the Workforce
Development Board. Other agency secretaries are invited to participate in Board meetings when
populations they serve are expected to be discussed.
Additionally, the Workforce Development Board created a committee dedicated to One-Stop Service
delivery to promote greater connections between all agencies and partners providing services to
Pennsylvania citizens. The committee has focused on ensuring the implementation of the One-Stop
related goals outlined in the Strategic Elements section of this Plan.
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There are numerous examples of specific collaborations among partner programs beyond the high level
strategic and planning efforts taking place through the interagency work group and State WDB including:
• OVR works extensively with education partners including Local Education Agencies (LEAs) to
coordinate the provision of pre-employment and other transition services for students with
disabilities.
• The Departments of Education, Human Services, and Labor & Industry, along with other
commonwealth agencies and executive office officials under the Governor’s Cabinet for People
with Disabilities, created a written plan that implements Employment First as the policy of all
commonwealth executive branch agencies; aligns funding, policy, and practice toward
competitive, integrated employment; prioritizes competitive, integrated employment as the first
consideration and preferred outcome of all publicly-funded services for all Pennsylvanians with a
disability; and creates the conditions that lead to a material increase in the number of
Pennsylvanians with a disability who are employed in a competitive, integrated job.
• WIOA Youth service providers coordinate with LEAs, adult education agencies, county human
service offices, county assistance office income maintenance caseworkers, Keystone Education
Yields Success (KEYS) student coordinators, EARN contractors, juvenile justice and local law
enforcement agencies, local housing authorities, OVR, economic development entities, and other
community and faith-based organizations to ensure youth participants have access to all the
services they need to be successful in training activities and employment.
• The braiding of WIOA Title I-B funded programs with other youth-directed state and local entities
allows comprehensive services to be offered to all eligible low-income populations under WIOA.
Available TANF funding will continue to support WIOA year-round services and summer
employment activities.
• Title II providers align services with WIOA Local Plans and coordinate with other available
education, training, and social services to address community needs. Programs provide initial
assessment of skill levels including literacy, numeracy, and English language proficiency, in
support of local workforce activities to support dislocated workers.
• Perkins postsecondary providers assist job seekers in identifying their interests and abilities and
aligning these skills needs to training and financial resources to assist with training. Training is
linked to the state’s In-Demand Occupation (IDOL) list and is designed to lead to credential
attainment. Both credential attainment and IDOL alignment assist job seekers in securing
employment with family-sustaining wages.
• All trade-impacted workers should be co-enrolled in the WIOA Dislocated Worker program
through Title I to ensure that all individuals receive the full range of assistance available to
Dislocated Workers. The Bureau of Workforce Partnership & Operations (BWPO) provided a
Guidance Memo to all local areas encouraging co-enrollment. The bureau is currently finalizing a
policy mandating co-enrollment for trade customers with Title I partners.
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• The Community Education Councils (CECs) network, as designated by PDE, will align training
development efforts with the overarching strategies of the commonwealth to increase the
education and training delivery to residents of rural communities.
• The DOC will continue the working relationship and partnership with WDB, L&I, and PA
CareerLink. PA CareerLink staff come into the SCIs to provide information on the services available
at least quarterly. In addition, DOC works with PDE and DCED to assist with the Career Pathways
framework sustainability. OVR has been involved in some of the SCI Reentry Job Fairs providing
information to inmates close to release.
• The Division of Corrections Education, within DOC, coordinates with PDE staff for a variety of
reasons. Most importantly, PDE approves the Commonwealth Secondary School Diploma
program. This program was developed to allow a student to utilize high school credits earned
while on the streets in conjunction with credits earned while they are incarcerated in order to
earn a PDE recognized high school credential. One of the required credits for this diploma is the
successful completion of the Pathway to Success course. This provides the career readiness
preparation needed by DOC students. PDE staff provide training to DOC staff at various
conferences throughout the year. This includes the PDE Special Education Conference, CEA
Education conference, and various specialized trainings provided by PATTAN.
• PDE will partner with DOC to improve coordination of resources and systems at the state level,
including providing professional development for Division of Correction Education (BCE) staff on
key issues such as career pathways, rigorous academic standards, and the development of
college- and career-ready skills. PDE’s Bureau of Career & Technical Education (BCTE) offers
regional meetings with secondary schools to discuss best and promising practices related to
workforce readiness and will extend these opportunities to DOC BCE staff and others who are
committed to improving educational and employment outcomes for students in the criminal
justice system.
• The Area Agencies on Aging (AAAs) and seven national Senior Community Service Employment
Program (SCSEP) sponsors refer all individuals ages 55 and older to the PA CareerLink® centers
to enroll in PA CareerLink® Online. PA CareerLink® staff reciprocate by referring SCSEP-eligible
individuals to the AAAs and SCSEP partners as appropriate. In some cases, SCSEP staff are co-
located at PA CareerLink® centers on a full- or part-time basis. SCSEP is the largest federal
workforce development program targeted to serve older workers.
• SCSEP sponsors seek to co-enroll participants in WIOA and OVR programs, as appropriate, to
efficiently leverage available federal and state workforce development funds.
• When appropriate, SCSEP sponsors pursue the placement of SCSEP participants to serve as
greeters, resource room aides, job developers, custodians, clerical aides, and customer service
representatives in PA CareerLink® centers.
• The PA Centers for Independent Living (CILs) play an important role in helping individuals with
disabilities achieve or maintain independence through supportive services and programs,
including four core services: information and referral, peer support, advocacy, and independent
living skills. WIOA provides new opportunities for PA CareerLink® to partner with CILs leading to
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improved employment outcomes for job seekers with disabilities. The comprehensive services
provided by CILs to advocate for and support the independence of individuals with disabilities is
a perfect match with the focus of the public workforce system. CILs, OVR, and PA CareerLink®
centers are natural partners committed to improving the employment and economic
advancement of all job seekers, including in-school and out-of-school youth, and adults with
disabilities through collaboration.
• The PA Link to Aging and Disability Resources (PA Link) is a resource for elderly Pennsylvanians
and adults with disabilities. The PA Link, through its collaborative network of partners including
state and local public and private agencies improves access to information and provides referrals
to long term living supports and services. Examples of services accessible through the PA Link
network include assisted living and nursing home services, vocational rehabilitation services, and
transportation services.
• OVR collaborated with Penn State’s AgrAbility Program and the U.S. Department of Agriculture in
developing the Farming and Agriculture Rehabilitation Management (F.A.R.M.) policy to address
the rehabilitation needs of farmers and ranchers with disabilities. VR Counselors, with technical
assistance and guidance from Pennsylvania’s AgrAbility Program, assess the rehabilitation needs
of farmers and ranchers with disabilities in order to provide the specialized rehabilitative and
assistive technologies they may need to maintain their employment.
• The PA Department of Agriculture works with the Department of Education (PDE) in administering
agriculture education programs (a part of career and technology education) as well as the
accompanying FFA programs and 4-H (in cooperation with Penn State University). The
Department of Agriculture plans an evaluation of the agriculture education system in the
commonwealth in conjunction with PDE and the Pennsylvania Association of Agriculture
Educators in 2022.
(C) Coordination, Alignment and Provision of Services to Individuals. Describe how the entities
carrying out the respective core programs, Combined State Plan partner programs included in this
plan, and required and optional one-stop partner programs will coordinate activities and resources
to provide comprehensive, high-quality, customer-centered services, including supportive services
(e.g. transportation), to individuals, including those populations identified in section II(a)(1)(B),
and individuals in remote areas The activities described shall conform to the statutory
requirements of each program.
The commonwealth strives to provide consistently excellent service to workforce development customers
across the state through technical assistance on standards, roles and responsibilities, and training for staff.
Reviewing orientation programs, flow processes, and forms ensures consistency statewide and supports
service alignment across programs. Trained and informed staff are critical to providing comprehensive,
high-quality service. Labor & Industry’s Bureau of Workforce Partnership & Operations offers a curriculum
of courses open to all PA CareerLink®, Local Workforce Development Board, and partner staff and
contributes to conferences, symposia, and workshops. These enhance staff’s knowledge, skills, and
professional development and promote collaborative and consistent service delivery. A work group
comprised of staff from a multitude of partner agencies is developing additional online resources for cross
training local, regional, and state staff on the services of the workforce development system partners.
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This training is intended to ensure that all staff can make informed internal and external referrals that
meet the needs of one-stop system clients, especially those with barriers to employment.
The commonwealth recognizes the need for supportive services to customers, particularly those with
barriers to employment, to achieve successful outcomes. While many services may be provided by the
core programs, Local Workforce Development Boards are encouraged to obtain other services through
partner programs and community- and faith-based organizations, based on local needs. Examples of
coordination of supportive services include:
• Referrals to and/or assistance with transportation, housing, child care, and dependent care are
available through PA CareerLink® offices and can often be leveraged with TANF and SNAP
employment and training programs.
• Using a case management approach, Adult Basic Education programs connect students with other
services: social services to address barriers to participation in Adult Basic Education programming
as well as services to support students’ transition to employment and/or post-secondary
education and training.
• Perkins post-secondary programs are part of career pathways aligned to In-Demand Occupations
and credentials; they are included on Pennsylvania’s eligible training program list.
• OVR partners with local providers to increase resources for extended services for individuals with
the most significant disabilities in Supported Employment.
• OVR also collaborates with PA CareerLink® offices to better assist veterans who have disabilities
in obtaining assistive technology to remove barriers in locating and maintaining employment. OVR
staff stay current with assistive technology and training programs so they can provide equipment
and training to customers who are veterans with disabilities.
(D) Coordination, Alignment and Provision of Services to Employers. Describe how the entities
carrying out the respective core programs, any Combined State Plan partner program included in
this plan, required and optional one-stop partner programs will coordinate activities and resources
to provide comprehensive, high-quality services to employers to meet their current and projected
workforce needs and to achieve the goals of industry or sector partners in the state. The activities
described shall conform to the statutory requirements of each program.
The commonwealth is committed to providing high-quality service to employers and works to ensure their
active participation in the implementation of workforce development strategies throughout the state.
At the local level, PA CareerLink® staff serving on a Business Service Team (BST) work with area employers
to identify their talent needs and refer qualified candidates to fill those positions. This includes referring
candidates for on-the-job or customized training when the referred individual is not immediately ready to
take on the position’s full duties. BSTs also have access to labor market information (LMI) that can help
employers set wages and benefits that will attract high-quality candidates. BSTs communicate and
collaborate with local organizations, state and federal agencies, and other entities with economic and
workforce development interests to ensure coordination of services. This also includes coordination and
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connection with school districts, career and technical centers, adult basic education programs, and post-
secondary providers who can serve as a source of talent for employers.
Employers also have access to PA CareerLink® Online for posting and tracking job openings; reviewing
position candidates; and using other online resources to address their workforce issues and plans.
The commonwealth welcomes the addition of an employer satisfaction measure to the federal common
measures. Measuring employer engagement and satisfaction provides LWDBs with actionable
intelligence to identify best practices and weaknesses in serving employers allowing constant system
improvement.
The commonwealth’s additional efforts to ensure comprehensive, high-quality service to employers
include:
• The Office of Vocational Rehabilitation single-point-of-contact model helps employers hire and
on-board talented individuals with disabilities. It connects an employer with one staff member
responsible for coordinating all program support, including pre-screened talent recruitment and
onboarding to ensure new-hire success.
• The commonwealth-funded Pennsylvania Industry Partnership (IP) program has been successful
at enlisting businesses participating in the same general economic sector to collaborate and
cooperate.
• The Pennsylvania Department of Aging has partnered with the Pennsylvania Homecare
Association to improve the skills of current and future workers and consequently improve the
home care provided to older individuals. This has been accomplished through the creation of 55
online Direct Care Worker training courses and through a grant to Westmoreland County
Community College to train older individuals to become direct care workers.
• The Pennsylvania Department of Education’s secondary and postsecondary career and technical
education (CTE) programs will collaborate and partner with employers who will assist in:
informing and developing career pathways for targeted In-Demand Occupations; developing
work-based learning opportunities for CTE students and career exploration activities for middle
school students; developing pathways to high value industry certificates and credentials;
developing a system of micro-credentials; and improving STEM focused career exploration.
• The PA Department of Agriculture is working with local industry partnerships to identify industry
needs and develop relevant training programs to include seeking to establish apprenticeship
programs for positions such as Agriculture Equipment Service Technicians and in other
occupations, particularly in the dairy industry and organic farming.
• The Work Opportunity Tax Credit program (WOTC) provides tax credits to employers for wages
paid to individuals from targeted population groups. The program conducts outreach through PA
CareerLink® and Local Workforce Development Board offices as well as a website.
• The Strategic Early Warning Network (SEWN), a program managed by the Steel Valley Authority,
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offers layoff aversion services to manufacturing companies, upon request, at no cost. Core
services include financial restructuring, operational restructuring and cost management,
ownership transition, high performance workplace strategies and new market opportunities.
• Pennsylvania’s Small Business Procurement Initiative designates a portion of state government
contracts for companies with 100 or fewer employees that do not exceed established revenue
ceilings. Allowing these small businesses to compete for contracts will, in turn, provide
opportunities for them to add to their labor force.
• PA CareerLink® offices help employers, looking to fulfill USDOL Foreign Labor Certification
requirements, recruit U.S. workers and determine whether qualified job applicants are available
to fill their job postings.
• Adult Basic Education programs provide contextualized basic skills instruction and workforce
preparation activities to support incumbent worker training.
• Career and Technical Education programs provide soft skills instruction, workforce preparation
and technical skills instruction to support new worker and incumbent worker needs.
• The public library system can provide programs and tools, particularly for small business owners
and entrepreneurs.
(E) Partner Engagement with Educational Institutions. Describe how the State’s Strategies will
engage the State’s community colleges and area career and technical education schools, as
partners in the workforce development system to create a job-driven education and training
system. WIOA section 102(b)(2)(B)(iv).
The commonwealth’s workforce development strategy is integrally tied to education, starting with the
secondary school system, to include career and technical schools, and continuing through postsecondary
education to include community colleges, and public and private colleges and universities. All core
programs have a history of engaging with the education system, in particular the career and technical
schools and community colleges and will continue to develop those relationships. The core programs will
work with the education system to support and develop career pathways identified by employers and the
workforce system.
One key area of collaboration and cooperation is the transition from the workforce development program
to postsecondary education. Title II case managers, OVR Counselors, Keystone Education Yields Success
(KEYS) student coordinators, and WIOA and Wagner-Peyser employment specialists have established
relationships with educational staff to support the successful transition of their customers to
postsecondary programs. A collaboration between the Pennsylvania Department of Education and
providers of CTE Programs of Study works to align industry credentials to In-Demand Occupations.
A priority of the governor and of commonwealth agencies, as outlined in Governor Wolf’s PAsmart Grants
Framework: Principles and Funding Priorities, which was approved by the Pennsylvania Workforce
Development Board in 2018, is “equity, diversity, and inclusion.” Commonwealth workforce development
efforts therefore seek to increase access to postsecondary and career and technical education specifically
for historically under-represented and under-served students.
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In serving individuals with disabilities, the Office of Vocational Rehabilitation (OVR) will continue to work
collaboratively with local community colleges, career and technical schools and other Perkins recipients
to explore the development of training programs that are implemented with universal design to train
individuals with disabilities for competitive, integrated employment in jobs that meet local labor market
demand. OVR will also work to develop and implement interagency agreements with community colleges
and career and technical schools to fill unmet needs within the local workforce delivery system.
In serving veterans, the Pennsylvania Department of Military and Veterans Affairs - Office for Veterans
Affairs (DMVA-OVA) will continue to work closely with the Pennsylvania Department of Education and
student veteran organizations at colleges, universities, trade schools, and other institutions of higher
learning to create “veteran friendly” learning environments. DMVA will support partners in education
with focused outreach and coordination with community partners while supporting veterans and their
family members to take full advantage of educational benefits that they have earned. DMVA will leverage
these education and training platforms to focus on job skills that meet the needs of employers within the
regions. DMVA will coordinate with partners to link employers to these educational institutions and
programs to ensure that we graduate skilled applicants who have the greatest potential to move
successfully into employment.
The commonwealth strives to connect youth and adults seeking postsecondary education with available
financial aid to include Pell and Pennsylvania Higher Education Assistance Agency (PHEAA) grant
programs. The Department of Labor & Industry has contracted for the training of workforce system staff
and partners across the commonwealth on the use of the Free Application for Federal Student Aid in an
effort to optimize the use of financial aid and to leverage all available funding sources to make post-
secondary education affordable for workforce participants. This will also provide data to help shape
future commonwealth policy to ensure that the goals of the statewide plan are met. The commonwealth
also encourages those students, without a high school diploma or recognized equivalent, deemed eligible
under ability-to-benefit for financial assistance to enroll in eligible career pathway programs.
Contextualized high school equivalency test preparation programming will also be used as a mechanism
for encouraging students without a high school diploma or recognized equivalent to enroll in eligible
career pathway programs.
Postsecondary career and technical education is a critical partner in providing occupational training for
adults and a proven skills-building strategy. Postsecondary career and technical education programs
collaborate with Adult Basic Education programs to develop service delivery models that support adults
with basic skills deficiencies to successfully take advantage of these training opportunities.
It is the state’s vision that all Pennsylvanians exiting basic education services, both through the traditional
K-12 system and through Adult Basic Education, will be prepared to participate successfully in
postsecondary level instruction without remediation. To support this vision, Title II Adult Basic Education
providers are implementing the College and Career Readiness Standards for Adult Education. At the local
level, many adult education providers developed relationships with postsecondary education providers.
Students who do not earn a high enough score on placement tests at the postsecondary institution are
referred to a local Adult Basic Education program for remedial work. After the student has demonstrated
sufficient academic progress at the local adult education program, as determined by an approved
standardized test, the student is referred back to the postsecondary institution. The commonwealth will
build on best practices developed through these relationships. For example, in the most successful
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partnerships, both the adult education program and the postsecondary institution have points of contact
for referrals. Also, the adult education and postsecondary programs have worked together to identify key
content areas for the adult education program to cover to support successful transition to the
postsecondary program.
In providing partner engagement and education to Trade Adjustment Assistance (TAA) providers, the
Trade Grant Services (TGS) unit will provide continual grant services to institutions. These services include
outreach to new schools, completion of TAA Master Agreement (TMA) and addenda when applicable with
participating schools, provision of technical assistance to participating institutions, and monitoring of
compliance with the Trade Act.
(F) Partner Engagement with Other Education and Training Providers. Describe how the State’s
Strategies will engage the State’s other education and training providers, including providers on
the state’s eligible training provider list, as partners in the workforce development system to
create a job-driven education and training system.
The commonwealth issued Workforce System Policy No. 04-2015 detailing initial implementation of
eligible training provider provisions of WIOA. The policy outlines the requirements for becoming and
remaining an eligible training provider in accordance with federal law and regulations. Guidelines may be
revised later to ensure that eligible training providers and programs are aligned with career pathways
once they are established.
New providers and programs seeking initial eligibility must, in general: provide program information;
assure compliance with nondiscrimination, equal opportunity, and ADA provisions; demonstrate
effectiveness; and agree to collect and provide performance data. In order to maintain eligibility a
provider or program must meet the minimum established performance criteria. Full details regarding
initial and continued eligibility requirements can be found in the policy.
(G) Leveraging Resources to Increase Educational Access. Describe how the State’s strategies will
enable the State to leverage other Federal, State, and local investments that have enhanced access
to workforce development programs at the above institutions, described in section (E).
Over the past six years, commonwealth agencies have engaged thousands of stakeholders across the
commonwealth and worked with cross-sector partners from pre-K to postsecondary education, workforce
development, and human services to improve career readiness for all students. There are now established
structures that can continue to leverage the expertise and resources at the local, state, and federal levels
for Pennsylvania’s workforce development.
In 2017, Governor Wolf convened the Middle-Class Task Force, comprised of leaders in education,
workforce, and economic development systems. The outcomes of the Task Force’s report led directly to
the development of the PAsmart initiative, which has invested $70 million in its first two years in education
and training needed for careers in high-growth industries. PAsmart supports the creation of regional
workforce development and education partnerships such as STEM Ecosystems, the training of educators
in computer science skills so that students are prepared for a high-tech digital economy, the expansion of
Registered Apprenticeships, and next-generation industry partnerships. The governor’s office also
launched the PAsmart website to serve as a resource for commonwealth residents to identify the tools
and resources they need to make education and career decisions.
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The Task Force findings, and the governor’s commitment to the vision of “jobs that pay” and
“government that works,” also led the governor to establish the Keystone Economic Development and
Workforce Command Center. The Keystone Command Center is a group of state agency representatives
from education, labor, industry, human services, and others, as well as representatives of labor and
business. This cross-sector body elevates and seeks to align all workforce development efforts—whether
the actions take place under the purview of education, labor and industry, economic development, or
private industry partners—with the urgency that workforce issues demand in the current economic
climate. The collaborative nature of the body facilitates the identification and elimination of barriers that
confront residents of the state seeking to advance in their careers, as well as the barriers that face
businesses and education and training institutions seeking to develop the workforce.
The Commonwealth provides training funds to qualified employers for new and existing employees
through the Workforce and Economic Development Network of Pennsylvania (WEDnetPA). This program
is a unique, collaborative partnership consisting of community colleges, State-owned universities, and
other educational institutions working together to be responsive to the needs of Pennsylvania’s business
community. Funding through WEDnetPA can be used for a wide range of incumbent worker training that
can be categorized as either essential skills training or advanced technology training.
Collaboration between the PA Departments of Labor and Industry (L&I) and Education has leveraged state
workforce development policies and federal programs in order to initiate and grow self-sustaining local
initiatives. L&I has partnered with Pennsylvania community colleges to apply for federal grants to increase
access to post-secondary education for non-traditional, harder to serve individuals. Each of the
community colleges is a Perkins postsecondary recipient and each is expected to leverage investments to
enhance access to career pathways. Additionally, in 2019, the PA Department of Education and L&I each
contributed federal funding to a state initiative called Teacher in the Workplace that drives greater work-
based learning and career-ready skills development in schools (including Career and Technical Centers),
while fostering self-sustaining local and regional partnerships between educational institutions and
businesses.
In addition to statewide efforts, Community Education Councils (CEC) provide a more targeted regional
approach to workforce development where there are fewer postsecondary resources. CECs have
historically leveraged other state and local funding to implement sector-based training provided through
a variety of educational institutions in rural communities where campus locations are non-existent. CECs
serve as an intermediary and broker of training programs based on identified need and demand.
The commonwealth will continue to work closely with postsecondary education partners, including all
Perkins postsecondary recipients, to leverage federal, state, and local resources, including financial aid
programs and veterans’ benefits, to enhance access to educational opportunities. These efforts are
essential in order to meet Governor Wolf’s goal for postsecondary credential attainment, and to work
toward the broader strategic vision of “jobs that pay, schools that teach, government that works.”
(H) Improving Access to Postsecondary Credentials. Describe how the State’s strategies will
improve access to activities leading to recognized postsecondary credentials, including Registered
Apprenticeship certificates. This includes credentials that are industry recognized certificates,
licenses or certifications, and that are portable and stackable.
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As discussed in the Strategic section of this plan, the commonwealth has embraced state-local
collaboration, cross-sector partnerships, and a focus on barrier remediation to achieve its vision of career
pathways to self-supporting, family-sustaining careers. Pennsylvania recognizes the importance of
postsecondary credentials as part of such pathways. In 2015, Governor Wolf established the goal that 60%
of Pennsylvania residents have some form of postsecondary education by 2025, in order to meet industry
demand for skilled workers. In 2016, Pennsylvania’s State Board of Education Council on Higher Education
passed a Motion to Support this postsecondary attainment goal. To meet this goal, Pennsylvania has
aimed to produce nearly 820,000 additional postsecondary credentials between 2017 and 2025.
Pennsylvania employs many strategies to help more residents earn recognized postsecondary credentials,
including the following:
• Fostering early awareness of postsecondary opportunities: K-12 schools in Pennsylvania
integrate the Academic Standards for Career Education and Work (CEW standards) into
curriculum, addressing career awareness and preparation, career acquisition, career retention
and advancement, and entrepreneurship. Pennsylvania is the only state to include a true K-12
Career Readiness Indicator as part of its federal accountability system under the Every Student
Succeeds Act. The Career Standards Benchmark identifies career readiness activities aligned with
the CEW standards in all public K-12 schools. This emphasis on career readiness expands younger
students’ understanding of the career opportunities, and the relevant postsecondary education
and training, available to them.
• Improving access to advanced coursework for all students: PDE will work to expand the number
of students enrolled in at least one advanced rigor course – including Advanced Placement (AP),
International Baccalaureate, and dual enrollment courses – each year, and to identify
opportunities to improve equitable access to such coursework. Governor Wolf established a goal
to increase the number of AP tests given in high schools by 46 percent by 2020.
• Leveraging networks and resources to guide postsecondary pathways: Under Pennsylvania’s
ESSA Consolidated State Plan, local education agencies may use Title IV, Part A, and other federal
funds, such as Title I, Part A and Title II, Part A, to support college and career exploration and
advising, including hiring school counselors and other support staff to help all students, and
especially underrepresented students, have the information and tools they need to gain
awareness of college and career pathways and make informed decisions regarding their
postsecondary future. Recognizing the critical role school counselors have on student success,
PDE has also partnered with the Pennsylvania Higher Education Assistance Agency, public and
private postsecondary institutions, and the Pennsylvania School Counselors Association over the
past 18 months to identify opportunities for K-12 school counselors to explore data and connect
with resources on postsecondary access and success.
• Improving awareness of college resources through regional partnerships: The Pennsylvania
Higher Education Assistance Agency (PHEAA) has fourteen Higher Education Access Partners
strategically located throughout the commonwealth to provide postsecondary services to
students, families, educators, schools, community partners and the public. Services include free
financial aid presentations and completion sessions, programs to assist students with planning
and preparing for postsecondary education, and professional training for school counselors and
advisors. The Pennsylvania College Advising Corps also places recent college graduates as full-time
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advisors in underserved, rural high school schools across Pennsylvania to increase matriculation
rates of their students.
• Improving financial access to post-secondary education by leveraging available funding streams
through the optimization of the use of federal financial aid. The Pennsylvania Department of
Labor & Industry has undertaken a project to provide training to approximately 1400 workforce
staff across the Commonwealth on the use of the Free Application for Federal Student Aid (FAFSA)
form. This training will include the role of the FAFSA, the application process, how to use the
financial aid report, the barriers to applying for, utilizing, and maintaining financial aid and the
discussion of equity and access issues faced by workforce system participants. By increasing the
understanding of the application process and how it impacts workforce participants will allow
more of those participants to affordably obtain post-secondary credentials/degrees.
• Building seamless secondary-postsecondary transitions: In accordance with the federal
Strengthening Career and Technical Education for the 21
st
Century Act of 2018 (“Perkins V”),
Pennsylvania requires postsecondary institutions receiving Perkins funding, including the 14
community colleges, to articulate with secondary schools that offer PDE-approved Career and
Technical Education (CTE) Programs of Study. The Students Occupationally and Academically
Ready (SOAR) Program allows qualified students enrolled in an approved career and technical
Program of Study to receive college credit toward a diploma, certificate or degree in a similar
program at a postsecondary institution. The SOAR program serves as a seamless pathway from
secondary to postsecondary education and ensures students transition from level to another
without delays or duplication of learning. Colleges use an electronic transfer and articulation
system provided by the state to indicate the number of credits awarded to each program of study.
Award at least nine (9) transcripted technical postsecondary credits or equivalent clock hours to a
matriculated student enrolled in a Program of Study (POS) at the Postsecondary Institution.
Postsecondary Institutions may exceed the minimum number of postsecondary credits awarded.
The highest number of credits awarded is 21.
• Career and technical education as a path to industry-recognized credentials: All PDE-approved
career and technical education (CTE) programs lead to industry recognized credentials. Schools
use the PDE
Industry-Recognized Credentials for Career and Technical Education Programs
(pa.gov) to identify industry-recognized credentials aligned to CTE programs in Pennsylvania’s
career clusters.
• Credential attainment: In 2019-2020, Pennsylvania participated in a Department of Labor cohort
group of 9 states which was focused on credential attainment. The cohort group reviewed existing
federal guidance and collaborated to create a credential attainment decision tree tool available
on the Employment and Training Administration’s website. Pennsylvania’s cohort team, which
consisted of individuals representing all WIOA core programs wrote, as part of the cohort
experience, an aspirational plan for addressing credential attainment which includes the creation
of a commonwealth multi-agency credential attainment policy. This future policy will inform
Pennsylvania’s credential determination process.
• Recognizing prior learning: Four of Pennsylvania’s community colleges use a website and e-
portfolio platform called College Credit FastTrack to translate prior educational, workforce, and
life experiences into college credit and to establish common standards for prior learning
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assessment within the community college sector. The website guides students through
developing and submitting a portfolio that highlights their prior learning experiences, including
transfer credit, military service, workforce training, and badges. A community college faculty
member then reviews the portfolio and determines how many credits are awarded. Led by
Montgomery County Community College, College Credit FastTrack was made possible by a $2.5
million Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant
from the U.S. Department of Labor.
• Aligning credentials to career pathways for high priority occupations: The commonwealth is
working to identify and align credentials to career pathways for high priority occupations (HPOs).
The commonwealth is also exploring the use of micro-credentials, particularly for individuals with
barriers to employment, to allow for the attainment of skills in shorter segments and the receipt
of an industry-recognized credential to demonstrate skill competency to potential employers. In
addition, students enrolled in PA Department of Education (PDE)-approved career and technical
education (CTE) programs can earn digital badges upon achieving a minimum score on the
technical assessment, which serve as an indicator of their skills, performance, and achievement.
• Prioritizing HPOs: The PA-TIP program, administered by the Pennsylvania Higher Education
Assistance Agency (PHEAA), provides need-based awards to students enrolling in certificate
programs less than two years in length for high priority occupations (HPOs) in several industry
sectors.
• Facilitating postsecondary credit transfer: The Pennsylvania School Code was amended shortly
before the adoption of this plan, requiring all public institutions of higher education and all public-
school districts to provide the Pennsylvania Department of Education with copies of each of the
institutions’ articulation agreements for inclusion in an electronic database that is web-accessible.
The amendment also requires the posting of all agreements that award credit for an industry-
recognized credential. The purpose of posting these agreements on the web-accessible electronic
database is to increase transparency to students and allow them the ability to better plan their
educational career. This will improve student’s movement among and between institutions and
allow them to graduate more quickly by removing the need to re-take courses.
• Leveraging state investments in workforce readiness: The PAsmart initiative promotes the
expansion of Registered Apprenticeships and invests in postsecondary education and training in
computer science and STEM fields. The Pennsylvania Industry Partnership program, also
supported at the local level through state grants, encourages trainings that result in a
postsecondary credential by requiring all proposals to identify credentials/certifications to be
obtained and by making credentials a required outcome measure. Governor’s PAsmart Growing
Registered Apprenticeships and Pre-Apprenticeships initiative seeks to expand Registered
Apprenticeships in new industries and occupations and aims to advance individuals along career
pathways with secondary and post-secondary schools. Additionally, this initiative is intended to
reach underrepresented populations, including women, minorities, individuals with disabilities,
veterans, socio-economic disadvantaged individuals, individuals who speak English as a second
language, individuals who were previously incarcerated, or individuals experiencing multiple
barriers to employment. Through the PASmart Growing Registered Apprenticeship and Pre-
apprenticeships funding, the hope is to make funding available for intermediaries to support the
statewide Apprenticeship Ambassador Network through creating new or supporting existing local
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and/or regional apprenticeship ambassador networks designed to grow Registered
Apprenticeship and Pre-apprenticeship in local areas. It is a requirement of grantees to partner
with PA CareerLink® or One Stop Centers with a concentration on training or supporting Title I
staff or other workforce development professionals who act as Ambassadors of Apprenticeship
and grow this work.
In addition to the strategies above, the commonwealth has developed specific initiatives focused on key
populations and occupations to improve access to postsecondary credentials. These initiatives stem from
the strategic vision to build career pathways to self-supporting, family-sustaining careers through barrier
remediation.
• Supporting student-parents: The Parent Pathways Model, led by the Pennsylvania Department
of Human Services and the Pennsylvania Department of Education, is a multigenerational, whole-
family approach to provide wraparound support to low-income, single parents pursuing college
or other postsecondary training options. The Governor’s FY 19-20 budget made $2.5 million
available in the initiative’s inaugural year to establish community-specific comprehensive models
to support access to, and success in, postsecondary education and training for single parents.
• Creating pathways for aspiring teachers: Aspire to Educate is a program, piloted in 2019, that will
help Pennsylvania attract, recruit, train, and retain a more diverse generation of teachers and
school leaders. The pilot partnership among the Pennsylvania Department of Education, the
School District of Philadelphia, and several postsecondary institutions in the Philadelphia area
establishes three age-based program tiers to engage and support students and adults of color
who are interested in becoming a teacher as they progress through secondary and postsecondary
education.
• Making postsecondary education affordable for foster children: The Fostering Independence
through Education Act of 2019 guarantees a free postsecondary education to youth and young
adults who have been in the foster system at age 16 or beyond, regardless of adoption or “aging
out.” Effective as of fall 2020, eligible students will receive a waiver for the cost of tuition at any
institution of higher education in Pennsylvania, minus any monies provided through federal or
state grants.
• Focusing on residents who have some credits and no degree: Pennsylvania has become one of
six states to join the National Governors Association’s Educate for Opportunity project to connect
postsecondary education and work. Both the National Governor Association and the Education
Commission of the States are working with Strada Education Network on this initiative.
Pennsylvania’s project focuses on learning more about the population of residents who have
attained some postsecondary credits but no postsecondary credential, in order to understand
what they need to advance in their careers and to help reconnect them with postsecondary
education and obtain a credential where necessary. To promote this initiative, Labor & Industry
awarded a Near Completer Demonstration Project grant, which is a 24-month long, $8.2 million
program which supports job seekers who have been displaced from employment due to the
COVID-19 pandemic and who have prior but incomplete learning experiences. This project will
develop new and innovative strategies to assist targeted job seekers that are within one semester
or less of completing their industry recognized credential or degree. Targeted job seekers will
receive support in enrolling and completing educational programs that will rapidly attach them to
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employment in a High-Priority Occupation. By supporting rapid credential attainment, the
participant would be immediately able to enter the job market and earn family sustaining wages
of more than $15/hour in their field of study. The target number of participants served by
coverage area is 300 for urban (Allegheny and Philadelphia Counties) and 200 for suburban (South
Central and Lehigh Valley WDA’s).
• Supporting TANF and SNAP recipients: The Keystone Education Yields Success (KEYS) program,
funded by the PA Department of Human Services (DHS), provides support and guidance to TANF
and SNAP recipients attending Pennsylvania’s 14 community colleges. A KEYS student facilitator
assists eligible students with identifying career goals, scheduling courses, applying for financial
aid, transportation, and childcare needs.
• Supporting rural students: The Community Education Councils across the commonwealth extend
program development activities with postsecondary institutions to ensure that residents of rural
communities have access to credential-bearing training opportunities.
• Supporting students with disabilities: The Office of Vocational Rehabilitation (OVR) will continue
to analyze labor market demand and model service delivery systems to identify opportunities for
industry-recognized certificates that lead to increased and improved employment outcomes for
individuals with disabilities.
(I) Coordinating with Economic Development Strategies. Describe how the activities identified in
(A) will be coordinated with economic development entities, strategies, and activities in the State.
The Department of Community and Economic Development (DCED) is the Commonwealth of
Pennsylvania’s lead economic development agency. DCED encourages the shared prosperity of all
Pennsylvanians by supporting good stewardship and sustainable development initiatives across the state.
Driven by the needs of Pennsylvania’s citizens, the agency acts as an advisor and advocate to provide
strategic technical assistance, training, and financial resources to help communities and industries
flourish. DCED also partners with sister agencies to work together to better integrate community,
workforce development and economic development efforts to maximize impact.
DCED continues to promote coordination and collaboration among regional public partners through the
Partnerships for Regional Economic Performance (PREP), a network of business assistance partners
designed to encourage regional coordination in community and economic development efforts. PREP
partners are organized in ten regions across the state, offering one-on-one counseling, specialized
workshops, online training, and financial incentives to new business ventures and existing companies
looking to expand and grow. The commonwealth continues to use these PREP regions as the WIOA
planning regions under WIOA. This has more closely aligned the coordination between economic and
workforce development at the regional level.
Engage! is Pennsylvania’s Business Retention and Expansion initiative which began in 2018. Engage! prides
itself on experienced Economic Development and Workforce Development professionals listening to a
CEO’s challenges and opportunities and providing a customized Action Plan to provide assistance. There
are a wide variety of resource providers serving as the fiscal agents for the initiative across the
Commonwealth. The South Central PA Workforce Investment Board (SCPa Works) is the coordinator for
the South Central region. Having SCPa Works as the Engage! coordinator has brought together economic
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development and workforce partners in this region to provide better service to companies by addressing
their workforce challenges.
PREP and Engage! partners continue to use ExecutivePulse, a cloud-based customer relationship
management (CRM) software platform, to document and coordinate partner outreach with
companies. The workforce development partners use a CRM platform called the Commonwealth
Workforce Development System (CWDS). Working with the Department of Labor & Industry, an MOU
was created to allow users of both ExecutivePulse and CWDS to see company interactions across the state.
This provides immediate information sharing and coordination among all partners and decreases
employer fatigue (many partners wanting to meet with the same businesses). The partners using both
systems include the Business Services Teams, Office of Vocational Rehabilitation, economic development
organizations, Small Business Development Centers (SBDC), Industrial Resource Centers (IRC) and various
Chambers of Commerce involved with PREP and Engage!
In addition to driving state economic development strategies, DCED is committed to workforce
development efforts. Several program guidelines at DCED (PREP, Engage!, WEDnet and Training-to-
Career) encourage the partnership of economic development partners with local workforce development
boards as a part of workforce development efforts to ensure the needs of a region are being met and to
eliminate duplication of efforts.
The department changed the name of the Business Financing deputate to Business Financing and
Workforce Development. The Office of Workforce Development Initiatives within this deputate aims to
improve the quality and skills of the commonwealth’s workforce, helps businesses meet their workforce
needs, and provides opportunities for businesses and workers to connect. The office works closely with
other sister agencies in promoting internal workforce initiatives as well as collaborating with other
agencies to learn about their workforce initiatives to promote them to businesses. The office has a full-
time staff member dedicated to workforce development, along with administering workforce grant
programs. DCED’s to workforce development related grant programs include: Pre-Apprentice and
Apprenticeship, Manufacturing PA Training-to-Career, and the Workforce and Economic Development
Network (WEDnet).
• Manufacturing PA Training-to-Career Program (Training-to-Career): This program is designed to
help companies identify and train a skilled workforce while creating a workplace culture that allows
the workforce to advance and the company to grow and compete in a competitive, global economy
as a complement to existing programs. The projects in this program are short-term work-readiness
training programs designed to give those with barriers to employment, the skills necessary to gain
entry level employment in the manufacturing industry. The training developers work collaboratively
with local manufacturers to identify and teach missing essential skills for entry level applicants for
existing or near future open positions. The program also engages youth or those with barriers in
awareness to building activities of career opportunities in manufacturing, and or advance capacity
for local or regional manufacturers.
• Pre-Apprentice and Apprenticeship (Apprenticeship): The Apprenticeship program is a statewide
program which offers assistance to registered apprenticeship programs. The program’s goal is to
increase apprenticeship availability to Pennsylvania employers to assist them with their talent
recruitment and development. The grant funds through this program helps to cover the costs of the
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classroom training (real-time instruction) portion of an apprenticeship as well as books, supplies and
small tools that stay with the apprentice throughout their training.
• Workforce and Economic Development Network of Pennsylvania (WEDnet PA): WEDnet has been
in operation for 22 years and continues to provide qualified companies with incumbent work training.
Since the inception of the program, DCED has invested more than $265 million in essential skills and
technical skills training reaching 22,135 Pennsylvania businesses and 1,284,015 employees. During
the 2020-21 fiscal year, the WEDnet program invested $8,180,966 in training, assisted 737 companies,
and trained 20,741 employees.
At a state level, there are several collaborative efforts happening between workforce development and
economic development. The Secretary of DCED continues to serve as a member of the Pennsylvania
Workforce Development Board (WDB), ensuring that workforce development strategies align with
economic development efforts. DCED continues to serve as the lead agency in updating of WIOA Broad
Goal 2: Sector Strategies and Employer Engagement (for the 2020 State Plan and Modification). DCED
also has several staff members, including the DCED Deputy Secretary-Business Finance and Workforce
Development, as members of the interagency workgroup and the State Board’s Sector Strategies and
Employer Engagement Committee.
The Pennsylvania Department of Labor and Industry (L&I), with the support from DCED, continues to work
collaboratively on the promotion and technical assistance to the 30+ industry partnerships across the
commonwealth. Some industries these partnerships represent are Manufacturing; Healthcare;
Warehousing/Logics; IT; Hospitality/Leisure; Business Services; and Building and Construction. These
partnerships are working on issues such as developing the future pipeline of employees, business to
business connections, awareness of opportunities in these industries as well as promoting the region to
attract people to come and stay.
Through Executive Order: 2019-02, Governor Wolf created the Keystone Economic Development and
Workforce Command Center (Command Center). The Command Center addressed Pennsylvania’s
workforce challenges by convening a public-private partnership to target public programs and resources
to address Pennsylvania’s workforce shortage and talent needs, recommend action to reduce or eliminate
impediments to employment, and better align Commonwealth resources and private sector needs to
position Pennsylvania as the keystone for a skilled workforce and competitive business climate. DCED,
L&I, the Department of State, the AFL-CIO, PA State Chamber of Business and Industry and the Team
Pennsylvania Foundation are the six co-chairs of the Command Center, along with many other agencies
participating as well.
In January of 2020, the first Command Center Annual Report was released. Within the report were over
40 recommendations for addressing some of the workforce challenges. The Command Center continues
with monthly meetings. In between meetings, working groups focusing on Childcare, Training and
Education, Government Infrastructure, Reentry and Licensure meet to discuss how to implement the
related recommendations.
State Operating Systems and Policies. The Unified or Combined State Plan must
include a description of the State operating systems and policies that will
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support the implementation of the State strategy described in section II
Strategic Elements. This includes—
(1) The State operating systems that will support the implementation of the State’s strategies. This must
include a description of–
(A) State operating systems that support coordinated implementation of State strategies (e.g.,
labor market information systems, data systems, communication systems, case management
systems, job banks, etc.).
Pennsylvania has strong operating systems and policies in place to support implementation of the
Governor’s Strategic Vision.
Commonwealth Workforce Development System (CWDS) is the Commonwealth’s system of record. All
core partners use CWDS to capture, track and monitor WIOA activities. Additionally, Eligible Training
Providers use CWDS to post programs and program information as well as to upload performance
information. Individual customers engage CWDS to apply to and save jobs to their personal dashboards
and schedule workshops and other activities. Employers use CWDS to post job orders, search for talent
and report new hires.
CWDS has been modified to capture WIOA activities in alignment with PIRL reporting.
Recent enhancements to CWDS include and interface with Pennsylvania Department of Economic
Development’s (PADCED) CRM, ExecutivePulse. This interface allows workforce business service teams
(BSTs) to view PADCED’s employer information and case notes. Access to this information has led to more
collaborative employer engagement and has reduced duplicative services that lead to employer fatigue.
Each partner-user must sign a user agreement and abide by the Commonwealth’s security policies.
PA CareerLink® is the public facing facet of CWDS, which has numerous additional features for job seekers
to include skills assessments, career exploration tools and videos, Labor Market Information (LMI),
interview training, and listings of eligible training providers. Similarly, it provides additional tools and
resources for employers.
(B) Data-collection and reporting processes used for all programs and activities, including those
present in one-stop centers.
The Commonwealth Workforce Development System (CWDS) serves as the primary database and system-
of-record for tracking and recording services, activities, and outcomes for workforce development
programs funded under Titles I, III, and IV. Activities are recorded by funding stream to identify outcomes
for each investment. CWDS allows dual- and multi-program enrollment; customers provide intake
information once. The Center for Workforce Information & Analysis uses the data collected through CWDS
to generate federal and state performance reports. Although CWDS is the case management system for
Labor & Industry workforce development programs, such as TAA and RESEA, the commonwealth uses
other case management systems for different agencies’ education and workforce development programs.
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The PA Department of Education Division of Adult Education (DAE) uses the e-Data v2 web-based system
to collect Title II program data for federal and state reporting purposes. e-Data v2 is a real-time data
system with a web-based design that allows users and DAE staff access to individual programs’ adult
education and family literacy data. DAE staff and local program staff also use a corresponding Access
template to further analyze program data to improve and expand services to participants. For example,
reports in the template identify students who have demonstrated measurable skill gain and may be ready
for referral to the local PA CareerLink® site for employment or training. This Access template can be
expanded to include additional reports that support implementation of the State’s strategies to establish
career pathways, increase opportunities for out of school youth and adults with basic skills deficiencies,
and engage employers.
Federal Perkins recipients submit data into the Pennsylvania Information Management System (PIMS).
Data is collected at the recipient, program, and student level for each of the mandated performance
measures. Data reports are provided on an aggregate level. The entities can pull student level reports.
PDE works with Center for Workforce Information and Analysis (CWIA) on an annual basis to align Perkins
Programs of Study to occupations defined as in demand. The resulting product is a CIP/SOC crosswalk.
Federal Perkins recipients also utilize the data produced by CWIA to connect with regional and local
employers. Perkins recipients are required to work with the LWDBs to interpret the data and to apply the
data to educational program needs of the region. The LWDB also provides assistance to the Perkins
recipients in identifying employers they can partner with.
The TANF system of record is the Department of Human Services-Customer Information System (eCIS).
eCIS sends referral information to DHS business partners who then utilize CWDS to enroll DHS recipients
in contracted Employment and Training programs. The DHS services and related information entered in
CWDS are transferred back to CIS via a nightly batch process. Participants may be dual enrolled in a DHS
and an L&I program. Duplication of services is avoided due to the integration of the PA CareerLink® centers
and DHS EARN centers and by using specific service codes to identify WIOA funded services.
(2) The State policies that will support the implementation of the State’s strategies (e.g., co-enrollment
policies and universal intake processes where appropriate). In addition, provide the State’s guidelines for
State-administered one-stop partner programs’ contributions to a one stop delivery system.
PA CareerLink® customers are universally offered Wagner-Peyser, or labor exchange, services. Co-
enrollment in Wagner-Peyser (WIOA Title III) and WIOA Title I programs occur regularly and are
encouraged; Title I eligibility is assessed and determined at the local level. The Common Measure Program
Activity Log in CWDS tracks periods of participation by program for all USDOL-funded workforce
development programs. Activities of all programs are tracked in this centralized location, allowing for the
creation of reporting and program participation cycles. Participants who are co-enrolled exit for
measurement after 90 days have passed since the provision of services from any program in which they
were participating.
Relevant state guidance and policies include, but are not limited to:
• Measurable Skill Gains and Youth Placement in Education or Employment data entry guides;
• WIOA Data Element and Acceptable Eligibility Verification guide;
• Guidance for WIOA Title I-B Programs, which aids staff in determining program eligibility and
appropriately entering services into CWDS;
• PA CareerLink® System Procedure Manual, which discusses CWDS system use policies, how to
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enter customer information (both job seeker and employer), how to post jobs, labor exchange
services, and other pertinent information;
• Eligible Training Provider Policy, which addresses initial and continued eligibility requirements for
the statewide Eligible Training Provider List;
• Local Workforce Delivery System - Memorandum of Understanding policy, which addresses how
the local area one-stop delivery system is funded by partners;
• PA CareerLink® System Operator policy, which addresses the coordination of one-stop system
services;
• Co-Enrollment policy, which addresses the need to enroll customers currently enrolled in a one-
stop system program into a WIOA Title I program;
• Priority of Service policy, which establishes the implementation of priority of service for WIOA
Title I Adult programs customers;
• e-Data v2 Instruction Manual and Glossary, which provides technical guidance for using the eData
v2 system; and
• PDE’s PIMS Secondary and Postsecondary Instruction Manual, which outlines each data element
and reporting requirements.
Pennsylvania’s workforce system partners (Departments of Aging, Human Services, Education,
Corrections, the Office of Vocational Rehabilitation and others) work in concert to execute a multi-agency
review process for local and regional workforce system plans. Partners closely coordinate the review of
content, contact with Local Workforce Development Boards, operational implementation, technical
assistance and compliance requirements tied to local and regional plans.
Continuing this partnership, and new for PY20-24, the state is working to create and deploy multi-agency
workforce system policies (e.g. One-Stop Operator and Memorandum of Understanding) that bring
partners together to ensure alignment, eliminate overlap and focus efforts on targeted, efficient and
effective service provision.
Finally, state agencies are collaborating to create a networking space in those local workforce
development areas where partner surveys reveal the need for strengthening relationships, as well as need
for understanding what each partner’s contributions to the local workforce service delivery system.
(3) State Program and State Board Overview.
(A) State Agency Organization. Describe the organization and delivery systems at the State and
local levels for the programs covered in the plan, including the organizational structure. Include
an organizational chart.
The operation of the workforce development system is a shared responsibility among the commonwealth,
Local Workforce Development Boards, state and local elected officials, the core WIOA partner programs,
other partner programs and PA CareerLink® operators. Five of the six core programs are administered by
the PA Department of Labor & Industry (L&I) with the PA Department of Education (PDE) administering
Adult Basic Education. Additional partner programs are housed within L&I, PDE, and the Departments of
Aging, Corrections, Community & Economic Development, and Human Services. Organizational charts for
each of these agencies are provided below.
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(B) State Board. Provide a description of the State Board, including-
Content is provided in the following sections.
(i) Membership Roster. Provide a membership roster for the State Board, including
members’ organizational affiliations.
Pennsylvania Workforce Development Board Members
Name Title Organization Membership Category
Jeff Brown, Chair
President and CEO
Brown’s Super Stores
Business
Tom Wolf
Governor
Commonwealth of Pennsylvania
Governor
Idayat Adewunmi
President
Timi Pharmaceuticals
Business
Joseph J. Alex
President
Alex Color Company
Business
Denise Andahazy
VP and Chief HR Officer
CSS Industries
Business
Shannon Austin
Executive Director
Office of Vocational Rehabilitation
Lead State Official
Camera Bartolotta
Senator
Pennsylvania Senate
General Assembly
Tim Bean
CFO
Control Chief Corporation
Business
Jennifer Berrier
Secretary
PA Department of Labor and Industry
Lead State Official
Richard Bloomingdale
President
Pennsylvania AFL-CIO
Labor/CBO/Youth/Ed
Page | 63
Julene Campion
VP Recruitment,
Organization
Development &
Learning
Geisinger Health System
Business
Morgan Cephas
Representative
PA House of Representatives
General Assembly
Dennis Davin
Secretary
PA Department of
Community & Economic
State Agency Official
Wendie DiMatteo-Holsinger
CEO
ASK Foods Inc.
Business
Jessica Eberley
CEO
HRT Solutions
Business
Patrick Eiding
President
AFL-CIO Philadelphia Council
Labor/CBO/Youth/Ed
Chekemma Fulmore-
Townsend
President and CEO
Philadelphia Youth Network, Inc.
Labor/CBO/Youth/Ed
Brian Funkhouser
President and CEO
Buchart Horn Inc./BASCO Associates
Business
Nick Gilson
Founder and CEO
Gilson Snow, Inc.
Business
James Harper, Jr.
Business Manager
Laborers Local 413
Labor/CBO/Youth/Ed
Robert J. Harvie, Jr.
Commissioner
Bucks County
Local Elected Official
Sarah Hollister
Deputy Director of
Education Policy
City of Philadelphia, Mayor’s Office of
Education
Labor/CBO/ Youth/Ed
Gerardo Interiano
Vice President of
Government Relations
and Public Affairs
Aurora
Business
Allison Jones
Secretary of Policy and
Planning
Office of Governor Tom Wolf
State Agency
Official
Timothy James
Tech Lead/Manager
Google
Business
Marguerite Kline
HR Manager
Berks Heim Nursing & Rehabilitation
Business
Carrie Lenze
Global Continuous
Improvement Director
Morgan Advanced Materials
Business
Ryan Mackenzie
Representative
PA House of Representatives
General Assembly
Bob McAuliffe
Director
United Steel Workers District 10
Labor/CBO/Youth/Ed
Henry Nicholas
President
AFSCME Hospital and Health
Care Employees
Labor/CBO/Youth/Ed
Noe Ortega
Secretary
PA Department of Education
Lead State Official
Jodi Pace
Senior Human Resources
Manager
AFP Advanced Food Products LLC
Business
Michael Pipe
Commissioner
Centre County
Chief Local Elected
Tom Redden
Business Agent
Steamfitters Local Union 420
Labor/CBO/Youth/Ed
Russell Redding
Secretary
PA Department of Agriculture
State Agency Official
Gregg Riefenstahl
Manager- Recruiting and
Selection
Penske
Business
JoAnne Ryan
President and CEO
Alpha Sintered Metals
Business
Melissa Shusterman
President and CEO
Fedora Media
Business
Frank Sirianni
President
PA State Building Trades Council
Labor/CBO/Youth/Ed
Meg Snead
Acting Secretary PA Department of Human Services
State Agency Official
John “Ski” Sygielski
President
HACC, Central Pennsylvania’s Community
College
Labor/CBO/Youth/Ed
Robert Torres
Secretary
PA Department of Aging
State Agency Official
Jessica Trybus
Founder and Chief Games
Officer
Simcoach Games
Business
Dionne Wallace-Oakley
SVP-Human Resources
Erie Insurance
Business
Laura Wand
Formerly VP and General
Manager, Applied HVAC
Equipment
Formerly Johnson Controls International,
PLC
Business
Yvette Watts
CEO
Watts Facility Solutions
Business
John Wetzel
Secretary
PA Department of Corrections
State Agency Official
Lindsey Williams
Senator
PA Senate
General Assembly
Matt Yarnell
President
SEIU Healthcare PA
Labor/CBO/Youth/Ed
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(ii) Board Activities. Provide a description of the activities that will assist State Board
members and staff in carrying out State Board functions effectively.
Members are given a thorough orientation of their roles and responsibilities, including Governor’s Wolf’s
Strategic Vision for the workforce development system in the commonwealth. The Board meets quarterly
to conduct business, including the deliberation and approval of recommendations developed by the
Board’s committees. As of the enacting of this plan the Board will continue to have five standing
committees focusing on the Governor’s goals, including (1) Career Pathways and Apprenticeship, (2)
Industry Partnerships and Employer Engagement, (3) Youth, (4) Continuous Improvement, and (5) One-
Stop Operation. Additionally, the Board has two ad-hoc committees; Healthcare and Reentry.
(4) Assessment and Evaluation of Programs and One-Stop Program Partners.
(A) Assessment of Core Programs. Describe how the core programs will be assessed each year
based on State performance accountability measures described in section 116(b) of WIOA. This
State assessment must include the quality, effectiveness, and improvement of programs broken
down by local area or provider. Such state assessments should take into account local and regional
planning goals.
The commonwealth will at a minimum produce the six common performance measures described in
Section 116(b) on a quarterly basis for each of the core programs under Titles I, III, and IV. Outcomes will
be compared to negotiated levels of performance for each measure for the state and each LWDA.
Participant-specific reports that provide the pool of people included in the six common performance
measure(s) for Titles I, III, and IV will be compiled in conjunction with these quarterly reports and
distributed to LWDBs in support of program management and analysis. Assessment of effectiveness
measures are also being developed to allow the state and LWDBs to make better informed decisions about
programming and the use of funds. The commonwealth will be developing additional performance
measures to the degree they provide meaningful and actionable information and data can feasibly be
collected. The Pennsylvania Workforce Development Board has established a standing committee to
review recommendations for Performance and Accountability standards and measures.
The PA Department of Education (PDE) will establish agency performance outcome measures and targets
for local programs. The agency performance measures will encompass those outcomes on which adult
education and literacy activities have the greatest and most direct impact: educational functioning level
gain, attainment of a high school equivalency credential, and transition to postsecondary education or
training. In addition, the division will establish targets for employment in the second quarter after exit
and median earnings in the second quarter after exit. In addition, Title II programs will be required to
report on the number of outcomes per enrolled student. All core programs will be monitored on a regular
basis to ensure progress toward meeting or exceeding state and local WIOA negotiated performance
levels.
To better ensure local and regional workforce development areas are aligned with the WIOA combined
state plan, Pennsylvania has offset the local and regional planning cycle by one-year. For example, local
and regional areas are at the time of this document’s submission – using the WIOA Combined State Plan
to make informed decisions about their PY 2021-2024 plans and subsequent modification. Doing so
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ensures local and regional alignment with statewide strategy, and the local and regional contextualization
of performance standards.
(B) Assessment of One-Stop Partner Programs. Describe how other one-stop delivery system
partner program services and Combined State Plan partner programs included in the plan will be
assessed each year. Such state assessments should take into account local and regional planning
goals.
The PA CareerLink® operator plays an instrumental role in assessing all one-stop partner programs.
Beyond traditional program-specific performance metrics, the operator will consider how well all the one-
stop partner programs coordinate and integrate service delivery, promote the seamless transition of
customers from one partner to another, and demonstrate the capacity to meet the needs of customers
accessing the PA CareerLink® system. Program-specific performance is addressed in the response to the
effectiveness of programs in the preceding two-year period question that follows.
(C) Previous Assessment Results. Beginning with the state plan modification in 2018 and for
subsequent state plans and state plan modifications, provide the results of assessments of the
effectiveness of the core programs and other one-stop partner programs and Combined State Plan
partner programs included in the Unified or Combined State plan during the preceding 2-year
period (i.e. the 2-year period of the plan modification cycle). Describe how the State is adapting its
strategies based on these assessments.
The commonwealth has produced the six common performance measures described in Section 116(b) on
a quarterly basis for each of the core programs under Title I, III, and IV. Staff in these programs have
compared the outcomes to the negotiated performance levels for each of the measures and adjusted as
necessary to develop a solid baseline for each of the measure. Quarterly reports were also distributed to
LWDBs in support of program management and analysis. Solid collaboration between the state and the
LWDBs revealed both opportunities to improve service delivery, while at the same time, ensuring a
primary focus of serving those customers with the greatest barriers to employment. A solid system of
sharing promising practices among the local delivery system is also evolving.
PA CareerLink® operators continually evaluate how well the partners coordinated and integrated service
delivery, promote the seamless transition of customers from one partner to another, and demonstrate
the capacity to meet the needs of customers. These operators assess the programs within their purview
and are continually looking for opportunities to improve their local service delivery systems for maximum
customer satisfaction.
PDE’s Division of Adult Education established agency performance outcome measures and targets for local
Title II programs, which are designed to support Pennsylvania’s attainment of its negotiated performance
levels. The agency performance measures encompass those outcomes on which adult education and
literacy activities have the greatest and most direct impact: educational functioning level gain, attainment
of a high school equivalency credential, and transition to postsecondary education or training. In addition,
the division established targets for employment in the second quarter after exit and median earnings in
the second quarter after exit. Final agency performance outcomes are posted on the division’s
website. Over the course of the preceding two-year period, adult education and family literacy programs
demonstrated flexibility and innovation to ensure continued services to their communities throughout
the pandemic. They implemented a range of orientation, intake, and assessment procedures to allow
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students to participate either remotely or in person with health and safety measures in place. Programs
provided instruction and student support services using a range of technology-enhanced and in-person
activities. Programs invested funds in technology and implemented lending programs to support students’
access. Program staff helped students in their programs who are also parents of school-age children to
navigate the challenges of remote learning. To support local program’s work, PDE Division of Adult
Education expanded the remote learning options under its distance learning policy, adopted the policies
and procedures for remote administration of assessments that publishers introduced, and funded
expanded technical assistance from the Distance Education Technical Assistance Project.
In 2020-21, 80 percent of all participants in adult education and family literacy program engaged is some
distance learning. Those participants accounted for 92 percent of all attendance hours; they averaged 75
hours per participant versus 28 hours per participant for non-distance-learning participants. In terms of
measurable skill gains (MSG), distance learning participants’ MSG outcome was one full percentage point
higher than the overall participant population. Based on the success of the remote learning and hybrid
options introduced during this period, PDE Division of Adult Education will maintain the expanded options
and increase its investment in professional development and technical assistance to programs in distance
learning and digital literacy.
The Division of Adult Education conducted ongoing informal and formal monitoring, assessment, and
evaluation of local programs through desk monitoring. Regional advisors kept track of agency progress
toward the agency performance outcome measures and other key markers of performance, such as
contracted enrollment, appropriate assessment, employment outcomes and student persistence, using
a range of tools. When data showed areas for concern, advisors contacted the local program
administrators to discuss the concerns and provide guidance and technical assistance. After the end of
the program year, advisors contacted each agency individually to discuss its performance, focusing on
areas in which the program has shown progress and areas in which it must improve.
(D) Evaluation. Describe how the State will conduct evaluations and research projects on activities
under WIOA core programs; how such projects will be coordinated with, and designed in
conjunction with, State and local boards and with State agencies responsible for the
administration of all respective core programs; and, further, how the projects will be coordinated
with the evaluations provided for by the Secretary of Labor and the Secretary of Education under
WIOA.
Pennsylvania will evaluate the workforce system based on its strategic plan and for the purpose of
evaluating the return on investment and best practices of its programs. Here are some examples of our
current evaluations:
Accenture. The Department contracted with Accenture to conduct an evaluation on the current state of
customer engagement, the gaps present and strategies to improve the virtual services and the impact of
customer digital literacy services offered by the PA CareerLink ® system. The results of this evaluation
have prompted Pennsylvania to create another procurement that will focus on implementation of the
recommendations found in the evaluation’s final report.
Career Advisor Evaluation. Began in program year 2020, the PA Department of Labor & Industry
contracted with a vendor to evaluate the knowledge, skills, and abilities of its Career Advisors in the local
service delivery system. The purpose of this engagement focuses on the department’s strategic plan to
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improve service delivery in the PA CareerLink®. The strategy proposed that to provide better service to
its customers, it must invest in the professional development of the Career Advisors. The initial step in
the process was to assess the skills of the Career Advisors employed by the commonwealth. This
assessment is measuring the extent to which the 250+ Career Advisors in the PA CareerLink® centers
throughout the Commonwealth of Pennsylvania have the requisite skills to respond to both the present
and emerging needs of PA job seekers. Upon completion of this evaluation, the Department will procure
a vendor to initiate some or all the recommendations indicated in the final report.
3
rd
Party Grant Evaluator / Digital Literacy and Workforce Evaluation Grant (DLWDG). The Department
is seeking services from a vendor to evaluate the efficacy and impact of the DLWDG.
The goal of this project is to evaluate the effectiveness and return on investment of the DLWDG to
promote high-level performance with-in and high-level outcomes from the workforce development
system. This will be accomplished through a review of each of the 32 Digital Literacy grant awards to
determine if the grant was effective in addressing the digital literacy skills of the target population and to
determine what additional needs remain to address for the coverage areas and unserved or underserved
populations.
Business Services. Pennsylvania will conduct an evaluation of the delivery of services to the many
employing in the commonwealth’s workforce delivery system.
As the pandemic draws to a close, employers’ ability to connect to the workforce that they need has been
affected by new challenges. Now more than ever, it has become critically important to understand the
role of the public workforce system and its stakeholders. PA CareerLink®, Local Workforce Development
Board partners, Pennsylvania Department of Labor & Industry (L&I) subcontractors providing critical
business services (e.g., Steel Valley Authority), L&I as a funder of industry partnerships, and the economic
development services provided by the Pennsylvania Department of Community and Economic
Development (DCED) through various programs all have important roles in the workforce development
system. All these entities comprise the breadth of business support services throughout the
commonwealth. A comprehensive evaluation of the business engagement services provided by the
commonwealth and its sub-contractors will provide key insights into the supports that businesses of all
sizes should be able to connect with and benefit from.
Mobile Concepts. Shortly after the implementation of WIOA, several LWDAs sought to make PA
CareerLink® services more accessible, especially in rural areas where transportation to the established
“brick and mortar” sites is unavailable. The Northwest LWDA was the first to pilot mobile service delivery.
It posited that by implementing a mobile service delivery strategy, it could rely less on static sites and by
doing so, save money allocated to building costs and put it back into service delivery. The LWDB also
expected to serve more participants, leading to better performance.
To determine the effectiveness of this service strategy, in program year 2019, L&I’s Bureau of Workforce
Development Administration contracted with Jobs for the Future (JFF) to conduct an independent
evaluation of the Northwest LWDA’s service delivery system, including evaluating the difference in
performance between its current mobile service delivery strategy versus its pre-mobile service
performance. This evaluation was meant to determine both the successes and challenges Northwest
encountered being the first to attempt the mobile service concept in the hope to share promising
practices with the Commonwealth’s other LWDAs.
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The JFF evaluation was cut short because of the global pandemic; however, L&I staff used the results of
the work that had been completed to develop a new evaluation of this area now that one-stop centers in
this local area have reopened. This new evaluation will serve three (3) primary purposes: 1) determine
both the successes and challenges Northwest encountered being the first to attempt the mobile service
concept; 2) serve as a plan by which other local areas will be evaluated contemplating similar activities;
and 3) share aspects of the effective methodologies used to support similar models in other areas.
(5) Distribution of Funds for Core Programs. Describe the methods and factors the State will use in
distributing funds under the core programs in accordance with the provisions authorizing such
distributions.
(A) For Title I programs, provide a description of the written policies that establish the State's
methods and factors used to distribute funds to local areas for—
(i) Youth activities in accordance with WIOA section 128(b)(2) or (b)(3),
(ii) Adult and training activities in accordance with WIOA section 133(b)(2) or (b)(3)
Allocation of WIOA Adult and Youth Funds to Local Areas:
The three-part formula for allocating WIOA Adult and Youth funds to Local Areas is as follows:
Step 1
The process begins by determining the average number of individuals in the civilian labor force and
unemployed for the most recent twelve-month reference period of July 1st through June 30th, by Local
Area.
Once these numbers are calculated, the areas of substantial unemployment (ASU) are identified. By
definition, an ASU is a contiguous area with a population of at least 10,000 individuals and an
unemployment rate of at least 6.5 percent.
For Local Areas that have unemployment of 6.5 percent or greater, the civilian labor force and
unemployment data is inserted directly into the allocation formula. For Local Areas that have
unemployment less than 6.5 percent, an ASU search is performed. For reference, the ASU search process,
as described below, is completed through a joint working venture between L&I’s Center for Workforce
Information and Analysis (CWIA) and the Bureau of Workforce Development Administration (BWDA).
An ASU search is a procedure developed by the federal Bureau of Labor Statistics to identify ASUs. County-
level unemployment data, along with either Census tract or municipal level unemployment data from the
most recent Census, is used to determine the current unemployment rates for cities, townships, or Census
tracts. Through this procedure, which can utilize a subtraction or addition method, cities, townships, or
Census tracts that border each other are joined together until the definition of an ASU is achieved. A Local
Area can have more than one ASU within their geographic border, if the building method is used.
Once the ASU(s) is designated, the civilian labor force and unemployed totals for each Local Area’s ASU
are then inserted into the computer-based allocation formula.
Step 2
The first third of funds is allocated on the basis of the number of unemployed in ASUs compared to the
statewide total of such individuals (as determined in Step 1). The percentage share of funds is determined
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by dividing the number of unemployed in each Local Area with unemployment of 6.5 percent or greater,
by the statewide total of unemployed in areas with unemployment of 6.5 percent or greater. The resulting
percentage is then multiplied by one-third of the State's local area portion of the allocation.
Step 3
The next third of funds is allocated on the basis of the number of unemployed individuals in excess of 4.5
percent of the civilian labor force in each Local Area compared to the total number of such individuals in
the State. As required by WIOA the “higher of” either the number of unemployed individuals in excess of
4.5 percent of the civilian labor force in the Local Area; or the number of unemployed individuals in excess
of 4.5 percent of the civilian labor force in areas of substantial unemployment in the Local Area is
calculated.
The excess number of unemployed over 4.5 percent of the civilian labor force is then totaled for the State.
This statewide total is then divided into the number of excess unemployed in each Local Area to determine
each Local Area's percentage share of funds. This percentage is then multiplied by one-third of the State’s
local area portion of the allocation.
Step 4
The final third of funds is allocated based on the number of economically disadvantaged individuals in
each Local Area compared to the statewide total of such individuals. The number of economically
disadvantaged individuals is derived from the most recent federal Census. Economically disadvantaged
youth (age 16-21) and economically disadvantaged adults (age 22-72) are used for each respective funding
stream.
Using federal Census data, the percentage share is determined by dividing the number of economically
disadvantaged for each Local Area by the statewide economically disadvantaged total. The resulting
percentage for each Local Area is then multiplied by the final one-third of funds. The amount of funds for
each third of the formula is then totaled for each Local Area.
Step 5
Note that prior to the minimum allocation percentage, commonly known as "hold-harmless" provision,
being applied, the total amount determined in the prior steps would be each Local Area’s allocation.
Briefly, the hold-harmless provision ensures that a Local Area will not be allocated funds that are less than
90 percent of their average allocation percentage for the prior two years. Utilization of this authority,
combined with WIOA’s requirement that a hold-harmless percentage be applied, means that Local Area’s
allocations will continue to include the critical hold-harmless provision. The utilization of the hold-
harmless provision will stabilize Local Area funding and minimize service disruptions.
The next step is then to apply the hold-harmless provision to the allocations. This is done by first
combining each Local Area’s allocation, excluding transfers, restorations, or unexpended funds, for the
previous two years. The Local Area’s two-year combined allocation is then divided by the statewide two-
year combined allocation to determine the relative share percentage of funds that each Local Area
received for the two reference years.
Ninety percent of the relative share percentage is then calculated to establish the minimum percentage
share that each Local Area must receive in the formula allocation process.
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Step 6
Using the base allocations determined in steps 2, 3 and 4, each Local Area’s percentage share of funds is
calculated by dividing each Local Area’s allocation amount by the statewide total.
Step 7
This step calculates the minimum dollar amount of funds each Local Area is to receive based on the hold-
harmless provision. This is determined by multiplying the 90 percent relative share percentage
determined in Step 5, by the State’s local area portion of the allocation. The resulting figure establishes
the minimum amount of funds that each Local Area will receive under the formula allocation process.
Step 8
Local Areas with a relative share percentage that is less than the 90 percent minimum hold-harmless
percentage are identified by comparing the percentage share determined in Step 6, to the 90 percent
minimum hold-harmless percentage determined in Step 5.
The funds needed to bring the Local Areas with percentages below the mandated minimum into
compliance comes from the Local Areas who have a percentage share of funds which is above the
mandated minimum percentage. Funds are subtracted, on a prorated basis, from the Local Areas that
exceed the minimum percentage to bring the other Local Areas that are below the minimum percentage
into compliance with the hold-harmless provision.
The Local Area allocations and relative share percentages are then recalculated to determine whether
each Local Area received the 90 percent minimum allocation percentage.
This step is repeated as many times as is necessary to comply with the minimum allocation percentage
provision within 2 decimal points. Compliance with this provision completes the formula allocation
process.
Additionally, Temporary Assistance for Needy Families (TANF) Youth Development Funding (YDF) is
allocated to LWDAs by the PA Department of Labor & Industry (L&I). L&I currently utilizes TANF caseload
numbers (broken down by county), provided each year by the PA Department of Human Services (DHS),
to determine the percentage of TANF YDF that will be distributed to each local area.
(iii) Dislocated worker employment and training activities in accordance with WIOA
section 133(b)(2) and based on data and weights assigned.
The following factors will be utilized when allocating Dislocated Worker funds to Local Areas:
FACTOR DATA SOURCE
PERCENTAGE
WEIGHT
Insured Unemployed
Continued Unemployment
Compensation Claims
10%
Unemployment Concentrations
Number of Unemployed
Over 4.5%
20%
Plant Closing and Mass Layoff
# of Workers affected by
WARN notices (CWDS).
15%
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Declining Industries
Employment in Industries
Projected to Lose 10% of
Employment Between
2012-2022
10%
Farmer-Rancher Economic Hardship
Employment Levels in the
Agriculture Industry based
upon American
Community Survey (US
Census Bureau)
5%
Long-Term Unemployment
Number of Claimants
Exhausting
Unemployment
Compensation Benefits
17%
Dislocated Worker [State added factor]
Estimated Number of
Dislocated Workers
23%
The data used to calculate the Dislocated Worker Local Area allocations is provided by the L&I’s Center
for Workforce Information and Analysis (CWIA).
County-level data for the most recent 12-month program year is entered into the computerized formula.
In order to provide a balanced distribution of funds, one-half of the funds are allocated on a relative share
percentage basis and one-half on a proportional basis. Specifically, the insured unemployment,
unemployment concentrations, and plant closings and mass lay-off factors are calculated on a relative
share percentage basis. For example, the number of insured unemployed for the Local Area is divided by
the statewide number of insured unemployed to determine the relative share percentage for that factor.
Conversely, the declining industries, farmer rancher, long-term unemployment, and Dislocated Worker
factors are calculated on a proportional percentage basis of each Local Area’s civilian labor force. For
example, the number of Dislocated Workers for the Local Area is divided by the civilian labor force for
that Local Area to determine the percentage of Dislocated Workers in proportion to that area's civilian
labor force.
Using the Local Area data, the computerized formula calculates the Local Area's relative or proportional
percentage share for each factor. For the relative factors, the percentage share for each Local Area is first
multiplied by the percentage weight assigned to each factor and then by the local area portion of the
state’s Dislocated Worker allocation figure to determine the dollar amount for each relative factor. For
the proportional factors, the percentage share for each Local Area is totaled. The resulting percentage is
then divided into each Local Area's proportional percentage share and then multiplied by the percentage
weight assigned to each factor and then the statewide allocation to determine the Local Area dollar
amount for each factor. The Local Area's allocation amount for each factor is then added together to
determine the Local Area's total Dislocated Worker allocation.
Note that prior to the minimum allocation percentage, commonly known as "hold-harmless" provision,
being applied, the total amount determined in the prior steps would be each Local Area’s allocation.
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The hold-harmless provision ensures that a Local Area will not be allocated funds that are less than 90
percent of their average allocation percentage for the prior two years. Utilization of this authority,
combined with WIOA’s requirement that a hold-harmless percentage be applied, means that Local Area’s
allocations will continue to include the critical hold-harmless provision. The utilization of the hold-
harmless provision will stabilize Local Area funding and minimize service disruptions.
The next step is then to apply the hold-harmless provision to the allocations. This is done by first
combining each Local Area’s allocation, excluding transfers, restorations, or unexpended funds, for the
previous two years. The Local Area’s two-year combined allocation is then divided by the statewide two-
year combined allocation to determine the relative share percentage of funds that each Local Area
received for the two reference years.
Ninety percent of the relative share percentage is then calculated to establish the minimum percentage
share that each Local Area must receive in the formula allocation process.
Using the base allocations, each Local Area’s percentage share of funds is calculated by dividing each Local
Area’s allocation amount by the statewide total. This step calculates the minimum dollar amount of funds
each Local Area is to receive based on the hold-harmless provision. This is determined by multiplying the
90 percent relative share percentage by the State’s local a
rea portion of the allocation. The resulting
figure establishes the minimum amount of funds that each Local Area will receive under the formula
allocation process. Local Areas with a relative share percentage that is less than the 90 percent minimum
hold-harmless percentage are identified by comparing the percentage share to the 90 percent minimum
hold-harmless percentage previously determined. The funds needed to bring the Local Areas with
percentages below the mandated minimum into compliance comes from the Local Areas who have a
percentage share of funds which is above the mandated minimum percentage. Funds are subtracted, on
a prorated basis, from the Local Areas that exceed the minimum percentage to bring the other Local Areas
that are below the minimum percentage into compliance with the hold-harmless provision. The Local Area
allocations and relative share percentages are then recalculated to determine whether each Local Area
received the 90 percent minimum allocation percentage. This process is repeated as many times as is
necessary to comply with the minimum allocation percentage provision within 2 decimal points.
Compliance with this provision completes the formula allocation process.
(B) For Title II:
(i) Describe how the eligible agency will award multi-year grants or contracts on a
competitive basis to eligible providers in the State, including how eligible agencies will
establish that eligible providers are organizations of demonstrated effectiveness.
(ii) Describe how the eligible agency will ensure direct and equitable access to all eligible
providers to apply and compete for funds and how the eligible agency will ensure that it
is using the same grant or contract announcement and application procedure for all
eligible providers.
Section 231 Adult Basic Education Direct Service grants that were awarded through PDE’s first competition
under WIOA are in effect through June 30, 2022. The PDE Division of Adult Education will conduct a full
and open competition for the next multi-year grant cycle for Title II Section 231 and 225 funds in early
2022 for grants to be awarded July 1, 2022. Grants funds will be allocated through annual funding
notifications contingent on the availability of federal funds. Each year’s grant amounts and conditions will
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be based on the following criteria: contract compliance, including success in meeting contracted
enrollment and providing the contracted services; evidence of sufficient progress in meeting the state
imposed targets for the agency performance outcome measures; evidence of continuous program
improvement; compliance with fiscal and programmatic policies and guidelines; and the amount of state
and federal awards.
For the competition, PDE will use a needs-based funding formula to allocate funds to the local workforce
development areas. The formula includes six data sets weighted equally: 1) the number of individuals age
18 and over who are not enrolled in school and who do not have a high school diploma; 2) the number of
individuals age 16 and over who are in the labor force and are unemployed; 3) the number of individuals
age 18 and over with less than a ninth grade education; 4) the number of people below poverty level; 5)
the number of OJT openings per year; and 6) the land area in square miles of the local workforce areas. In
local areas comprised of multiple counties, PDE will further break out funding by county to ensure services
are available throughout the area.
As part of the grant application process, all applicants will be required to submit evidence of demonstrated
effectiveness in order for the application be reviewed and considered for funding. To demonstrate
effectiveness, applicants that have been funded under Title II AEFLA, as amended by WIOA, and/or state
matching funds through PDE Division of Adult Education in the three program years immediately
preceding the competition will be required to provide performance data under WIOA section 116 from
those years. Applicants that were not previously funded by the Division of Adult Education under Title II
AEFLA, as amended by WIOA will be required to provide performance data that show their past
effectiveness in serving basic skills deficient eligible individuals, including evidence of success in achieving
outcomes in comparable measures. For both groups, these measures include effectiveness in helping
students develop their academic skills in reading, writing, mathematics, and English language acquisition,
achieve high school equivalency, and transition into employment and/or postsecondary
education/training. The content of the section 231/225 grant applications will address the seven
requirements and thirteen considerations identified in the Act. Eligible providers will be required to
demonstrate clear alignment of proposed activities and services to the strategies and goals of the local
workforce development plans for the areas to be served.
Through a standardized process developed by PDE Division of Adult Education, local workforce
development boards will review applications for alignment with the local plan. Eligible providers will
submit their applications to PDE Division of Adult Education through the eGrants system. Once the review
of applicant eligibility is completed, the division will distribute the eligible applications to the appropriate
local workforce boards for review. The division will establish a timeline for the review process and provide
a review/scoring rubric to all local boards, which will include a section in which local boards can provide
recommendations to improve alignment of proposed Title II services with the local plans. PDE will take
the recommendations and results of the review into consideration when making decisions regarding grant
awards and conditions.
PDE has policies, procedures, and guidelines in place to ensure that all eligible providers have direct and
equal access to apply and compete for funds. The notice of availability of funds is first published through
the Pennsylvania Bulletin, the commonwealth’s official gazette for information and rulemaking. Once the
notice is published, all grant information is posted to the PDE website on the Division of Adult Education
Grant Competitions webpage, which is accessible to the public. The division creates a grant competition
information video with closed captions, which is available to the public on YouTube. Policies established
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by PDE’s Communications Office ensure the accessibility of all grant-related documents that are posted
to the website. PDE will conduct the grant competition through its eGrants system. Through this system
all eligible providers have access to the same grant application for each project being competed. A PDF of
the content of the grant, including the content of Help Buttons, is posted on the Division of Adult
Education Grant Competitions webpage, so that all interested parties can review it prior to accessing
eGrants.
In accordance with PDE grant guidelines, grant applications will be evaluated by teams of at least three
individuals. Team members will include staff from the Division of Adult Education, other PDE staff, other
qualified commonwealth staff, and, as needed, peer reviewers, subject matter experts, and/or
consultants. Division staff will create a scoring rubric for each grant type, which will address all items in
the grant application. Review team members will be trained prior to beginning evaluation and scoring of
applications. Once the applications have been reviewed and scored, they will be ranked from highest to
lowest scoring. PDE will award grants to the highest scoring applicant in each of the local workforce
development areas and will continue to award funds until the amount allocated to the area under the
needs-based formula is reached or until all applications for service in the local area with a sufficient score
have been funded. PDE Division of Adult Education will consider the results of the local board reviews
with recommendations during the awarding process.
Section 243 Integrated English Literacy and Civics Education (IELCE) grants are competed separately from
section 231. PDE Division of Adult Education held a full and open competition in early 2020 for an IELCE
grant cycle of July 1, 2020 to June 30, 2023. The content of the grant applications addressed the purposes
of the section as well as the seven requirements and thirteen considerations identified in the Act. The
processes to ensure direct and equitable access and the same grant announcement and application
procedures for all eligible providers are the same as those for the section 231/225 competition. Funds
were not allocated to specific areas. Rather, applicants provided evidence of the need and support for the
proposed IELCE program. As with the section 231 grants, section 243 grants funds are awarded through
annual funding notifications contingent on the availability of federal funds. Each year’s grant amount and
conditions are based on the following criteria: contract compliance, including success in meeting
contracted enrollment and providing the contracted services; evidence of sufficient progress in meeting
the targets proposed in the grant application and finalized through negotiation with PDE; evidence of
continuous program improvement; compliance with fiscal and programmatic policies and guidelines; and
the amount of the federal award.
For the purposes of establishing that eligible providers were organizations of demonstrated effectiveness,
PDE required applicants to provide performance data on their records of improving the skills of eligible
individuals, particularly eligible individuals who have low levels of literacy; and information regarding their
outcomes for participants related to employment, attainment of a secondary school diploma or its
equivalent, and transition to postsecondary education and training. Applicants previously funded under
Title II of WIOA submitted performance data required under section 116 of WIOA. Applicants that had not
been previously funded under Title II of WIOA provided performance data to demonstrate past
effectiveness. PDE required applicants to provide quantitative data for 2017-2018 and 2018-2019, with
an emphasis on data and outcomes pertaining to English language learners.
(C) Vocational Rehabilitation Program: In the case of a State that, under section 101(a)(2)(A)(i)of
the Rehabilitation Act designates a State agency to administer the part of the Vocational
Rehabilitation (VR) services portion of the Unified or Combined State Plan under which VR services
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are provided for individuals who are blind, describe the process and the factors used by the State
to determine the distribution of funds among the two VR agencies in the State.
PA Department of Labor & Industry Office of Vocational Rehabilitation (OVR) is a combined agency and
consists of the Bureau of Vocational Rehabilitation Services (BVRS) and Bureau of Blindness and Visual
Services (BBVS). Funds are distributed based on historical spending patterns of specific regions covered
by offices. OVR also maintains a reserve fund in case offices experience an increase in demand for services
and funds are redistributed as necessary so that no one single office ever runs out of funds if other offices
have remaining funds.
(6) Program Data
(A) Data Alignment and Integration. Describe the plans of the lead State agencies with
responsibility for the administration of the core programs, along with the State Board, to align and
integrate available workforce and education data systems for the core programs, unemployment
insurance programs, and education through postsecondary education, and to the extent possible,
the Combined State Plan partner programs included in this plan. The description of the State’s plan
for integrating data systems should include the State’s goals for achieving integration and any
progress to date.
(i) Describe the State’s plans to make the management information systems for the core
programs interoperable to maximize the efficient exchange of common data elements to
support assessment and evaluation.
The Commonwealth Workforce Development System (CWDS) serves as the primary database and system-
of-record for tracking and recording services, activities, and outcomes for workforce development
programs funded under Titles I, III, and IV, in accordance with WIOA section 116. The CWDS also tracks
and record services, activities, and outcomes for the Trade program. In addition, the CWDS is designed
to integrate the recording of services for Titles I, III and Trade to ensure the tracking and reporting of
common program participation cycles. Title II uses the e-Data v2 web-based system to collect program
data for federal and state reporting purposes.
In an effort to integrate data across agencies, the commonwealth has executed a historic multi-agency
data sharing agreement that allows flexibility in the exchange of data necessary for, among other uses,
federal reporting, performance metrics tracking and enhanced service to shared customers.
The Pennsylvania Departments of Labor & Industry and Human Services have also executed a data sharing
agreement that will allow for the identification of workforce program participants who have also received
services available through the Pennsylvania Department of Human Services. The data sharing agreement
is currently being operationalized and will result in a more efficient path to analyze the level of co-
enrollment between the two departments.
The Pennsylvania Departments of Labor and Industry and Community and Economic Development have
created an interface between their systems to allow the sharing of business services data. Business
service representatives from each agency have access to their counterpart’s business engagement history
and case notes to reduce employer/business fatigue, eliminate duplication of efforts, and work
collaboratively, when possible, to better serve our business customer.
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The Commonwealth hired a project manager for and is in the process of building a Statewide Longitudinal
Data system that will link data across systems of record in several areas including early learning, K-12
education, postsecondary education, and workforce development, and ideally to additional data sets and
systems that provide detailed demographic data on individuals in these programs, and to wage record
data. This system will allow for evaluation of program effectiveness at a level not previously achievable
in Pennsylvania and will provide data to support policy development and funding decisions.
(ii) Describe the State’s plans to integrate data systems to facilitate streamlined intake
and service delivery to track participation across all programs included in this plan.
The Commonwealth has previously conducted various surveys, interviews and evaluations designed to
elicit information to inform process improvement efforts. One such evaluation around human-centered
design painted our customers’ experience as splintered, siloed, confusing and in some instances,
disconnected. Since then, the Commonwealth has prioritized using technology to streamline intake and
service delivery.
The Commonwealth workforce partners (Workforce, Office of Vocational Rehabilitation and Department
of Human Services) along with the Commonwealth’s Office of Equal Opportunity have been designing a
digital intake form to replace paper forms that are currently used to gather information from and triage
new customers in our workforce delivery system. This digital process will ensure consistency throughout
the Commonwealth and connect to our system of record. Questions have been added to the form to
identify digital literacy barrier information and accessibility issues so that they may be addressed and
remediated early in the customer journey. This will ensure equity in that all jobseekers are adequately
prepared to participate in virtual service delivery and engage with employers in the new era of remote
work and learning.
The intake form and process were designed so that individuals have the opportunity to update personal
and barrier information every time they engage with the workforce system, ensuring that we have the
most accurate and current information to better serve our customers.
It is anticipated that collecting and tracking this data will foster stronger relationships with our additional
partners and lead to additional referrals.
The Commonwealth is committed to using technology to create an easily accessible, streamlined
workforce delivery system.
(iii) Explain how the State board will assist the governor in aligning technology and data
systems across required one-stop partner programs (including design and implementation
of common intake, data collection, etc.) and how such alignment will improve service
delivery to individuals, including unemployed individuals.
The Pennsylvania Workforce Development Board (WDB) is focused on developing policy
recommendations to assist the governor in aligning technology and data systems across one-stop partner
programs. The Continuous Improvement Committee of the WDB has been coordinating the Keystone
Workforce and Economic Development Command Center and Pennsylvania’s Office of Performance
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Through Excellence to develop a dashboard displaying key performance indicators of Pennsylvania
Workforce Development System.
The WDB continues to research best practices to develop recommendations related to credentialing
guidance, barrier identification, career pathways system development, reentry services, and services to
opportunity youth. The WDB will continue to explore all workforce development operations system wide
to identify where improvements can be made, and inefficiencies can be eliminated.
(iv) Describe the State’s plans to develop and produce the reports required under section
116, performance accountability system. (WIOA section 116(d)(2)).
The Commonwealth Workforce Development System (CWDS) serves as the primary database and system-
of-record for tracking and recording services, activities, and outcomes for workforce development
programs funded under Titles I, III, and IV, in accordance with WIOA section 116. In addition, the CWDS
is designed to integrate the recording of services for Titles I and III to ensure the tracking and reporting of
common program participation cycles. Title II uses the e-Data v2 web-based system to collect program
data for federal and state reporting purposes.
Staff from the Center for Workforce Information & Analysis are responsible for coordinating production
of the reports for Titles I and III, while staff from the Office of Vocational Rehabilitation ensure the
production of reports for Title IV. This work is accomplished by establishing detailed mapping of how
system data aligns with the PIRL and RSA-911 data element definitions. Staff from the Office of
Information Technology utilize this mapping to create the Participant Individual Record Layout (PIRL) and
the RSA-911. Wage and employment outcomes are added from a data match the unemployment
compensation wage records. Currently, over 90 percent of all PIRL and RSA-911 elements are being
reported.
All of the data elements required for reporting under Section 116 for Title II are collected through PDE’s
eData system. Local adult education programs must use the division-created intake form to collect student
data to ensure all data elements are collected completely and accurately. In addition, local programs
report on expenditures for career services, training services, and contributions to one-stop infrastructure
costs in annual final expenditure reports. Division of Adult Education staff work with a contractor to
analyze the data and produce the required aggregate statistical reports following the guidance in the NRS
Technical Assistance (TA) Guide. PDE does data matching with L&I for employment outcomes and co-
enrollment numbers. Under its contracts with the National Student Clearinghouse and DiplomaSender,
PDE is able to conduct data matching to identify participants who have enrolled in postsecondary
education or training and those who have earned a Commonwealth Secondary School Diploma,
Pennsylvania’s high school equivalency credential. In addition to the statistical reports, PDE, Division of
Adult Education submits an annual narrative report as required by USDOE, Office of Career, Technical, and
Adult Education. All required reports have been submitted on time and have been approved with little or
no correction necessary.
Annually, PDE, Division of Adult Education establishes agency performance outcome measures and
targets for local programs, which are designed to support Pennsylvania’s attainment of its negotiated
performance levels. The agency performance measures encompass those outcomes on which adult
education and literacy activities have the greatest and most direct impact: educational functioning level
gain, attainment of a high school equivalency credential, and transition to postsecondary education or
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training. In addition, the division establish targets for employment in the second quarter after exit and
median earnings in the second quarter after exit. Final agency performance outcomes are posted on the
division’s website.
(B) Assessment of Participants’ Post-Program Success. Describe how lead State agencies will use
the workforce development system to assess the progress of participants who are exiting from
core programs in entering, persisting in, and completing postsecondary education, or entering or
remaining in employment. States may choose to set additional indicators of performance.
The commonwealth currently has a data system which incorporates all PA Department of Labor & Industry
(L&I) workforce program data, Unemployment Compensation (UC) wage record data, and TANF and SNAP
participant data from the PA Department of Human Services. The proposed plan is to incorporate Adult
and Basic Literacy Education and Office of Vocational Rehabilitation data as well. In addition, the PA
Department of Education (PDE) is working to integrate its current pre-k though grade 12 statewide
longitudinal student level data into the system and develop more robust postsecondary data.
The Commonwealth has hired a project manager to lead the transition to a true Statewide Longitudinal
Data System (SLDS), linking the data elements outlined in the paragraph above into a secure environment,
allowing assessment of educational and workforce initiatives over time. As additional data sets are
identified over time, they will be incorporated into the SLDS to ensure continuous improvement of the
system.
(C) Use of Unemployment Insurance (UI) Wage Record Data. Explain how the State will meet the
requirements to utilize quarterly UI wage records for performance accountability, evaluations, and
as a source for workforce and labor market information, consistent with Federal and State law.
(This Operational Planning element applies to core programs.)
Pennsylvania will continue to use Unemployment Insurance (UI) Wage Record Data for performance
accountability and evaluations under WIOA. Pennsylvania will match WIOA participants covered under
the common measures to UI wage record data in accordance with the timeframes and participant cohorts
outlined in the common measures guidelines. In addition, UI wage records are routinely used for general
labor market analysis and labor market information that informs policy in the commonwealth. UI wage
record data are also utilized to conduct studies on postsecondary education graduates as well as other
populations upon request. Past studies include outcomes related to specific training programs within the
WIOA system, and future studies will include an analysis of UI exhaustees. Pennsylvania will continue to
use UI Wage record data in accordance with all applicable Federal and State laws.
(D) Privacy Safeguards. Describe the privacy safeguards incorporated in the State’s workforce
development system, including safeguards required by section 444 of the General Education
Provisions Act (20 U.S.C. 1232g) and other applicable Federal laws.
CWDS is a role-based system with specific permissions granted depending on an individual’s role;
confidential information is protected within the system. Access to CWDS by commonwealth employees
and staff of partner organizations requires the completion of a CWDS User Agreement and Access form.
The agreement outlines the policy for the disclosure of confidential data and information maintained in
CWDS. The form authorizes staff access to the integrated database system and its information, which is
processed, stored in, maintained on, and transmitted through CWDS for the commonwealth.
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(7) Priority of Service for Veterans. Describe how the State will implement and monitor the priority of
service provisions for veterans in accordance with the requirements of the Jobs for Veterans Act, codified
at section 4215 of 38 U.S.C., which applies to all employment and training programs funded in whole or in
part by the Department of Labor. States should also describe the referral process for veterans determined
to have a significant barrier to employment to receive services from the Jobs for Veterans State Grants
(JVSG) program’s Disabled Veterans’ Outreach Program (DVOP) specialist.
Veterans and eligible spouses are given priority over non-covered persons for the receipt of
employment, training, and placement services provided under a qualified job training program. Priority
of Service establishes that veterans and eligible spouses are entitled to precedence over non-covered
persons for services. A veteran or an eligible spouse either receives access to a service earlier in time
than a non-covered person or, if the resource is limited, the veteran or eligible spouse receives access to
the service instead of or before the non-covered person. The term “veteran” means a person who served
at least one day in the active military, naval, or air service, and who was discharged or released under
conditions other than dishonorable. Active service includes full-time Federal service in the National
Guard or a Reserve component. This definition of “active service” does not include full-time duty
performed strictly for training purposes.”
“Eligible spouse” as defined at section 2(a) of the JVA (38 U.S.C. 4215[a]) means the spouse of any of the
following:
a. Any veteran who died of a service-connected disability;
b. Any member of the Armed Forces serving on active duty who, at the time of application for the priority,
is listed in one or more of the following categories and has been so listed for a total of more than 90 days:
i. Missing in action;
ii. Captured in line of duty by a hostile force; or
iii. Forcibly detained or interned in line of duty by a foreign government or power;
c. Any veteran who has a total disability resulting from a service-connected disability, as evaluated by the
Department of Veterans Affairs; or
d. Any veteran who died while a disability was in existence. A spouse whose eligibility is derived from a
living veteran or service member (i.e., categories b. or c. above) would lose his or her eligibility if the
veteran or service member were to lose the status that is the basis for the eligibility (e.g. if a veteran with
a total service-connected disability were to receive a revised disability rating at a lower level). Similarly,
for a spouse whose eligibility is derived from a living veteran or service member, that eligibility would be
lost upon divorce from the veteran or service member.
The application of priority of service varies by program depending on the eligibility requirements of the
program. Qualified job training programs include universal access programs and programs that require
prospective participants to meet specified eligibility criteria. To qualify for eligibility-based programs,
veterans must meet the criteria for that program before their veteran’s Priority of Service can be applied.
When a customer appears for PA CareerLink® services, the receptionist determines if the customer is a
veteran and eligible for priority of service. If the customer self-discloses veteran status,
the veteran is assessed for eligibility to receive specialized Jobs for Veterans State Grant (JVSG) funded
staff services. This assessment allows the veteran customer to disclose whether he/she possesses
significant barriers to employment, including lacking a high school diploma, transitional service member,
or otherwise qualifies to receive intensive case management services from a Disabled Veterans Outreach
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Program (DVOP) Specialist, if present.
Upon determining that a veteran qualifies for intensive case management services from a DVOP Specialist
based upon self-disclosed veteran status and the completed intake assessment, a referral to the DVOP
Specialist can then be made, if available. If the DVOP Specialist cannot see the veteran immediately, the
receptionist gives the veteran the choice of making an appointment with the DVOP Specialist or
exercising priority of service.
If the veteran exercises the latter (i.e., will go to the front of the line for assistance and case management
services). If a PA CareerLink® office does not have a DVOP Specialist, then priority of service automatically
occurs and the veteran will see the next available PA CareerLink® staff member.
Upon meeting the veteran for the first time, the DVOP Specialist or PA CareerLink® staff member will
ensure that the veteran’s CWDS record contains the appropriate veteran service code and that the
veteran is otherwise eligible for DVOP Specialist services. Thereafter, the DVOP Specialist will provide the
necessary intensive case management services to assist with removing those barriers that inhibit full
employment.
Priority of service also comes into play with respect to eligible veterans who seek to enter workforce
programs such as On-the-Job Training or Occupational Skills training via an Individual Training Account. In
these instances, the veteran receives the next available training slot. Additionally, qualified veterans
receive priority of service for open job postings and job development opportunities with hiring employers.
When employers conduct candidate searches, PA CareerLink® Online places a United States flag adjacent
to a veteran’s name.
(8) Addressing the Accessibility of the One-Stop Delivery System for Individuals with Disabilities. Describe
how the one-stop delivery system (including one-stop center operators and the onestop delivery system
partners), will comply with section 188 of WIOA (if applicable) and applicable provisions of the Americans
with Disabilities Act of 1990 (42 U.S.C. 12101 et seq.) with regard to the physical and programmatic
accessibility of facilities, programs, services, technology, and materials for individuals with disabilities. This
also must include a description of compliance through providing staff training and support for addressing
the needs of individuals with disabilities. Describe the State’s one-stop center certification policy,
particularly the accessibility criteria.
The commonwealth’s Non-Discrimination Plan, or NDP, provides written assurance that the state
complies with all non-discrimination and equal opportunity requirements provided for in federal and state
law and regulations. The NDP describes the actions and policies the state takes to ensure compliance.
L&I’s Office of Equal Opportunity, or OEO, is responsible for implementing and monitoring compliance
with non-discrimination and equal opportunity provisions of WIOA, the Americans with Disabilities Act,
or ADA, and other relevant laws and regulations.
The commonwealth’s
Workforce Delivery System PA CareerLink® Certification and Continuous
Improvement Policy, WSP 121-05 outlines criteria for certification and re-certification of its PA
CareerLink® offices including physical and programmatic accessibility. Additionally, L&I’s Office of
Vocational Rehabilitation, or OVR, assists OEO with the evaluation of each PA CareerLink® site annually to
ensure compliance with ADA standards and 29 CFR 38.51. OVR offers OEO the expertise of Business
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Service staff to evaluate the physical accessibility and information technology accessibility of these sites
to ensure Pennsylvanians with a disability can fully avail themselves of PA CareerLink® services.
PA CareerLink® centers will be physically and programmatically accessible to all customers, including
individuals with disabilities. The commonwealth mandates that all PA CareerLink® service locations
provide reasonable accommodations, reasonable modifications, architectural accessibility, programmatic
accessibility, and website accessibility for individuals with disabilities. Each office is equipped with
assistive technologies and accessibility features; staff members are trained on the maintenance and
operation of available assistive technology devices.
PA CareerLink® centers use principles of universal design and human-centered design, such as flexibility
in space usage; the use of pictorial, written, verbal, and tactile modes to present information for
customers with disabilities or limited English proficiency; providing clear lines of sight to information for
seated or standing users; providing necessary accommodations and providing adequate space for the use
of assistive devices or personal assistants.
To support service to individuals with limited English proficiency, PA CareerLink® Online can be used in
English or Spanish and uses translation services to allow the site to be viewed in multiple languages. Based
on local need, PA CareerLink® offices may employ bilingual staff to assist customers.
PA CareerLink® Online offers a variety of resources and information on services available to individuals
with disabilities including: information on training opportunities and links to online training; technology
guides for using screen enlargement software, screen reading software, Windows Accessibility features
and the Text Telephone or Teletypewriter for individuals who deaf or hard of hearing; information on the
ADA and accessibility; alternate format handbooks; links to service providers and resources to assist
persons with disabilities in removing barriers to employment; and links to information for employers
interested in hiring a person with a disability including tax benefits, the ADA and accommodations.
Program partner staff and other individuals assigned to PA CareerLink® service locations receive training
on disability awareness, sensitivity and etiquette, outreach for employers and guidance concerning Social
Security and related topics. To further promote programmatic accessibility, OVR developed a
comprehensive disability awareness and etiquette training that is delivered across the commonwealth to
interested PA CareerLink® partners and businesses. OVR has also made available to all commonwealth
employees an “Introduction to OVR” training to inform staff about the services OVR can offer to
individuals with disabilities.
The PA Department of Education’s Division of Adult Education requires all WIOA Title II programs to be
ADA compliant and mandates that programs have reasonable materials available for students to use to
accommodate learning differences. The Division of Adult Education supports various professional
development activities on providing services to address learning differences.
(9) Addressing the Accessibility of the One-Stop Delivery System for Individuals who are English Language
Learners. Describe how the one-stop delivery system (including one-stop center operators and the one-
stop delivery system partners) will ensure that each one-stop center is able to meet the needs of English
language learners, such as through established procedures, staff training, resources, and other materials.
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The One-Stop Delivery System in Pennsylvania (PA CareerLink®) provides an array of employment and
educational services to customers. To ensure that English Language Learners (ELLs) have access to
services, all PA CareerLink® offices are equipped with Language Line capabilities as a “baseline” to ensure
that communication between program experts and customers can occur seamlessly. Language line
services provides interpreters to the customer/staff members (either by phone or in person) that allows
access to services for ELLs. There is also a partnership with Unemployment Insurance partners to have
interpreters in offices where there is a high concentration of ELLs that can facilitate dialogue between the
customer and the call centers.
For individualized services, the PA CareerLink® has bilingual case managers in offices with a high
concentration of Spanish-speaking customers (case managers use language line for other languages
during case management). This allows for the intake process and eligibility of programs under WIOA to be
explained clearly to customers who need reemployment services. Further, the Commonwealth Workforce
Development System (CWDS) is also available in Spanish to facilitate the information available for training
programs, job orders, job fairs, and workshops. Hence, ELL customers have access to reemployment
services online and physical access points. The Operator also works with the PA CareerLink® Administrator
and partner leadership to review on a yearly basis local policy on cultural diversity and accessibility of
services for all barrier populations.
The L&I Office of Equal Opportunity (OEO) is the department’s Limited English Proficiency (LEP)
Coordinator. OEO reviews each Local Workforce Development Area (LWDA) annually for compliance with
WIOA 188 requirements regarding Limited English Proficiency plans as identified in 29 CFR Part § 38.4
§38.9, §38.40, §38.54. LWDAs must submit their current LEP plan to OEO for review, including
documenting changes, updates and LWDB approval. OEO reviews documentation of the following:
• Common languages spoken in the LWDA service area and the availability of required translated
documents
• Records including maintaining need for translators in individual files
• Including Babel notices in documents and electronic mediums (websites, applications, emails)
• Staff and provider training on LEP and access to language resources
OEO is a strong advocate for Diversity, Equity, Inclusion, and Accessibility (DEIA) and Affirmative Outreach
efforts statewide and in local one-stop delivery systems. OEO staff provides coaching and training to state,
local and community agencies on many aspects of these topic areas. This office also provides technical
assistance and equal opportunity training that covers DEIA, Affirmative Outreach, and LEP requirements,
including providing LEP Plan templates and guidance. The annual OEO LWDA compliance review collects
documentation on Affirmative Outreach activities and recognizes best practices. Resources are provided
to LWDAs in OEO’s quarterly newsletter and in between updates are distributed when necessary. For
example, a recent newsletter included the White House DEIA Executive Order and suggestions for
implementing DEIA plans at the local board.
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Section IV – COORDINATION WITH COMBINED STATE PLAN
PROGRAMS
Describe the methods used for joint planning and coordination among the core programs, and with the
required one-stop partner programs and other programs and activities included in the Unified or
Combined State Plan.
Representatives from each of the core programs and partner programs assisted in writing the Combined
State Plan.
The PA WDB held two virtual listening sessions during the summer of 2021 on the development of the
WIOA Combined State Plan to gather input from stakeholders across the system. Additionally, each of
the board’s five standing committees (Youth, Career Pathways & Apprenticeship, Employer Engagement
and Sector Strategies, Continuous Improvement, and One-Stop Service Delivery) has focused on goal
development related to the Plan.
Pennsylvania has also been convening an Interagency Workgroup, on a monthly basis, composed of all
Commonwealth agencies with workforce development-related initiatives. This includes all core partners
in the Pennsylvania Departments of Labor & Industry and Education, which administer Titles I, II, III, and
IV. Additional partners participated across the Pennsylvania Departments of Aging, Agriculture,
Corrections, Community & Economic Development, Human Services, State, Military & Veteran’s Affairs,
and Conservation & Natural Resources. The WDB facilitated this process, in coordination with the
Governor’s Office.
All state partners, including the full WDB, had the opportunity to review and comment on the draft Plan
prior to it being posted for public comment, to ensure the Plan serves the needs of the populations served
by each program area and aligns with the state’s workforce development initiatives.
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Section V – COMMON ASSURANCES (for all core programs)
The Unified of Combined State Plan must include assurances that:
1. The State has established a policy identifying circumstances that may present a conflict of interest for a
State Board or local board member, or the entity or class of officials that the member represents, and
procedures to resolve such conflicts;
• PA Management Directive 205.9 Code of Conduct Statement of Financial Interest Filing
• PA Management Directive 205.10 Ethics Act Financial Disclosures
• Bylaws of the Pennsylvania Workforce Development Board
• Local Governance Policy can be found on the main L&I policy page at Workforce Policies and
Forms (pa.gov).
2. The State has established a policy to provide to the public (including individuals with disabilities) access
to meetings of State Boards and local boards, and information regarding activities of State Boards and
local boards, such as data on board membership and minutes;
• Pennsylvania Sunshine Act
• PA Management Directive 250.1, Advertisement of Public Meetings
• PA Management Directive 205.36, Right to Know Law
• PA Management Directive 205.26 The Americans with Disabilities Act of 1990, Title II,
Subtitle A, Nondiscrimination in State and Local Government Services
• Local Governance Policy can be found on the main L&I policy page at Workforce Policies and
Forms (pa.gov).
3. The lead State agencies with optimal policy-making authority and responsibility for the administration
of core programs reviewed and commented on the appropriate operational planning elements of the
Unified or Combined State Plan, and approved the elements as serving the needs of the populations served
by such programs;
Assurance(s) or Attachment(s): Yes
4. (a) The State obtained input into the development of the Unified or Combined State Plan and provided
an opportunity for comment on the plan by representatives of local boards and chief elected officials,
businesses, labor organizations, institutions of higher education, the entities responsible for planning or
administrating the core programs, required one-stop partners and the other Combined Plan programs (if
included in the State Plan), other primary stakeholders, including other organizations that provide services
to individuals with barriers to employment, and the general public, and that the Unified or Combined State
Plan is available and accessible to the general public;
Assurance(s) or Attachment(s): Yes
4. (b) The State provided an opportunity for review and comment on the plan by the State Board, including
State agency official(s) for the Unemployment Insurance Agency if such official(s) is a member of the State
Board;
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Assurance(s) or Attachment(s): Yes
5. The State has established, in accordance with WIOA section 116(i), fiscal control and fund accounting
procedures that may be necessary to ensure the proper disbursement of, and accounting for, funds paid
to the State through allotments made for the core programs to carry out workforce development activities;
The purpose of the Financial Management Policy is to provide operational guidance surrounding best
fiscal practices to promote and increase fiscal accountability across Pennsylvania’s workforce
development system. The Financial Management Policy is found on the main L&I policy page at
Workforce
Policies and Forms (pa.gov).
6. The State has taken appropriate action to secure compliance with uniform administrative requirements
in this Act, including that the State will annually monitor local areas to ensure compliance and otherwise
take appropriate action to secure compliance with the uniform administrative requirements under WIOA
section 184(a)(3);
The purpose of the Oversight and Monitoring Policy is to provide operational guidance outlining the
procedures for monitoring of the workforce development system, including the Uniform Administrative
Requirements. For more information regarding compliance with current federal and state laws,
regulations, and guidance, the Financial Management Policy is found on the main L&I policy page at
Workforce Policies and Forms (pa.gov)
.
7. The State has taken the appropriate action to be in compliance with WIOA section 188,
Nondiscrimination, as applicable;
The four PA Management Directives below and the IT Accessibility Statement establish responsibilities for
implementing provisions of Title II, Subtitle A of The Americans With Disabilities Act of 1990 (ADA), P.L.
101-336, which strictly prohibits discriminating against persons with disabilities.
• PA Management Directive 205.26 The Americans with Disabilities Act of 1990, Title II, Subtitle A,
Nondiscrimination in State and Local Government Services
• PA Management Directive 215.12 Provisions Concerning the Americans with Disabilities Act
• PA Management Directive 410.10 Amended - Guidelines for Investigating and Resolving Internal
Discrimination Complaints
• PA Management Directive 410.11 - Commonwealth's Equal Employment, Outreach, and
Employment Counseling Program
• IT Accessibility Statement
The Financial Management Policy is found on the main L&I policy page at
Workforce Policies and Forms
(pa.gov).
Financial Management Policy
8. The Federal funds received to carry out a core program will not be expended for any purpose other than
for activities authorized with respect to such funds under that core program.
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The Fiscal Management Policy is found on the mail L&I policy page at
Workforce Policies and Forms
(pa.gov).
9. The State will pay an appropriate share (as defined by the State board) of the costs of carrying out
section 116, from funds made available through each of the core programs;
The Financial Management Policy is found on the main L&I policy page at
Workforce Policies and Forms
(pa.gov).
10. The State has a one-stop certification policy that ensures the physical and programmatic accessibility
of all one-stop centers with the Americans with Disabilities Act of 1990 (ADA);
As required by the Workforce Innovation and Opportunity Act (WIOA), the purpose of this policy is to
provide information regarding the Pennsylvania’s one-stop delivery system. The Local Workforce Delivery
System - PA CareerLink® Certification and Continuous Improvement policy is found on the main L&I policy
page at Workforce Policies and Forms (pa.gov)
.
11. Service providers have a referral process in place for directing Veterans with Significant Barriers to
Employment (SBE) to DVOP services, when appropriate; and
Each PA CareerLink® site possesses a local customer flow policy that identifies those veterans who may
be referred to the DVOP Specialist. PA CareerLink® staff members and partners who provide services to
PA CareerLink® customers only refer veterans with significant barriers to employment or any other criteria
as identified by the Secretary of the US Department of Labor in need of intensive services to DVOP
Specialists. Veterans’ Program Letter Nos. 03-14, 04-14, 08-14
12. Priority of service for veterans and eligible spouses is provided in accordance with 38 USC 4215 in all
workforce preparation, development or delivery of programs or services funded directly, in whole or in
part, by the Department of Labor.
When providing delivery of program services under WOIA, the central focus is to serve individuals with
barriers to employment. The intent of the priority of service law is to ensure access for the most vulnerable
populations. The priority of service for veterans and eligible spouses applies across all qualified
employment and training programs. The full Workforce System Policy, Priority of Service is found on the
main L&I policy page at Workforce Policies and Forms (pa.gov)
.
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Section VI – PROGRAM-SPECIFIC REQUIREMENTS FOR CORE
PROGRAMS
The State must address all program-specific requirements in this section for the WIOA core programs
regardless of whether the State submits either a Unified or Combined State Plan.
Adult, Dislocated Worker, and Youth Activities under Title I-B. The Unified or
Combined State Plan must include the following with respect to activities
carried out under subtitle B—
General Requirements
(1) Regions and Local Workforce Development Areas
(A) Identify the regions and the local workforce development areas designated in the State.
Local Workforce Development Areas
LWDA Number
LWDA Name
Counties
SW005
Allegheny County*
Allegheny
SE015
Berks County
Berks
SE020
Bucks County
Bucks
CE175 Central
Centre, Clinton, Columbia, Lycoming, Mifflin, Montour,
Northumberland, Snyder and Union
SE030
Chester
Chester
SE035
Delaware
Delaware
NE055
Lackawanna
Lackawanna
SE060
Lancaster
Lancaster
LV070
Lehigh Valley
Lehigh and Northampton
NE075
Luzerne-Schuylkill
Counties
Luzerne and Schuylkill
SE080
Montgomery
Montgomery
NC125
North Central
Cameron, Clearfield, Elk, Jefferson, McKean and Potter
NT130
Northern Tier
Bradford, Susquehanna, Sullivan, Tioga and Wyoming
NW170
Northwest
Clarion, Crawford, Erie, Forest, Venango and Warren
SE090
Philadelphia
Philadelphia
NE135
Pocono Counties
Carbon, Monroe, Pike and Wayne
SC180 South Central
Adams, Cumberland, Dauphin, Franklin, Juniata, Lebanon,
Perry and York
SA100
Southern Alleghenies
Bedford, Blair, Cambria, Fulton, Huntingdon and Somerset
SW165
Southwest Corner
Beaver, Greene and Washington
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SW095
City of Pittsburgh*
City of Pittsburgh (within Allegheny County)
SW110
Tri County
Armstrong, Butler and Indiana
NW145
West Central
Lawrence and Mercer
SW045
Westmoreland-Fayette
Fayette and Westmoreland
* Three Rivers Workforce Development Board/Partner4Work oversees the Allegheny County
and City of Pittsburgh workforce development areas.
Designated Planning Regions
Designated
Number
Region Name Local Workforce Development Area Members
1
Central
Central
2
Lehigh Valley
Lehigh Valley
3
North Central
North Central
4 Northeast
Lackawanna County, Luzerne-Schuylkill Counties and Pocono
Counties
5
Northern Tier
Northern Tier
6
Northwest
Northwest and West Central
7
South Central
Lancaster County and South Central
8 Southeast
Berks County, Bucks County, Delaware County, Montgomery
County and Philadelphia County
9
Southern Alleghenies
Southern Alleghenies
10 Southwest
Allegheny County, City of Pittsburgh, Southwest Corner, Tri
County and Westmoreland-Fayette
(B) Describe the process used for designating local areas, including procedures for determining
whether the local area met the criteria for “performed successfully” and “sustained fiscal integrity”
in accordance with 106(b)(2) and (3) of WIOA. Describe the process used for identifying regions
and planning regions under section 106(a) of WIOA. This must include a description of how the
State consulted with the local boards and chief elected officials in identifying the regions.
Pennsylvania issued a revised Workforce System Guidance 02-2014 on June 30, 2015, providing initial
designation to Pennsylvania’s 23 local workforce investment areas that existed under WIA. The guidance
requires Chief Elected Official(s), in collaboration with Local Workforce Development Boards and other
workforce system stakeholders, to evaluate their Local Areas on a series of factors to include:
• Natural labor market areas;
• Regional economic development areas;
• Existence of education and training providers, such as institutions of higher education and career
and technical education schools;
• Service delivery and resources available toward the provision of services;
• Benefits of multiple resources within areas that are based on labor markets and natural travel
patterns of local residents;
• Capacity and access to public/private transportation resources;
• Education leaders, business leaders, government officials, stakeholder buy-in;
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• Availability of Federal and non-federal resources necessary to effectively administer workforce
investment activities and other provisions of the WIOA to include resources beyond the 10
percent allowed for administrative expenditures allotted to Local Areas;
• Strategies to provide enhanced quality services to employers and individuals; and
• Local capacity to manage funds, provide oversight of programs, and provide for the proper
stewardship of public funds.
The Chief Elected Official(s) and local workforce development board chairs were required to submit a
formal letter to the Department by March 1, 2016 describing the evaluation process and addressing each
of the factors above. The review was intended to serve as the basis for a local workforce development
area either seeking continued designation in its current form or seeking designation as part of a newly
proposed workforce development area. A newly proposed workforce development area had to include
more than one unit of local government. A request for new area designation had to address the factors
listed above and the impact on the workforce development area from which it was withdrawing (if
applicable). The request was required to be signed by all Chief Elected Official(s) within the new local
workforce development area. Final approval of newly requested workforce development areas rests with
the governor. The governor reserves the right to make additional changes regarding local area
designation.
The local area is determined to have performed successfully if it has met or exceeded locally negotiated
levels of performance and has not failed any individual measure for the last two consecutive program
years before the enactment of WIOA for initial designation and in the first two years of enactment for
subsequent designation. The terms “met or exceeded” and “failed” are defined as consistent with how
those terms were defined at the time the performance levels were negotiated.
The local area is determined to have sustained fiscal integrity if, within the last two (2) consecutive years
preceding the determination of fiscal integrity, they appropriately expended funds and complied with
acceptable standards of administration. If a local area has inappropriately expended funds due to willful
disregard of the requirements of the provisions involved, gross negligence, or failed to comply with
acceptable standards of administration, a formal determination will be generated that indicates this
information.
The local area designation appeals process is found within the local area designation process policy and
will be made available on the Pennsylvania Department of Labor & Industry website. This policy will be
reviewed and published for public comment with any necessary revisions completed in early 2022. The
commonwealth understands the importance of this policy and will prioritize its completion with the goal
of publishing prior to April 2022.
(C) Provide the appeals process referred to in section 106(b)(5) of WIOA relating to designation of
local areas.
The local area designation appeals process is found within the local area designation process policy and
will be made available on the Pennsylvania Department of Labor & Industry website. This policy will be
reviewed and published for public comment with any necessary revisions completed in early 2022. The
commonwealth understands the importance of this policy and will prioritize its completion with the goal
of publishing prior to April 2022.
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(D) Provide the appeals process referred to in section 121(h)(2)(E) of WIOA relating to
determinations for infrastructure funding.
Only after both the internal and external remediation processes are exhausted will the state funding
mechanism, or SFM, be triggered. As described in 20 CFR Part 678.730, the SFM is only used when there
is an impasse related to infrastructure cost funding. WIOA provides that a state mechanism allocation
determination may only be appealed if the determination is inconsistent with the requirements of WIOA
Sec. 121(h)(2)(E). Pursuant to 20 CFR 678.750 the permissible grounds for an appeal are that the state’s
determination is inconsistent with:
o the proportionate-share requirements in 20 CFR 678.735(a), or
o the cost-contribution limitations in 20 CFR 678.735(b), or
o the cost-contribution caps in 20 CFR 678.738.
A one-stop required partner shall appeal the SFM determination imposed upon it within twenty-one (21)
calendar days, consistent with 20 CFR 678.750. The appeal must be a formal written correspondence and
make specific reference to that portion of cash, non-cash, or third-party in-kind contributions which the
mechanism requires the one-stop required partner to provide.
To be considered for state review, an appeal must:
• Be addressed to the attention of:
Pennsylvania Department of Labor & Industry
Deputy Secretary for Workforce Development
651 Boas Street, 17th Floor
Harrisburg, PA 17121
Or the appellant may email the appeal to the attention of:
The PA CareerLink® Finance & Budget unit at RA-LI-PACL-[email protected]
;
• Contain a subject line identifying the appellant and designating the letter or email as a formal
appeal of the SFM determination;
• Identify the basis for the appeal to include full citations from WIOA or the WIOA Final Rules in
Title 29 or Title 34 of the Code of Federal Regulations that support the appeal; and
• The letter or email must be signed and dated by the appellant.
Furthermore, including substantial information supporting the appeal basis within the formal
correspondence is recommended.
The state will acknowledge receipt of the appeal within seven calendar days and will ensure all
requirements for state review are met. L&I will then submit the appeal, on behalf of the appellant, to the
Governor’s Policy Office who will return a final determination within forty-five (45) calendar days of
receiving the appeal from L&I. Typically, this timeframe will occur between May 16 until June 30; however,
the state acknowledges that, in rare circumstances, this timeframe may not always be applicable.
Adjustments to these dates may be made as necessary by the commonwealth, but the forty-five (45)
calendar-day determination period will be maintained.
Until the appeals process is completed, the appellant will remain liable for its contributions as originally
determined in the SFM. If a one-stop partner’s appeal to the state results in a change to the one-stop
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partner’s infrastructure-cost contributions, then the MOU between the LWDB and applicable partner(s)
must be updated to reflect the final one-stop partner infrastructure-cost contributions.
Note: The attached process is content from the commonwealth’s Local Workforce Delivery System -
Memorandum of Understanding, or MOU, policy, guidance, and other supporting documents which are
currently under review. The infrastructure funding agreement appeals process is found within the MOU
guidance and will be made available on the Pennsylvania Department of Labor & Industry website. This
policy and other supporting documents will be reviewed and published for public comment, with any
necessary revisions, in early 2022. The commonwealth understands the importance of this policy and will
prioritize its completion with the goal of publishing prior to April 2022.
(2) Statewide Activities
(A) Provide State policies or guidance for the statewide workforce development system and for use
of State funds for workforce investment activities.
The Pennsylvania workforce system policies to supersede outdated WIA-era guidance regarding Adult,
Dislocated Worker, and Youth Activities under Title I-B are drafted and in review. Publication will follow
the review and receipt of approval of workforce system and state workforce agency leadership, a period
of public comment, and appropriate responses to and/or revisions necessitated by that public comment.
The revised policies will be published as quickly as is administratively possible on the main L&I policy page
at Workforce Policies and Forms (pa.gov)
.
Finally, the department did not develop a policy regarding the 2015 version of the Trade Act but does
follow U.S. DOL Training Employment Guidance Letter (TEGL) No. 5-15, dated September 4, 2015.
(B) Describe how the State intends to use Governor’s set aside funding. Describe how the State will
utilize Rapid Response funds to respond to layoffs and plant closings and coordinate services to
quickly aid companies and their affected workers. States also should describe any layoff aversion
strategies they have implemented to address at risk companies and workers.
Governor’s set-aside funds will generally be used to promote Governor Wolf’s vision of Jobs that Pay,
Schools that Teach, and Government that Works with more specific emphasis on the five goals for the
workforce development system articulated in the Strategic Vision portion of the State Plan.
The commonwealth uses a portion of Governor’s set-aside funds to support the Apprenticeship and
Training Office (ATO) with the goal of promoting and growing registered apprenticeship and pre-
apprenticeship programs across the state. The ATO is described in greater detail in the response to how
the state will incorporate registered apprenticeships into its strategies and services.
The commonwealth intends to use set-aside funds to provide discretionary grants to LWDBs and other
grantees/vendors to support programs and activities that better serve targeted groups of individuals
within the workforce development system. The funds are also used to provide expanded services for
employers.
Lastly, a portion of set aside funds will be used to accomplish the objectives laid out in CFR 20 §§ 682.200
and 682.210 of the WIOA final rule including but not limited to carrying out monitoring and oversight
activities, conducting evaluations, providing technical assistance to state entities and agencies, providing
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staff training for local areas, operating a fiscal and management accountability information system,
providing incentive grants to local areas for performance, implementing innovative programs and
strategies designed to meet the needs of all employers, implementing programs to increase the number
of individuals training for non-traditional employment, and disseminating labor marked information.
Leveraging the State’s allocation formula for distribution of funds to core programs, WIOA Title I formula
funds provide the foundation for serving dislocated worker populations. LWDBs may also seek Rapid
Response additional assistance funds to serve targeted populations, general dislocated worker
populations, Trade/WIOA co-enrollment and layoff aversion strategies to include Incumbent worker
strategies. Statewide and/or regional initiatives are also acceptable uses of rapid response funds and must
reflect a multi-LWDB initiative.
The primary objective of Rapid Response is to provide workers with the resources and services necessary
to allow them to find new jobs or get the training and education needed for new careers so they can
return to work quickly.
Rapid Response Services (RRS) also helps communities develop proactive and coordinated strategies to
access Pennsylvania’s economic development systems that help businesses at risk of closing to keep their
doors open.
Rapid Response coordinates layoff aversion and outplacement services for employers and workers
affected by layoffs, plant closures, or natural disasters. It is not always event-driven; it is a proactive
approach to planning for and managing economic transitions. At its best, Rapid Response assists
employers with their layoffs by coordinating outplacement services prior to layoff, while supporting the
business by working with other state and local stakeholders who can then assist in job expansion. Rapid
Response is an introduction to the workforce and economic development systems, and helps workers and
employers navigate the Commonwealth's system of user-friendly resources and information to help
transition workers into reemployment and assist businesses.
The PA Department of Labor & Industry (L&I) Deputy Secretary for Workforce Development is responsible
for executive oversight of Pennsylvania’s RRS activity under WIOA. The Rapid Response/Trade Act Services
Unit within the Bureau of Workforce Partnership & Operations is responsible for the policy development
and implementation of the state’s Rapid Response program.
The commonwealth uses a regional approach to deliver rapid response assistance. There are L&I Rapid
Response Coordinators assigned to geographic areas covering one or more LWDAs. Rapid Response
Coordinators work closely with PA CareerLink® staff as well as the local board or Chief Elected Official(s),
and local and state economic development agencies, as appropriate. They meet with the LWDB staff
periodically to share information and to discuss major dislocation events. RRS provides information and
access to a comprehensive menu of available services and resources to avert or reduce the effect of plant
closings and mass layoffs to businesses, communities, and individuals.
Early intervention services provided through RRS offer workers affected by downsizing the best chance to
reenter the workforce as quickly as possible. Since inception, RRS has become nationally recognized, often
cited by the U.S. Department of Labor as a model for service delivery.
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RRS, in concert with partners operating as a single business services team (BST) provides strategic planning
that helps area employers become more globally competitive and connect with area economic
development and educational institutions to meet their workforce needs. RRS is the state’s lead unit
delivering a business-focused approach, working with employers to coordinate layoff aversion activities
in coordination with the Strategic Early Warning Network (SEWN) and other economic development
stakeholders working with the affected employer and supply chain companies, as applicable.
L&I, through a competitive process, contracted with the Steel Valley Authority to design and manage
SEWN, which provides layoff aversion services to help businesses, particularly in the manufacturing sector,
remain competitive and keep workers employed. SEWN and RRS obtain referrals to struggling companies
through a variety of sources, including workforce development professionals, LWDBs, financial
institutions, company customers, suppliers or vendors, industrial resources centers, local and state
economic development agencies, unions, or affected workers themselves. Within 48 hours of receiving a
referral, SEWN staff and/or RRS will contact the company and attempt to establish a meeting and site
tour. SEWN staff have expertise in several areas of business turnaround and layoff aversion, including
financial restructuring; buyouts; succession planning and ownership transition; labor-management
relations; high-performance workplace strategies; operations; and cost management.
Rapid Response activities are triggered when L&I learns of a planned closure or layoff, either by receiving
a notice as required under the Worker Adjustment and Retraining Notification (WARN) Act, through the
media, or by information provided by community and business leaders. Services may also be offered when
Pennsylvania experiences mass job dislocation as the result of a natural disaster. There is no charge to the
employer or employee for these services, and they are provided regardless of the reason for the layoff or
closing; however, employer participation is vital to the services success
RRS initiates a fact-finding meeting to plan for coordination of services within 48 hours of receipt of notice.
Contact is made with the employer and any union organized at the establishment to develop a preliminary
service strategy. RRS information meetings are held either at the workplace or at a convenient site to
provide workers with a wide range of information about benefits and services that are critical for a
successful transition to new employment or training for a high-priority occupation. When possible,
information meetings are held prior to the layoff date and on company time. Information is typically
provided on the following topics:
• Unemployment insurance;
• Transition teams;
• Outplacement services;
• Health and pension benefits;
• Job-search activities;
• Education services;
• Training programs;
• Trade Adjustment Assistance;
• Social services programs;
• Community and economic development activities;
• Emergency assistance; and
• Crisis counseling
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Working in close partnership with CWIA, along with PA CareerLink® and LWDBs, RRS developed an
outplacement curriculum delivered to affected workers that uses comprehensive, customizable
workshops and a proven “Surviving a Layoff” publication. The customized workshops include information
about the realities of job loss, job-search strategies, local Labor Market Information (LMI), using social
media as a job-search and networking tool, resume development, job-search resources, household
budgeting, and job-interviewing tips.
Crucial to the program’s success is the ability of RRS to gather and synthesize real-time LMI and conduct
needs-profiling of Dislocated Workers accomplished through surveys distributed, completed, and
collected at RRS informational meetings with affected employees. By understanding the local, regional,
and in some cases statewide cause and effect related to a dislocation event, along with the way these
circumstances directly affect individual workers, RRS has become an essential component in the
commonwealth’s layoff-aversion and reemployment network. The sharing of this information between
the workforce development and economic development agencies will enhance the state’s ability to be
proactive with services and provide earlier intervention with our employers.
RRS realizes its full potential for employers when it is managed as a business service during the entire
business lifecycle. The commonwealth will continue to invest rapid response dollars to fund a layoff-
aversion system targeting small- and medium-sized manufacturing firms. RRS staff sit on local PA
CareerLink® and regional economic development BSTs to help employers with turnaround and to market
Dislocated Workers to employers, enhancing the value of business services provided by the workforce
and economic development systems. RRS staff, as well as the regional SEWN representatives, will also
receive technical training to effectively market the Shared-Work Program operated by the Office of
Unemployment Compensation Benefits & Services as a component of layoff-aversion strategy.
RRS staff will maintain a comprehensive set of partnerships to provide customers the services, resources,
and benefits they are eligible for and need. To complement the current network of partnerships, RRS staff
will continue outreach efforts to other entities such as local chapters of the Society for Human Resource
Management, manufacturing associations, state and local economic development entities, chambers of
commerce, Pennsylvania Industry Partnerships and sector-based associations and business groups.
Central labor councils and area labor federations increasing awareness of Rapid Response Services as a
business-cycle service linking workforce and economic development.
Rapid Response Additional Assistance (RRAA) funding will be directed to serve LWDAs when local funding
balances are insufficient to ensure a continuum of services for Dislocated Workers. Funds may be provided
to LWDAs that experience increased numbers of unemployed individual’s due to natural disasters, plant
closings, mass layoffs, or other events for provision of direct services to participants.
Through the fact-finding process, RRS staff gather information from the employer related to the
layoff/closure. At times, the information shared by the employer reveals that the loss of business is due
to foreign trade impacts. When such information is shared, the RRS staff informs the employer,
employees, and union (if applicable) to apply for Trade Act benefits. RRS works with any entity (employer,
union, workers) willing to file a Trade petition with the U.S. DOL. RRS provides the technical assistance to
complete the Trade petition application and file it with the U.S. DOL accordingly.
The information gathered is shared with all partners in the LWDA to ensure that planning for such
dislocation occurs in a timely manner. It also provides the opportunity for RRS staff to recommend that
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LWDAs request additional RR funds to ensure that services can be provided for the Dislocated Workers
(DW). When a company has applied for Trade benefits, the additional RR funds can be used to provide
“on-site” DW services prior to the company closure. RR and LWDA staff develop a comprehensive plan
with the company and union, if applicable, to provide workers with services such as PA CareerLink®
registration and access to various workshops related to topics such as healthcare, retirement, training
opportunities in the workforce area, and soft skills to re-enter the workforce.
Funds can also be provided to develop customized pre-employment/training services. Local partnerships
with community colleges and organizations will help with development and planning of basic computer
skills training and pre-GED/basic skills workshops. Planning these services in advance enables the DW to
obtain or refresh skills that are needed for the current job market. It may also serve as a platform for more
in depth training.
The additional funds will also be used to re-enforce the partnerships established with local employers in
the respective workforce area. The RRS staff, with the collaboration of LWDA partners, can opt to arrange
various job-fairs for the Trade affected Dislocated Workers. Companies in the workforce area may benefit
in filling current open positions and/or take the opportunity to engage in on-the-job-training for workers
with transferable skills.
Ultimately, RRS have substantial benefits for the impacted employees, employers and community at large.
RRS helps Dislocated Workers turn the challenge of a layoff into an opportunity by providing information
about, and access to, the following services:
• Unemployment compensation;
• Career counseling, resume preparation and job-search assistance;
• Education and training opportunities, including Trade Adjustment Assistance;
• Locally available supportive services;
• Referrals and information about English as a second language or Limited English Proficiency
classes;
• Referrals and information about Adult Basic Education and high school equivalency preparation
classes;
• Referrals and information about services available through the Office of Vocational Rehabilitation;
• Dislocated Worker transition teams;
• Surviving a layoff, resume preparation, and interviewing skills workshops;
• Information about the local labor market;
• Information about retirement-plan benefits, Social Security and health-insurance options; and
• Services exclusively for veterans and adults with disabilities.
When employers contact RRS, they can expect:
• A quick response to transition planning needs;
• Confidentiality concerning business decisions;
• Help throughout their entire business cycle;
• Help understanding government regulations;
• Information about alternatives that may reduce or avoid layoffs;
• For small- to medium-sized businesses, referral to agencies that can help in re-structuring to avoid
layoffs or closing the business; and
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• Higher productivity and worker morale and lower absenteeism during the layoff event due to
reduced stress.
Lastly, community involvement forms the basis for some of the most dynamic and effective transition
services available. The benefits of RRS to the community include:
• Working with elected officials at the state and local levels;
• Helping to save the local tax base by keeping workers employed;
• Lessening adverse economic effects on other businesses within the community;
• Responding to job and business loss when a natural disaster occurs;
• Coordinating available resources by tapping into the community’s service providers;
• Reducing emotional and financial stress on the community by offering workshops for unemployed
workers, and local affected supply-chain or vendor companies; and
• Coordinating support groups and transition teams for unemployed workers.
Pennsylvania intends to update the guidance governing these activities by January 2022.
(C) In addition, describe the State policies and procedures to provide Rapid Responses in cases of
natural disasters including coordination with FEMA and other entities.
The PA Department of Labor and Industry (L&I) Rapid Response Unit works as the initial point of contact
for businesses, emergency management teams to assist the businesses, and Dislocated Workers that are
affected by a natural disaster. The Rapid Response Services Unit works in conjunction with Federal, State,
and Local Emergency Coordinators to respond to affected businesses. Rapid Response Coordinators work
with their regional and local emergency teams to develop contingency plans. Rapid Response works with
the business through the business downturn cycle regardless if the disaster is PEMA or FEMA designated.
If the disaster has an immediate impact on local business operations, Rapid Response coordinates the
efforts with their local teams including Unemployment Compensation, local workforce development and
economic development entities, and other stakeholders to tailor the response to the specific needs of the
affected business and Dislocated Workers.
Rapid Response Coordinators work with LWDBs, fiscal agents, and operators to assure delivery of services
and assist in the application for additional workforce funds when necessary. WIOA permits states to
provide Rapid Response Additional Assistance funds to Local Areas with an increased number of
unemployed individuals, due to natural disasters, plant closings, mass layoffs, or other events, if there are
not adequate local funds to assist the Dislocated Workers.
Pennsylvania intends to update the policy governing these activities by December 4, 2021.
(D) Describe how the State provides early intervention (e.g., Rapid Response) to worker groups on
whose behalf a Trade Adjustment Assistance (TAA) petition has been filed. (Section 134(a)(2)(A).)
This description must include how the State disseminates benefit information to provide trade-
affected workers in the groups identified in the TAA petitions with an accurate understanding of
the provision of TAA benefits and services in such a way that they are transparent to the trade-
affected dislocated worker applying for them (Trade Act Sec. 221(a)(2)(A) and Sec. 225; Governor-
Secretary Agreement). Describe how the State will use funds that have been reserved for Rapid
Response to provide services for every worker group that files a TAA petition.
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The PA Department of Labor & Industry (L&I) placed Trade Act Services, which administers the Trade
Adjustment Assistance (TAA) program and RRS within the Bureau of Workforce Partnership and
Operations to align early intervention with TAA program administration. RRS markets TAA to companies,
workers, and unions (if applicable) through the rapid response process. Within 48 hours of receiving a
WARN notice (or any other form of Public Notice) from a company that is either closing or laying-off, a RR
Coordinator contacts the employer and initiates a fact-finding meeting. Information is gathered on the
following items:
• Reason for closure/layoff
• Size of the workforce
• Demographics of the workforce
• Supply chain
• Timeframe in which closure/layoff will take place.
Following this information gathering, the RR Coordinator provides a summary of workforce services that
will benefit the affected workers such as on-site workshops covering resume writing, job search skills,
interviewing techniques, managing a household budget, and Unemployment Compensation. These pre-
layoff workshops serve as a precursor for the workers in preparing for the upcoming layoff. Further, the
RR Coordinator explains the benefits of having the company apply for Trade Act benefits on behalf of their
workforce. The RR Coordinator reviews the benefits that the Trade Act offers to workers, emphasizing the
training opportunities available for a higher skilled workforce in the respective area. The RR Coordinator
assists the employer with completing a Trade Act petition application on site and encourages sending the
completed application via the US DOL website (https://doleta.gov/tradeact/
). Finally, the employer is left
with an informational folder providing a summary of what has been reviewed during the fact-finding
meeting and schedules a follow-up meeting for next steps.
With the information gathered during the fact-finding meeting, the RR Coordinator assembles a Rapid
Response Team that can meet the needs of the workers in a dislocation. The demographic information
gathered during fact-finding allows for RR Services to focus in on the needs of the workers. This includes,
but is not limited to:
• Limited English Proficiency (LEP);
• Workers near Retirement Age;
• Workers lacking a High School Diploma;
• Workers with limited or no post-secondary education; and
• Transportation barriers.
The RR Coordinator encourages the LWDB to request additional Rapid Response funds to ensure that
enough funds for supportive services are available to serve the workers in question, specifically in areas
that are identified as barriers to employment. A Rapid Response Team will include specialists that will
cover:
• Unemployment Insurance;
• Health and Pension Benefits;
• Job Search Activities;
• Education Services;
• Trade Adjustment Assistance;
• Social Service Programs;
• Community and Economic Development; and
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• Other members deemed necessary to serve a specific dislocation.
The RR Coordinator follows up with the employer to schedule pre-layoff workshops as well as a Rapid
Response Information Meeting (RRIM) with the affected workers. Various dates can be scheduled to
accommodate large dislocations. The RR Coordinator makes it a priority to involve the employer and union
(if applicable) in planning the RRIM to cover subjects including, but not limited to, location of the event,
number of invitees, and information that will be presented. The RRIM is usually scheduled four to six
weeks prior to layoff/closure date. The RR Coordinator will also follow up with the employer to check the
status of the Trade petition application. If the employer has not moved ahead with the application, the
RR Coordinator will encourage the union (if applicable) and/or workers to submit a Trade petition
application. In situations where three workers are unable to come together to complete a Trade petition
application, the Labor and Industry will submit it on the workers’ behalf.
The RR Coordinator meets with the assembled RR Team to provide an overview of how the event will
unfold to include order of presenters and general flow of the event. A strong emphasis is given to
providing the participant with up-to-date information on UC, health benefits, and workforce services.
Workers are given an overview of what their local PA CareerLink® offers, include training, one-on-one job
search assistance, career assessment, and case management services built on an Individual Employment
Plan tailored to the worker needs. PA CareerLink® staff is present at the RRIM to schedule one-on-one
appointments with workers who want to access workforce benefits. Each worker present at the RRIM
completes a survey that gathers critical information for ongoing follow-up services (contact information,
education background, work history, skills, interest in training/job search, etc.) These surveys are
reviewed by RR Services staff and shared with local PA CareerLink® case managers who will provide follow-
up services to these workers. The surveys provide a solid foundation for the case managers to build a plan
with the worker that leads to employment/training opportunities. Additionally, the surveys also provide
good indicators on what employment barriers exist (limited education, job skills, LEP, etc.) and allow for
appropriate referrals to PA CareerLink® partners that can assist workers overcome such barriers. RR
Coordinators maintain contact with the employer during the layoff/closure period to ensure that all
workers receive the information presented at the RRIM. The RR Coordinator also encourages the
formation of a Dislocated Worker Transition Team. These teams are mostly made up of workers, &
managers within the company that can serve as ombudsmen representing the voice of the workforce, to
coordinate outreach and service delivery. Emerging issues can be addressed, including further information
on specific topics, development of newsletters, and arrangement of smaller worker groups that address
specific topics of interest.
Upon receiving notification from US DOL that a TAA petition has been approved/certified, the RR
Coordinator contacts the employer and union (if applicable). The Federal Programs unit in the UC Office
of Benefits Policy obtains a worker-list from the employer and sends out notification to all workers of the
potential eligibility for Trade Act benefits. Next, the RR Coordinator collaborates with local PA CareerLink®
Trade, Title I and Unemployment Compensation service staff to set up a Trade Benefits Rights Interview
(BRI) meeting date convenient for the employer and workers. The RR Coordinator recommends BRI
meetings to be held at the actual company site to maximize participation. Workers receive a personal
invitation to the BRI meeting and obtain a copy of the information that will be reviewed during the
meeting.
Rapid Response Services staff highlight the benefits that the Trade Act offers to assist in returning to the
workforce by providing a detailed timeline for workers to follow. It emphasizes the services provided at
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the PA CareerLink® as a staging point to access Trade benefits in a timely manner. A strong emphasis is
given to TAA training, High Priority Occupations, and important deadlines that have an impact on time
sensitive benefits. Case managers are present to schedule one-on-one appointments with TAA eligible
workers who have an immediate interest in Trade benefits.
Rapid Response Services staff will also recommend holding an Enrollment Assessment (EA) session to take
place one to two weeks after the BRI is held, specifically for larger dislocations. EA sessions are a
collaborative effort among PA CareerLink® partners present at the different stations. These stations serve
the purpose of:
• Explaining Trade Act benefits on an individual basis;
• Full-enrollment on the PA CareerLink® system;
• Completion of dual-enrollment;
• Initial skills assessment;
• WIOA supportive services;
• Initiating the IEP;
• Overview of the Reemployment Trade Adjustment Allowance (RTAA) for workers 50 years of
age or older;
• Scheduling comprehensive assessment for participants interested in training
• Reviewing the training programs and providers in the Local Area; and
• next steps/follow-up appointments.
The EA sessions allow for a TAA eligible worker to go through a smooth process where there is a clear
understanding of expectations and results. Furthermore, having the dual-enrollment completed at an
early stage of case management allows for the TAA eligible worker to take full advantage of all workforce
services offered under the PA CareerLink® umbrella. Once the EA session is completed, a case manager is
identified, who assists in making sure the worker accesses the TAA benefit(s) prior to the deadline. The
EA session allows for the Local Area to pull additional resources by having staff from other parts of the
commonwealth assist with the logistics of such an event. It also allows for the case managers to identify
TAA workers with a strong interest in using Trade Act benefits to secure suitable employment. The RR
Coordinator encourages the involvement of the DWTT to encourage workers to use Trade benefits and
engage with the PA CareerLink® staff.
The commonwealth implemented an online application for TAA training, job-search, and relocation
allowances, and Reemployment Trade Adjustment Assistance (RTAA) programs. This online application is
accessed by Dislocated Workers, PA CareerLink® Merit staff and training providers, to add information, in
real time. PA CareerLink® merit staff helps trade-affected workers complete their applications and assess
workers’ skills and experiences.
Pennsylvania’s service delivery system provides greater choice and focuses resources where Dislocated
Workers most need them. Pennsylvania co-enrolls all TAA-eligible workers in the WIOA program to ensure
that all Trade participants receive the full range of assistance available to Dislocated Workers.
Adult and Dislocated Worker Program Requirements
(1) Work-Based Training Models. If the State is utilizing work-based training models (e.g. on-the-job
training, incumbent worker training, transitional jobs, and customized training) as part of its training
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strategy and these strategies are not already discussed in other sections of the plan, describe the State’s
strategies for how these models ensure high quality training for both the participant and the employer.
The state continues to use Work-Based training models as part of its strategy to meet the demands of
employers looking for skilled workers and job seekers looking for a career. The local workforce
development areas will continue to evaluate based on WIOA requirements and local priorities to identify
what are the pressing training needs for employers. The Local Workforce Development Boards address
their work-based training strategy in their local plans which are reviewed and approved by the state. The
methods of training will be tailored to the employer needs but may include one or a combination of
Incumbent Worker Training (IWT), On-the-Job Training (OJT), classroom training, customized training, and
Apprenticeships. Through the convening of industry partnerships or similar activities, employers will
continue to have direct communication with training providers that can tailor/create a curriculum to
address a skills-gap need. Where possible, the workforce partners will consider leveraging program funds
to maximize the customer training experience.
(2) Registered Apprenticeship. Describe how the State will incorporate Registered Apprenticeship into its
strategy for service design and delivery (e.g., job center staff taking applications and conducting
assessments).
The PA Apprenticeship and Training Office (ATO) works closely with LWDBs and PA CareerLink® offices
from across the commonwealth to build awareness and knowledge around apprenticeships. In addition
to regularly presenting Apprenticeship 101 webinars and providing additional resources to workforce
staff, the ATO also supports the Registered Apprenticeship Navigator program, an apprenticeship program
that trains people to start and manage apprenticeship programs. Additionally, through the 2020/2021
Governor’s PASmart Growing Registered Apprenticeship and Pre-apprenticeships funding, $1 million is
available for intermediaries to support the statewide Apprenticeship Ambassador Network through
creating new or supporting existing local and/or regional apprenticeship ambassador networks designed
to grow Registered Apprenticeship and Pre-apprenticeship in local areas. It is a requirement of grantees
to partner with PA CareerLink® or One-Stop Centers with a concentration on training or supporting Title
One staff or other workforce development professionals who act as Ambassadors of Apprenticeship and
grow these programs.
Starting in 2022, the ATO will be offering strategic training for workforce development staff regarding
serving clients through Registered Apprenticeship and Pre-Apprenticeship, launching our Desk Guide for
those working in our CareerLinks on how to link jobseekers to apprenticeship and workforce funding. This
Guide provides PA CareerLink® Staff with the information on how and why to connect jobseeker and
employer clients to Registered Apprenticeship, how connecting job seekers with registered
apprenticeships programs can help states and local areas meet their targets on the WIOA primary
indicators, and when to exit a WIOA client positively from the CWDS system even when still participating
in a Registered Apprenticeship. The document includes information on how you can potentially utilize
WIOA and alternate workforce funding to support Registered Apprenticeship (subject to local policy and
procedures) and procedures for using the Commonwealth Workforce Development System (CWDS) of
record to indicate the use of WIOA dollars to support a client in a Registered Apprenticeship.
The ATO continues to work to update the Commonwealth Workforce Development System (CWDS), the
State System of Record, to allow better tracking of apprentices and apprenticeship programs in the state.
The updates will allow CWDS to match the depth of individual record level data already recorded in the
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RAPIDS case management system, allowing apprenticeship information to be included in the PIRL data
reported to DOL. Over the past quarter, the ATO continued to work with its contractor Deloitte to create
a plan and process for system upgrades.
The 2020/2021 Governor’s PAsmart Growing Registered Apprenticeships and Pre-Apprenticeships
initiative was created in partnership with the Pennsylvania Department of Labor and Industry’s
Apprenticeship and Training Office to provide up to $12.5 million in two competitive grant opportunities
to align, expand and diversify the apprenticeship model to include non-traditional occupations, non-
traditional program models and non- traditional populations. This grant program seeks to expand
Registered Apprenticeships in new industries and occupations and aims to advance individuals along
career pathways with secondary and post-secondary schools. Additionally, this initiative is intended to
reach underrepresented populations, including women, minorities, individuals with disabilities, veterans,
socio-economic disadvantaged individuals, individuals who speak English as a second language,
individuals who were previously incarcerated, or individuals experiencing multiple barriers to
employment. Specifically, these funds will support apprenticeship through the following opportunities:
• $11.5 million is available to build, support and expand Registered Apprenticeship and Pre-
Apprenticeship Programs with specific focus on diverse talent pipelines and underserved
populations, non-traditional occupations, alignment with secondary and/or post-
secondary educational institutions concentrating on Career Pathway system growth, and
expedited growth through multi-county or statewide initiatives.
• $1 million is available to support Registered Apprenticeships and Pre-Apprenticeship
through ambassador networks across the Commonwealth.
Additionally, the ATO is taking steps to align the Career Pathways and Apprenticeship system more closely
through forging strategic partnerships with Career & Technology Centers (CTC) statewide to see how their
existing vocational programs can fit into the Registered Apprenticeship Ecosystem.
(3) Training Provider Eligibility Procedure. Provide the procedure, eligibility criteria, and information
requirements for determining training provider initial and continued eligibility, including Registered
Apprenticeship programs (WIOA Section 122).
WIOA provides an opportunity for registered apprenticeship programs to be active partners in the public
workforce system. These programs are a proven job-driven training mechanism that provides workers
with career pathways and opportunities to earn while they learn. This effectively meets the needs of both
jobseekers and employers.
Under WIOA Title I-B, registered apprenticeship programs are not subject to the same application
procedures and information requirements as other training providers considering the detailed application
and vetting procedures that apprenticeship programs already undergo to become registered. In
Pennsylvania, this means that apprenticeship programs, registered with the PA Department of Labor and
Industry’s Apprenticeship and Training Office can be integrated onto the commonwealth’s statewide
Eligible Training Provider List (ETPL). Registered Apprenticeship program sponsors that request to be
eligible training providers are automatically eligible to be included on the Eligible Apprenticeship List
housed within the ETP and will remain if the program is registered or until the program sponsor submits
notification that it no longer wishes to be on the list. While automatically eligible, not all registered
apprenticeship sponsors may desire to be included on the statewide ETPL.
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However, inclusion allows eligible participants and employers to use available WIOA Title I-B funds for
training in registered apprenticeship programs, in accordance with the Act; and more directly connects
apprenticeship programs to jobseekers through the commonwealth’s PA CareerLink® locations.
Registered apprenticeship programs differ from other training providers in some other respects. Most
notably, a participant’s enrollment occurs only through an agreement between the participant, the
registered apprenticeship program sponsor and/or an employer. Specifically, some apprenticeship
programs work with a single employer, whereas others may operate through a joint labor-management
organization where participants are selected for the apprenticeship but not immediately hired by a
specific employer.
Registered Apprenticeship program sponsors may request, at any time, to be added to the statewide ETPL.
Additionally, apprenticeship program sponsors may request, at any time, to be removed from the
statewide ETPL. Any such requests must be communicated to L&I through the following resource account:
apprenticeship@pa.gov
. The statewide ETPL, which can be electronically accessed at
www.pacareerlink.pa.gov, will be modified no less than quarterly by L&I.
For Registered Apprenticeship Programs approved after March 2021, the sponsor’s registration
paperwork includes an explanation of the benefits of inclusion on the statewide ETPL and allows a Sponsor
to acknowledge that they would like to be included on it. An email will be sent out annually to program
sponsor main contacts, sharing the content found in appendix A of the ETPL policy, including the below
outlined directions for the sponsor(s) to opt in if they have not already done so. The following outlines
the process for Registered Apprenticeship program sponsors seeking inclusion on (opt in) or exclusion
from (opt out) the statewide ETPL.
Step One. Established Programs wishing to be included on the Eligible Apprenticeship List housed within
the Statewide ETPL must notify L&I and submit the following information to L&I so they can verify
registration with the state:
• Occupations included within the registered apprenticeship program; and
• The name, address and RAPIDS # of the registered apprenticeship program sponsor.
All notifications must be submitted to the following resource account: apprenti[email protected]v
Step Two. Once the registration status has been verified, L&I will add the registered apprenticeship to the
statewide ETPL. Such apprenticeships will remain on the list as long at the entity’s registration status
remains valid or until a program sponsor requests to have a program removed.
Training providers interested in having courses/programs included on Pennsylvania’s Eligible Training
Provider List (ETPL) may apply electronically through the Commonwealth Workforce Development System
(CWDS) to one (1) of twenty-three (23) local workforce development area (LWDA) offices located
throughout Pennsylvania. Available WIOA Title I funds and restriction of such courses/programs are
impacted by the policies and guidance issued from the Pennsylvania’s Department of Labor & Industry
(L&I) as well as Pennsylvania’s Local Workforce Development Boards’ respective policies and guidance.
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Each program must be listed individually and only approved once through the application process that
starts locally. Local workforce development board approval is the first step of a two-step process for
inclusion on the statewide ETPL. Approval by the Department, is the second and final step for having a
course/program become eligible and included on the statewide ETPL. Each step of approval should take
no longer than thirty (30) calendar days. If a training service application is rejected in an area due to local
policies, a training provider may apply to another local area to have the training included on the statewide
ETPL.
The statewide ETPL is an annual list. Training providers must reapply for continued eligibility to have
available courses/programs remain on the statewide list for the following year. Applications are accepted
on an ongoing basis.
Trade Adjustment Assistance Program
Training providers’ courses/programs listed on the statewide ETPL that have a fully executed Trade Master
Agreement (TMA) with the Department may be considered by dislocated workers for funding by the Trade
Adjustment Assistance (TAA) Program. TAA training is not subject to WIOA performance measures.
Interested training providers may submit course/program service applications through CWDS for the TAA-
Eligible only Training Programs/Provider Statewide List. Training providers must have a TMA with the
Department before a training program can be considered by a participant eligible for trade benefits.
Submitting Data for Performance Measures
Institutions of higher education are required to provide program performance data for courses/programs
to be considered for approval and inclusion on the statewide ETPL. The Department offers two (2)
different ways of submitting data for performance measures. Training providers may enter students’
Social Security numbers (SSNs) in CWDS for comparison of employment and wage data for aggregate
training and performance data, or training providers may enter their own aggregate data which would not
require students’ SSNs. Aggregate data are needed for each performance question on the course/program
application. Aggregate data will only be accepted from training providers if:
• the data are independently validated by a third party, such as a public accounting firm; or
• the necessary data can be verified against a copy of the provider’s accrediting agency’s annual
report for the course/program’s performance.
If aggregate data are submitted, a hard copy of the report must be sent to the local ETPL point of contact
within thirty (30) calendar days from the date the course/program is submitted in CWDS. Training
course/program applications cannot be approved at the local level until after the local point of contact
has reviewed and approved all required documentation.
Data are collected on the scheduled completion/exit dates of training providers’ students during a one-
year reporting period. Due to the reporting timeline for wage record information, CWDS will advance the
reporting period one (1) quarter at the end of each quarter. Student course/program completion data
must be entered based on the following reporting periods.
ETPL Applications
Submitted
Reporting Period for Scheduled
Exit Dates of Students
07/01/2021 - 09/30/2021
01/01/2019 - 12/31/2019
10/01/2021 - 12/31/2021
04/01/2019 - 03/31/2020
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ETPL Applications
Submitted
Reporting Period for Scheduled
Exit Dates of Students
01/01/2022 - 03/31/2022
07/01/2019 - 06/30/2020
04/01/2022 - 06/30/2022
10/01/2019 - 09/30/2020
07/01/2022 - 09/30/2022
01/01/2020 - 12/31/2020
Criteria
Courses/programs must meet the following criteria for inclusion on the statewide ETPL:
Facility must meet one (1) of fourteen (14) certification categories;
Facility must comply with the Americans With Disabilities Act of 1990;
Facility must abide by WIOA nondiscrimination and equal opportunity provisions;
Courses/programs must be available to the general public;
Courses/programs must meet established performance measures; and
Courses/programs must train for a high priority occupation(s).
Training providers must meet all applicable state and federal requirements for operating certain schools.
It is the responsibility of the individual training provider to contact the appropriate state agency to be
properly licensed or approved. Depending on what type of school is being operated, a training provider
may have to register, be licensed, or receive a permit or approval from one or more various state/federal
agencies.
Training providers submitting training course/program applications must meet one (1) of the following
categories:
Auctioneers. State Board of Auctioneer Examiners, 63 P.S. §734. 1 et seq and 49 PA Code §1.11;
Aviation. Schools that provide training or instruction in flying and are regulated by the Federal Aviation
Administration. However, as an example, if the school chooses to offer non-flying training in the field of
Aircraft Mechanics, then the program must be licensed by the Pennsylvania Department of Education
(PDE);
Barber schools. State Board of Barber Examiners, 63 P.S. §562;
Cosmetology Schools. State Board of Cosmetology, 63 P.S. §512. However, as an example, if the school
chooses to offer Massage Therapy, then the program must be licensed by PDE;
Community-Based Organizations. Groups of individuals organized by and for a particular community of
people based on shared interests and/or attributes providing occupational skills training;
Out-of-State Schools. Schools providing educational instruction at institutions within the confines of their
state that do not have a physical presence within Pennsylvania;
Private Tutorial Schools. PDE licensed schools providing individual instruction by a private tutor;
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Real Estate. Schools providing training in the field of real estate - State Real Estate Commission, 63 P.S.
§455.402 and/or schools providing training for real estate appraisal - State Real Estate Commission, 63
P.S. §§ 457.5(2). Training providers will be required to supply their license number;
Registered Apprenticeships. Apprenticeship Programs registered with the PA Department of Labor and
Industry Apprenticeship and Training Office.
Hospital Schools. Operated by a hospital licensed under the Health Care Facilities Act, 35 P.S. §§448.101
– 448.904 and accredited by a regional or national accreditation agency; educational programs for LPNs,
RNs and CRNPs are approved by the State Board of Nursing, 49 PA Code §§21.31-21.33 and 49 PA Code
§21.161;
Colleges and Universities. Schools authorized to award degrees under 24 PA C.S. §6505 (relating to power
to confer degrees) other than those schools approved to award specialized associate degrees under
§§42.11-42.14 (relating to specialized associate degree programs approval procedure), this includes four-
year colleges;
Pennsylvania Schools. Schools operated by the Commonwealth of Pennsylvania or a political subdivision
thereof, such as the PDE’s Stevens College of Technology, community colleges or vocational technical
schools;
Service Occupations. Schools/classes providing training in public service or other service occupations.
Persons engaged in public service occupations are limited to ambulance personnel, emergency medical
technicians, firefighters, police, school bus drivers, and school crossing guards. Persons engaged in other
service occupations are limited to maids, butlers, and chauffeurs; and
Private Licensed Schools. Act 174 of 1986, the Private Licensed Schools Act (PLSA), requires
postsecondary institutions that offer career training in Pennsylvania be licensed by the State Board of
Private Licensed Schools. Schools which meet all five (5) of the following requirements must be licensed
before operating: (1) offers classes or maintains a school, (2) charges tuition or makes a profit from its
fees, (3) contracts with members of the public directly rather than through a third party, (4) prepares
those members of the public to pursue employment as defined in the Dictionary of Occupational Titles as
supplemented or amended, and (5) is
not specifically exempt under the statute. For further information,
training providers should contact PDE’s Division of Private Licensed Schools, at 717-783-8228 or visit PDE’s
website at
http://www.education.pa.gov.
If a training institution does not fall into one of the fourteen (14) certification categories listed above, it
may be considered for inclusion on the statewide ETPL on a case-by-case basis. Local Workforce
Development Boards and the Pennsylvania Department of Education (PDE) provide recommendations
for provider approval or rejection. Final approval for inclusion on the ETPL is determined by the
Department of Labor & Industry.
High Priority Occupations
Pennsylvania’s public workforce development system targets education and training funds to high priority
occupations (HPOs). HPOs are a direct result of Pennsylvania's industry-driven approach to workforce
development. These occupations are in demand by employers, have higher skill needs and are most likely
to provide family sustaining wages.
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Regional HPO lists guide public workforce investments and are evaluated on an annual basis to ensure
investments keep pace with rapidly changing technology and labor market demands. Local areas are
responsible for ensuring that the training courses/programs of study accurately correspond to the
occupation(s) selected. Educational institutions and local areas can submit documentation to have an
occupation added to their regional HPO list.
In order to address deficiencies in Pennsylvania’s Eligible Training Provider policy as identified by the US
Department of Labor, the current policy will be amended and updated. The completed policy will be
prepared and in place by Dec. 4, 2021.
The following required conditions will be added to the initial eligibility criteria: a description of each
program of training services to be offered and information concerning whether a provider is in partnership
with a business.
The following required conditions will be added to the continuing eligibility criteria of the policy:
• a description of access to training services throughout the commonwealth (including rural areas
and through technology use); information reported to state agencies on federal and state training
programs other than WIOA Title I-B programs;
• the training provider’s ability to offer industry-recognized certificates and credentials;
• the training provider’s ability to offer programs that lead to a recognized post-secondary
credentials;
• the quality of the program of training services including programs that lead to a recognized
postsecondary credential; and
• the training provider’s ability to provide trainings that are physically and programmatically
accessible for individuals who are employed and individuals with barriers to employment,
including individuals with disabilities and a description of the timeliness and accuracy of the
training provider’s performance reports.
The updated ETP policy will include a description of the process for removing a training provider and the
appeals process for a removed provider. The policy will also contain a definition of what the
commonwealth considers to be a “substantial violation of the requirement to timely and accurately
submit all required information.”
(4) Describe how the State will implement and monitor the priority for public assistance recipients, other
low-income individuals, and individuals who are basic skills deficient in accordance with the requirements
of WIOA sec. 134(c)(3)(E), which applies to individualized career services and training services funded by
the Adult Formula program.
Priority of service, established precedence requirements based on a grading of priority, shall be provided
by the commonwealth LWDBs and PA CareerLink® offices for Title I Adult services. The commonwealth
has established measures to monitor the implementation and assess the effectiveness of priority of
service for this program. The commonwealth has established measures to monitor the implementation
and assess the effectiveness of priority of service for this program.
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Statutory priority groups established by WIOA, in relation to the Title I Adult program, are the categories
of individuals who are eligible to receive priority of service. Those categories are:
• Recipients of public assistance;
• Low-income individual; and
• Individuals who are basic skills deficient.
Adult precedence is determined for the priority groups during eligibility and enrollment. Veterans and
eligible spouses within these groups receive priority over non-veterans. The commonwealth shall also
allow a local area to identify a local discretionary priority group to include other categories of individuals
with barriers to employment for the provision of individualized career services and training services
funded through the Adult program.
The priority of service for veterans and eligible spouses applies across all qualified employment and
training programs. The priority of service for public assistance recipients, low-income individuals, and
individuals who are basic skills deficient is a statutory priority that applies only to the receipt of
individualized career services and training services in the WIOA title I Adult program. Priority of service
for the WIOA title I Adult program must be applied in the following order:
1. Veterans and eligible spouses who meet the requirements of a statutory priority group and Adult
program eligibility must receive the highest level of priority for services;
2. Other individuals (not veterans or eligible spouses) who meet the requirements of a statutory
priority group and Adult program eligibility receive the second level of priority for services;
3. All other veterans and eligible spouses who do not meet the requirements of a statutory priority
group but do meet Adult program eligibility, receive the third level of priority for services;
4. Other individuals (not veterans or eligible spouses) who do not meet the requirements of a
statutory priority group but do meet a local area or Governor established discretionary priority
and Adult program eligibility, receive the fourth level of priority for services; and
5. Other individuals (not veterans or eligible spouses) who do not meet the requirements of a
statutory priority group and do not meet the local discretionary priority, but do meet Adult
program eligibility, receive the fifth level of priority for services.
LWDBs and PA CareerLink® offices will be required to collect data for each of the three categories of
priority of service that records the number of individuals who were served, and the levels of performance
achieved. The commonwealth will monitor data reported by LWDBs and PA CareerLink® offices to
determine the percentage of those individuals in the three WIOA priority groups who are being served
through the Adult program in comparison to all other individuals not receiving required WIOA priority
who are being served through the Adult program. For this assessment, only individuals included in the
three WIOA priority groups receiving value-added services through the Adult program funds will be
counted as “individuals who are receiving priority.” Individuals made eligible for priority of service through
local discretionary priority of service will be counted as “individuals who are not receiving any priority of
service.”
Should the percentage of “individuals who are receiving priority” be less than 50.1 percent, the
commonwealth shall provide the LWDB or PA CareerLink® office with technical assistance to ensure that
effective affirmative outreach efforts to individuals with priority of service are made. The 50.1 percent
requirement applies to all individuals who receive Adult services. Note that the 50.1 percent requirement
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does not equate with satisfaction of the priority of service requirements but rather is an indicator of
whether affirmative outreach efforts are needed to ensure that those with priority of service are served.
In their Local Plans, LWDBs, and PA CareerLink® offices will continue to be required to state the additional
methods by which they will apply the WIOA priority of service requirements and the commonwealth’s
policy regarding priority of service. LWDB’s will also identify the local area’s discretionary priority and any
additional requirements, if a local discretionary priority group exists. In their WIOA plans, LWDBs must
communicate the methods used to apply priority of service requirements and any local discretionary
priority, including a description of the following:
• How data will be obtained for each of the three priority groups in their service area and the
approximate number of individuals in each category.
• The outreach that will be completed to inform the public of Pennsylvania’s priority of service
policy.
• How outreach will be targeted to best reach those potentially eligible for priority of service and any
agencies that serve them.
• How individuals seeking access to WIOA services will be informed of their priority of service, such as
through posters and prominent placement of other information.
• How individuals entitled to priority of service, when otherwise deemed eligible for program
participation, will affirmatively be identified and informed of the full array of services available.
• The assessments that will be used to identify barriers to employment among those entitled to
priority of service and the services needed to address them.
• The process by which Individual Employment Plans will be developed for persons entitled to
priority of service that will address, in addition to career service and training needs, any barriers to
employment they may have.
• How the spectrum of persons entitled to priority of service will be served including those such as
English language learners, who may require additional resources.
• How the needs of individuals with barriers to employment will be addressed in the delivery of
services, such as ensuring that appropriate career planning services are provided. This should
include a detailed description of how appropriate career planning services will be provided, or
arranged for, through collaboration with other agencies if the LWDB or PA CareerLink® office lacks
the required expertise.
• How access to services will be ensured, such as interpreters and translated documents for
English language learners, as well as for persons who are deaf or hard of hearing.
• How staff will be trained to understand which individuals are entitled to priority of service and
how to be responsive to their needs.
• What, if any, local discretionary priority of service has been established for a specific program
year and what data will be used to support the need or benefit for the discretionary priority.
More information regarding WIOA Title I Adult program priority of service is provided in the
commonwealth’s priority of service policy.
(5) Describe the State’s criteria regarding local area transfer of funds between the adult and dislocated
worker programs.
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WIOA provides flexibility to LWDBs to provide services in the areas of greatest need by allowing fund
transfers of up to 100 percent of a program year allocation between the local adult and the local
Dislocated Worker allocations. In accordance with WIOA’s regulations that require the governor to
establish factors for approving such transfers, the commonwealth provides the following criteria for local
WDBs to request transfers between these funding streams:
• Local Boards must seek approval for transferring funds between the adult and Dislocated Worker
funding allocations by submitting a transfer request to the Department of Labor & Industry’s (L&I)
Bureau of Workforce Development Administration (BWDA). For a transfer request to be approved
and fully executed prior to June 30, all transfer requests must be received no later than April 15.
Written requests must be submitted to L&I on a Funds Request Form as directed in the Workforce
System Policy WSP 03-2015, Financial Management Guide, page 5-8 through 5-9 and Appendix A.
• A local area must consider how it will meet adjusted levels of performance for the primary
indicators before requesting such transfer since the negotiated levels of performance for the
primary indicators remain in effect.
• LWDBs must attest to the following when submitting a transfer request:
o Employment and training activities of the program that funds are being transferred from
or the program that funds are being transferred will not be adversely impacted.
o Any transfer of funds from the Dislocated Worker program to the adult program to be
adult program funds fall under the priority requirements of the adult program. Likewise,
any transfer of funds from the adult program to the Dislocated Worker program will fall
under the requirements of the Dislocated Worker program;
o A local area is still responsible for meeting the adjusted levels of performance for any
participants that it is required to serve; and
o When funds are transferred from one program to another, the transferred funds adopt
the identity of the new fund source and are bound by all requirements of that source.
As indicated in the commonwealth’s workforce system policy (WSP) on financial management, the
maximum dollar amount that a local area can transfer is calculated against the total base annual allocation
(excluding any transfers or other adjustments to the allocation amount) for the funding stream that the
funds are being transferred from. It should also be noted that administrative funds must be included with
the transferred program funds based upon a 90/10 percent program to administrative split. Therefore,
Local Areas must have adequate administrative funds available before BWDA will approve a transfer
request.
For reference, transferred funds retain their federal year-of-appropriation identity and must be accounted
for and reported accordingly. For example, PY 2016 WIOA Adult funds can only be transferred to the PY
2016 WIOA Dislocated Worker program. All transfers assume the identity and applicable requirements of
the funding stream receiving the transfer. Expenditures associated with the transferred funds are tracked
or accounted for separately. Transferred funds are accounted for, and reported, as part of the total
available funds in the originally allocated program.
Transfer requests approved will result in a separate Notice of Obligation (NOO) and contract number being
issued for the transferred amount, while the program in which the amount is being transferred from will
be revised to reflect the reduced allocation. The issuance of said NOOs will serve as a local area’s official
notification that the transfer is approved. Local Areas will receive notification of any transfer request that
is not approved.
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Youth Program Requirements. With respect to youth workforce investment activities
authorized in section 129 of WIOA–
(1) Identify the State-developed criteria to be used by local boards in awarding grants or contracts for
youth workforce investment activities and describe how the local boards will take into consideration the
ability of the providers to meet performance accountability measures based on primary indicators of
performance for the youth program as described in section 116(b)(2)(A)(ii) of WIOA in awarding such
grants or contracts.
Every LWDB will be required to have a youth standing committee, whose activities may include but are
not limited to the following:
• Providing information and assisting with planning, operational oversight, and other issues relating
to the provision of services to youth;
• Recommending policy direction to the local board for the design, development, and
implementation of programs that benefit all youth;
• Recommending the design of a comprehensive community workforce development system;
• Recommending ways to leverage resources and coordinate services among schools, public
programs, and community-based organizations serving youth;
• Recommending ways to coordinate youth services and recommend eligible youth service
providers;
• Recommending inclusive and diverse approaches to programming and organizational capacity to
ensure diversity, equity and inclusion when serving diverse populations;
• Providing on-going leadership and support for continuous quality improvement for
local youth programs; and
• Overseeing eligible youth providers and other aspects of youth programs.
The commonwealth will strongly encourage LWDBs and their standing youth committees to think
comprehensively and systematically about youth programs and services described in WIOA Section 129,
and to establish youth priorities in the WIOA Local Plans that allow for the provision of services to as
many eligible youth as possible, especially out-of-school youth, or OSY, older youth, and those young
people who are most at risk of not acquiring the necessary skills and abilities to attain meaningful
employment.
The success of an impactful WIOA youth program is dependent on the competitive procurement of
qualified providers of the youth workforce activities as outlined in WIOA Section 129, and active oversight
of their performance in accordance with WIOA Section 116. Successful implementation of WIOA youth
services begins with the incorporation of WIOA’s youth program requirements into Requests for
Proposals (RFPs), subsequent contracts, and existing youth provider contracts.
Such requirements include:
• The expenditure of a minimum of 75% of funding on services to OSY youth;
• The expenditure of 20%of funding on the provision of work experiences for youth, including those
with significant barriers to employment;
• The development of strong career pathways for youth that will lead to self or family sustaining
wages and lifelong career opportunities;
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• The co-enrollment of eligible youth into appropriate partner programs and activities, including
TANF;
• The provision of the 14 required youth program design elements;
• The provider’s past record of success with the retention of youth participants in education,
training activities, or unsubsidized employment during the second and fourth quarters after
program exit; and
• A detailed description of the local board’s negotiated performance goals with the commonwealth
for which the provider has a role in meeting and/or exceeding.
Additionally, local areas are strongly encouraged to employ single-year provider contracts with the
inclusion of a renewal option for additional years, rather than multi-year contracts. Local Boards will
establish criteria to ensure that newer providers with less experience in the provision of WIOA
youth services are afforded the opportunity to compete with more established providers for a contract.
Criteria will also be established and included in contracts that outline the right of the local board to
terminate a provider’s contract for cause, such as fraud or failure to meet established performance
standards.
The commonwealth will also work with LWDBs to explore the use of pay-for-performance approaches, as
appropriate, when they appear to have the potential to produce positive returns on investment and result
in better services for targeted populations.
The commonwealth will encourage LWDBs to assist with Pennsylvania Industry Partnerships and other
multi-employer workforce partnerships, where relevant, on industry-specific career awareness, school-
to-work, and other pipeline activities for youth.
Finally, to ease burdens on both applicants and providers that serve OSY who are most in need, the
commonwealth will require providers to allow self-attestation for OSY under WIOA
eligibility determination criteria, consistent with federal rulemaking. An applicant will become eligible
for youth services by providing a statement that addresses the required element that may make the
applicant eligible to receive services as an OSY, signing and dating a form acknowledging this status,
followed by verification conducted by workforce staff that such information meets WIOA
eligibility criteria for OSY. The key elements for self-attestation are the participant identifying his or her
status for permitted elements and signing and dating a form attesting to this self-identification. The
commonwealth will work with LWDBs to develop additional self-attestation policies and procedures that
are consistent with the commonwealth’s self-attestation policy.
(2) Describe the strategies the State will use to achieve improved outcomes for out-of-school youth as
described in 129(a)(1)(B), including how it will leverage and align the core programs, any Combined State
Plan partner programs included in this Plan, required and optional one-stop partner programs, and any
other resources available.
Through WIOA the OSY expenditure rate increased from 30% to 75%. The increase in funds and other
resources allowed a greater focus to be placed on serving our OSY population who faced the greatest
challenges in attaining meaningful career pathways and employment. To assist with this paradigm shift,
the commonwealth developed several standing WIOA workgroups comprised of stakeholders from
various levels of Pennsylvania’s workforce system.
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An overall goal of the WIOA Youth Service Workgroup, led by L&I TANF Youth Development
Program staff, was to provide recommendations that would help build a workforce system to meet the
demands of current and future customers and employers. Workgroup members consisted of
representatives from Pennsylvania’s youth-serving organizations and were tasked with examining
multiple strategies to deliver WIOA youth services that focused on intensive outreach and the
engagement of disconnected youth and young adults These efforts resulted in recommendations for co-
enrollment, partnerships, career pathways/sector strategies, retention, and performance measures.
L&I has used many of the recommendations identified in these workgroups to develop more robust
overall youth strategies. One such strategy has led to the issuance of a guidance document that provided
new definitions for youth to enable a larger number of OSY to be more efficiently served, a
policy embraced by each of Pennsylvania’s core partners.
Moreover, Pennsylvania has established a strong partnership between L&I and DHS by leveraging
resources and improving outcomes for OSY through the TANF Youth Development Program, or YDP. This
partnership encourages the network of state and local youth services providers, workforce development
providers, and public housing agencies to develop workforce programs for needy and at-risk youth that
provide employment, educational experiences, and essential skills such as financial literacy and time
management. The agencies strongly encourage programs to co-enroll youth in TANF YDP and applicable
WIOA programs, allowing individuals participating in TANF funded subsidized employment opportunities
to benefit from additional services, such as occupational skills training and other relevant services. As
TANF enrolled youth, the OSY can have access to the full complement of WIOA services. OSY who are
found not eligible for WIOA programs are referred to the TANF YDP. All TANF YDP participants have
access to a full complement of programs and services which include the 14 required program elements
such as, Career Exposure, Entrepreneurial Skill Training, Adult Mentoring, Work Experience, Paid
Internship Opportunities, Financial Literacy Education, and many more innovative programs.
In addition to the work being done at the state level, LWDBs are prioritizing the adoption of the
following strategies to effectively serve their youth population:
• Recruitment and Outreach: Conduct activities, including outreach to local government
facilities, non-profit, and faith-based organizations that provide support services to
disconnected youth and young adults, including the use of word-of-mouth referrals and social
media platforms.
• Other suggested activities for youth services provider staff include:
o Visiting local parks, tattoo parlors, smoke shops, homeless shelters, and other places that
disconnected young people visit, connecting with them one-on-one in that environment,
and in terms that make them the most comfortable.
o Going into low-income communities and neighborhoods, knocking on doors, and
speaking to friends, families, and young adults about available services and
opportunities. Creating a program application process that is easy to complete
by removing as many of the administrative hurdles as possible, such as the use of self-
attestation.
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(3) Describe how the state will ensure that all 14 program elements described in WIOA section 129(c)(2)
are made available and effectively implemented, including quality pre-apprenticeship programs under the
work experience program element.
Pennsylvania will ensure that all 14 program elements described in WIOA section 129(c)(2) are made
available and effectively implemented at all of the PA CareerLink® One-Stop In-school-Youth (ISY) and OSY
programs. These programs provide services to youth both within the PA CareerLink® offices, as well as
through staff stationed throughout Pennsylvania’s K-12 school districts. Services include GED prep,
alternative secondary school services, skills training for in-demand occupations through Individual
Training Accounts (ITAs), labor market-based guidance on local career pathways, tours of local businesses,
financial literacy, entrepreneurial skills training, and other leadership development opportunities.
Eligible youth in need are also offered comprehensive case management services including counseling,
mentoring, supportive services, and follow-up support.
Youth are also provided with paid and unpaid work experiences that have both academic and
occupational components which include summer employment opportunities, internships. job shadowing,
and On-the-Job (OJT) training opportunities. The PA ATO works closely with LWDBs and PA CareerLink®
offices from across the State to build awareness and knowledge around apprenticeships. In addition to
regularly presenting Apprenticeship 101 webinars and providing additional resources to workforce staff,
the ATO also supports the Registered Apprenticeship Navigator program, an apprenticeship program that
trains people to start and manage apprenticeship programs. Additionally, continues to support the growth
of the statewide Apprenticeship Ambassador Network through creating new or supporting existing local
and/or regional apprenticeship ambassador networks designed to grow Registered Apprenticeship and
Pre-apprenticeship in local areas. This growth encouragement include emphasis on partnering with PA
CareerLink® with a concentration on training or supporting Title One staff or other workforce
development professionals who act as Ambassadors of Apprenticeship and grow this work.
Through the ATO’s outreach efforts, it encourages the workforce system to use WIOA funding to support
Registered Apprenticeship and/or Pre-apprenticeship in multiple ways concentrating heavily in serving
youth through the following avenues:
• Individual Training Accounts (ITAs) – ITAs can be used to fund the related technical instruction
component of the RA for eligible apprentices through the Eligible Apprenticeship List housed
within the ETPL.
o ITAs can also fund pre-apprenticeship training if the sponsor is on the ETPL. A pre-
apprenticeship is not just a youth program strategy but may also be an effective strategy
for participants in the WIOA adult programs.
• On-the-Job Training (OJT) – Typically up to 50% of the apprentices’ wages may be reimbursed by
WIOA funds. Local areas can contract with RA programs where participants may participate in
OJTs with multiple employers who are signatories to the RA program. In certain circumstances,
the local board may determine that a contract with a training provider is the most appropriate
way to train a cohort of new apprentices for in-demand industry sectors or occupations.
• Customized Training – RA program sponsors and apprentices can be supported through
customized training agreements for eligible instruction costs.
• Youth Occupational Skills Training and Work Experience – In the Title I Youth program, pre-
apprenticeships are considered a type of work experience for youth age 16-24. The work
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experience program element also emphasizes training that aligns with in-demand industry sectors
and occupations, which is a key component of RA programs.
• Supportive Services – WIOA funds can support a variety of supportive services for apprentices,
including annual dues, registration fees, books, supplies, childcare, transportation, tools, and
uniforms.
• Trade Adjustment Assistance (TAA)- In appropriate circumstances, the Trade Adjustment
Assistance Program (TAA) represents another funding vehicle to support apprenticeship. All TAA
participants are covered under what is called a TAA certification. This certification confirms that
the employment of a worker group was impacted or threatened due to trade-related
circumstances. Grants are provided to the states to provide services, which trade-affected
workers access through the American Job Center Network. States also notify individuals of their
eligibility.
Additionally, the ATO is taking steps to align the Career Pathways and Apprenticeship system more closely
through forging strategic partnerships with Career & Technology Centers (CTC) statewide to see how their
existing vocational programs can fit into the Registered Apprenticeship Ecosystem.
(4) Provide the language contained in the State policy for “requiring additional assistance to enter or
complete an educational program, or to secure and hold employment” criterion for out-of-school youth
specified in WIOA section 129(a)(1)(B)(iii)(VIII) and for “requiring additional assistance to complete an
education program, or to secure and hold employment” criterion for in-school youth specified in WIOA
section 129(a)(1)(C)(iv)(VII). If the state does not have a policy, describe how the state will ensure that local
areas will have a policy for these criteria.
Due to the uniqueness of Pennsylvania’s 23 Local Areas and the varying levels of resources available,
LWDBs are each required to establish a definition, along with reasonable, quantifiable, and evidence-
based eligibility documentation requirements for the “requires additional assistance to complete an
education program or to secure and hold employment” criterion if this “additional assistance” barrier
category is to be utilized locally. To assist the Local Boards with policy development, L&I facilitated
discussions during the Spring of 2017, that included state representatives from WIOA program partner
agencies to assist local board representatives to develop recommendations on definitions and with
interpretations of the term “requires additional assistance to complete an education program or to secure
and hold employment.” This policy was developed by each applicable LWDB and is articulated in each
respective local board’s WIOA Local Plan.
(5) Include the State definition, as defined in law, for not attending school and attending school as specified
in WIOA Section 129(a)(1)(B)(i) and Section 129(a)(1)(C)(i). If State law does not define “not attending
school” or “attending school,” indicate that is the case and provide the state policy for determining
whether a youth is attending or not attending school.
The commonwealth’s Workforce System Guidance No. 03-2015, Youth Eligibility Definitions-Initial
Implementation of the Workforce Innovation and Opportunity Act, December 23, 2015, provides
definitions to ensure compliance with law and other federal guidance, expand the flexibility of Local Areas
to expend funds appropriately, and eliminate barriers to the provision of services to individuals most in
need.
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Under WIOA, a key element of youth eligibility determination is whether the applicant is attending school
or not attending school, as defined by State law. An ISY must be attending school, while an OSY must not
be attending school. Unfortunately, Pennsylvania law does not define these terms, but the policy is guided
by how the PA Department of Education defines schools. In Pennsylvania, providers of youth services
must establish whether a youth is an ISY or OSY by utilizing the criteria outlined below:
• Attending Any School: Youth receiving services from any one of the ‘public’ or ‘non-public’
institutions to include: school districts; charter schools; cyber charter schools; area vocational
technical schools; sectarian schools; and private schools, as well as those being home-schooled or
privately tutored, would be considered “attending school” for the purpose of WIOA Title I-
B youth eligibility determination. A youth enrolled at a post-secondary institution is considered
“attending school,” unless the youth is enrolled at the post-secondary institution as part of an
integrated education and training program.
• Not Attending Any School: Youth not receiving services from any one of the ‘public’ or ‘nonpublic’
institutions listed above would be considered “not attending school” for the purpose of WIOA
Title I-B youth eligibility determination.
For purposes of WIOA eligibility, L&I does not consider providers of adult education under Title II of
WIOA, YouthBuild programs, the Job Corps program, high school equivalency programs, or dropout
reengagement programs to be schools. Therefore, in all cases except the one provided below,
WIOA Youth programs may consider a youth to be an OSY for purposes of WIOA youth program
eligibility if he or she attends adult education provided under Title II of WIOA, YouthBuild, Job Corps,
high school equivalency programs, or dropout re-engagement programs regardless of the funding
source of those programs. Youth attending high school equivalency programs funded by the public K-
12 school system who are classified by the school system as still enrolled in school are an exception;
they are considered ISY. Youth must be categorized as OSY or ISY at the time of registration in the
Commonwealth Workforce Development System (CWDS) which is the system of record for federal
reporting.
(6) If using the basic skills deficient definition contained in WIOA Section 3(5)(B), include the State definition
which must further define how to determine if an individual is unable to compute or solve problems, or
read, write, or speak English, at a level necessary to function on the job, in the individual’s family, or in
society. If not using the portion of the definition contained in WIOA Section 3(5)(B), indicate that is the
case.
Pennsylvania further defines basic skills deficient as a youth or adult who is unable to compute or solve
problems, or read, write, or speak English at a level necessary to function on the job, in the individual’s
family, or in society by using instruments that are considered valid and appropriate for the targeted
population, and must provide reasonable accommodation in the assessment process, if necessary, for
individuals with disabilities. When using standardized assessments, the administration will follow
published guidelines, and locators/appraisals will be used to determine the appropriate level of use of
such assessments. This assessment method must include reading, writing, or computing skills. Soft skills
deficiency or occupation skills deficiency shall not be used to determine otherwise proficient individuals
as basic skills deficient. Local programs may use previous basic skills assessment results, if such previous
assessments have been conducted within the past six months. Individuals with disabilities will be provided
with reasonable accommodations in the assessment process. Individuals with Limited English
Proficiently will be offered assessments designed to accommodate such persons.
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Alternative assessment methods include employer statements, school records, lacks a high school
diploma or high school equivalency and is not enrolled in post-secondary education, referrals or records
from a Title II Adult Basic Education program, determined to be Limited English Skills proficient through
staff-documented observations, and/or referrals or records from an English Language Learner program.
Detailed case notes and other documents will provide an auditable trail back to the source of the verified
information and how the basic skills determination was made. Youth 18 or older determined basic skills
deficient for the WIOA Youth Program, may be co-enrolled in the Adult Program without an
eligibility redetermination, and may be counted as an individual who meets Adult priority of service, if the
original determination was made no more than 6 months prior to the date of co-enrollment.
Single-area State requirements. In States where there is only one local workforce investment
area, the governor serves as both the State and local chief elected official. In such cases, the
State must submit any information required in the local plan (WIOA section 106(d)(2)). States
with a single workforce area must include—
Not applicable
Waiver Requests (optional). States wanting to request waivers as part of their title I-B
Operational Plan must include a waiver plan that includes the following information for each
waiver requested:
Pennsylvania does not intend to submit any waivers with its WIOA Combined State Plan Submission.
Title I-B Assurances
The State Plan must include assurances that:
1. The State has implemented a policy to ensure Adult program funds provide a priority in the delivery of
training services and individualized career services to individuals who are low income, public assistance
recipients and basic skills deficient;
Priority of Service
2. The State has implemented a policy to ensure local areas have a process in place for referring veterans
with significant barriers to employment to career services provided by the JVSG program’s Disabled
Veterans’ Outreach Program (DVOP) specialist;
Priority of Service
3. The State has established a written policy and procedure that set forth criteria to be used by chief elected
officials for the appointment of local workforce investment board members;
Local Governance
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4. The State established written policy and procedures to ensure local workforce investment boards are
certified by the governor every two years in accordance with WIOA section 107(c)(2);
Local Governance
5. Where an alternative entity takes the place of a State Board, the State has written policy and procedures
to ensure the alternative entity meets the definition under WIOA section 101(e) and the legal requirements
for membership;
This assurance is not applicable to Pennsylvania.
6. The State established a written policy and procedure for how the individuals and entities represented
on the State Workforce Development Board help to determine the methods and factors of distribution,
and how the State consults with chief elected officials in local areas throughout the State in determining
the distributions;
Pennsylvania has articulated the methods and factors of distribution in this plan Section (1)(B)(5)(A)
which is reviewed and approved by the State Workforce Development Board which includes local area
representation amongst its members.
7. The State will not use funds received under WIOA Title I to assist, promote, or deter union organizing in
accordance with WIOA section 181(b)(7);
In accordance with WIOA Section 181(b)(7), the Commonwealth of Pennsylvania will not use funds
received under WIOA Title I to assist, promote, or deter union organizing.
8. The State distributes adult and youth funds received under WIOA equitably throughout the State, and
no local area suffers significant shifts in funding from year-to-year during the period covered by this plan;
The state distributes adult and youth funds equitably according to the formula allocation outlined in this
document and no local area suffers from significant shifts in funding from year-to-year, due to the hold
harmless provisions.
9. If a State Workforce Development Board, department, or agency administers State laws for vocational
rehabilitation of persons with disabilities, that board, department, or agency cooperates with the agency
that administers Wagner-Peyser services, Adult and Dislocated Worker programs and Youth Programs
under Title I;
VR programs are administered by the Office of Vocational Rehabilitation within the Pennsylvania
Department of Labor & Industry. Wagner-Peyser, Adult, Dislocated Worker and Youth programs under
Title I are also administered by the Department of Labor & Industry allowing for cooperation across the
programs.
10. The State agrees to report on the impact and outcomes of its approved waivers in its WIOA Annual
Report.
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Per Training and Guidance Letter (TEGL) 38-14, the commonwealth has no current waivers. When a barrier
is identified that precludes or limits the effectiveness of efforts to serve businesses or citizens, the
commonwealth may pursue a waiver of the provision. Pennsylvania agrees to report on the impact and
outcomes of any approved waivers in the WIOA Annual Report.
11. The State has taken appropriate action to secure compliance with the Uniform Guidance at 2 CFR 200
and 2 CFR 2900, including that the State will annually monitor local areas to ensure compliance and
otherwise take appropriate action to secure compliance with the Uniform Guidance under section WIOA
184(a)(3);
Pennsylvania monitors local area compliance with the Uniform Guidance annually in accordance with
WIOA §184(a)(3) and the Oversight and Monitoring Policy and Financial Management Policy, the links to
which can be found below. The monitoring is performed on-site at local board offices and through
enhanced desk monitoring.
Financial Management Policy
Oversight and Monitoring Policy
WAGNER-PEYSER ACT PROGRAM (Employment Services)
(a) Employment Service Professional Staff Development.
(1) Describe how the state will staff the provision of labor exchange services under the Wagner-
Peyser Act, such as through state employees, including but not limited to state merit staff
employees, staff of a subrecipient, or some combination thereof.
Pennsylvania will continue to use state merit staff to provide labor exchange services under the Wagner-
Peyser Act. Merit staff are co-located at all comprehensive American Job Centers (PA CareerLink®) and
will continue to work with workforce partners to ensure a seamless delivery of reemployment services to
customers.
(2) Describe how the State will utilize professional development activities for Employment Service
staff to ensure staff is able to provide high quality services to both job seekers and employers.
Within Labor & Industry’s Bureau of Workforce Partnership & Operations (BWPO), Staff Development
Services continues to develop, facilitate, and provide a training curriculum that strengthens the
professional skills of staff in PA CareerLink® and LWDB offices. Staff Development Services also provides
the curriculum to agency staff in headquarters and regional locations who provide workforce
development program expertise, guidance, and support to the PA CareerLink® offices and Local Areas.
The curriculum is designed, delivered, and evaluated to ensure staff from all partnering organizations
acquire consistent information and practical skills to effectively provide integrated programs and services
to jobseeker and business customers. In addition, Staff Development Services continues to assist the
bureau’s programmatic managers and staff in creating procedural and informational materials that
promote accurate and consistent service delivery among PA CareerLink® offices.
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(3) Describe strategies developed to support training and awareness across core programs and
the Unemployment Insurance (UI) program and the training provided for Employment Services
and WIOA staff on identification of UI eligibility issues and referral to UI staff for adjudication.
Management staff from Labor & Industry’s Office of Unemployment Compensation Benefits Policy meet
with BWPO management staff on a regular basis to collaboratively identify and address Unemployment
Insurance (UI) eligibility and other issues. The Re-Employment Services & Eligibility Assessment (RESEA)
program introduces UI claimants to the workforce development services available to them through PA
CareerLink® offices while simultaneously keeping Unemployment Compensation Service Centers
informed of any potential issues with claimant UI eligibility. Labor & Industry monitors the number of
cases being referred to UC Service Centers to ensure that PA CareerLink® staff are fulfilling this
requirement.
(b) Explain how the State will provide information and meaningful assistance to individuals requesting
assistance in filing a claim for unemployment compensation through one-stop centers, as required by
WIOA as a career service.
Pennsylvania equips PA CareerLink® with staff and technology to assist customers with filing a UC claim.
All sites have designated computers that allow for customers to file a new claim online, there are printers
and email access for customers to exchange and provide information to the UC service centers.
Additionally, there are trained staff that provide one-on-one assistance to customers who may need help
with the online claim platform. An interactive desk guide is used by staff at all PA CareerLink® sites to
ensure consistency across the state with the information provided; the desk guide uses Google translator
as an added feature for customers will limited English Proficiency. Interpreter services are also available
for customers that need additional assistance. Existing UC customers can file their biweekly claims at PA
CareerLink® if they lack the technology or broadband capabilities from home.
Finally, every PA CareerLink® site has at least one Wagner-Peyser staff that has access to the UC
mainframe database. These staff members have been trained to answer initial claims inquiries, check the
status of a claim, and provide updates on benefit information.
(c) Describe the State’s strategy for providing reemployment assistance to UI claimants and other
unemployed individuals.
Reemployment services are available to all UI claimants and other unemployed individuals through PA
CareerLink® offices and PA CareerLink® Online. Information about reemployment services and
instructions for enrollment are printed on the UI claim confirmation letter and in the Pennsylvania
Unemployment Compensation Handbook that is sent to every UI claimant. Additionally, this information
is available online at the commonwealth’s UC and Workforce Development websites. Pennsylvania UC
law requires claimants to register for employment search services with PA CareerLink® Online within 30
days of filing for benefits. Beginning with the third week of the benefit year for which a compensation
claim is filed and each week thereafter, claimants must apply for two positions; participate in one work
search activity each week; and maintain records of their work search efforts.
(d) Describe how the State will use W-P funds to support UI claimants, and the communication between
W-P and UI, as appropriate including the following:
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(1) Coordination of and provision of labor exchange services for UI claimants as required by the
Wagner-Peyser Act;
(2) Registration of UI Claimants with the State’s employment service if required by State law
(3) Administration of the work test for the State unemployment compensation system, including
eligibility assessments (for referral to UI adjudication, if needed), and providing job finding and
placement services for UI claimants; and
(4) Provision of referrals to and application assistance for training and education programs and
resources.
As explained above, Pennsylvania UC law requires claimants to register for employment search services.
When claimants apply for UC benefits they are immediately directed to PA CareerLink® Online to register
for employment search services where occupational skills information is collected. The PA CareerLink®
Online portal matches claimant skills with those required for jobs posted in CWDS to help satisfy job-
search requirements. The system can also suggest training and education programs that may assist the
individual to increase reemployment prospects. Claimant participation in reemployment services is
tracked until exhaustion of UC benefits or termination of reemployment services.
In addition to PA CareerLink® services available to all unemployed jobseekers, Pennsylvania provides the
federal Re-Employment Services and Eligibility Assessment program (RESEA), a worker
profiling/reemployment collaborative program to expedite reemployment services for UI claimants while
eliminating duplicative services. UC’s database ranks claimants according to those most likely to exhaust
UI benefits before returning to work. The ranking algorithm, based on common characteristics found in
similar unemployed workers (e.g., employment history, educational levels), excludes claimants with a
recall-to-work date, union affiliation, those involved in a work stoppage, and claimants who are working
part-time. Collaboration among PA CareerLink® partners makes RESEA an effective means for UI claimants
to obtain reemployment and training services across all service levels, including: orientations; job search
planning, assistance, and workshops; labor market information; résumé preparation; program
assessment; vocational and career guidance; testing; remedial or prerequisite training (e.g., Adult Basic
Education, high school equivalency preparation, or ESL); and skills training. All RESEA customers receive
an employment needs assessment and an Individual Employment Plan. Participation in RESEA is tracked
through CWDS until exhaustion of UI benefits or termination of reemployment services.
Agricultural Outreach Plan (AOP). Each State agency must develop an AOP every
four years as part of the Unified or Combined State Plan required under sections
102 or 103 of WIOA. The AOP must include—
(1) Assessment of Need. Provide an assessment of the unique needs of farmworkers in the area
based on past and projected agricultural and farmworker activity in the State. Such needs may
include but are not limited to: employment, training, and housing.
Migrant and seasonal farm workers represent a unique population that travels from location to location
seeking employment. In Pennsylvania most of the MSFWs who come here for work travel in small groups.
They travel in groups because in most cases they do not have their own transportation, and a majority of
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them have limited English skills, which makes them dependent on crew leaders, farm labor contractors,
or third-party individuals who can facilitate their communication needs. The term “migrant stream” refers
to the flow and backflow of MSFWs. In Pennsylvania we are part of the East-Coast migrant stream. Florida
tends to be the home base of these workers. The term “home base” refers to where the farm workers’
families may reside year-round, and where the workers return to and continue working during the colder
months when there is little and limited farm work here in Pennsylvania. The one overwhelming need of
the majority of MSFWs who travel here in the East-Coast migrant stream is that they lack legal immigration
status.
Workers who can take full advantage of our services do have unique needs. Many workers, as stated
above, do not have their own transportation. From the very start, that limits their ability to take advantage
of certain job opportunities that would otherwise avail themselves. Given that a worker has
transportation or has transportation options, i.e., resides where public transportation is available, or has
other means, then the job seeker may take full advantage of all the services we offer, and the services are
equal to those of any non-MSFW, and employment opportunities may be accessed at any one of our one-
stop centers or accessed electronically over the internet.
Another major need that MSFWs experience is housing. If the worker is planning on changing careers,
then non-employer-provided housing will be necessary, and that is often a difficult transition. Most
apartments require a deposit and a first month’s rent payment. This may also include deposits for utilities.
Farm work generally includes free housing, and in many cases the only expense a farm worker ever incurs
is food for sustenance. In most instances farm workers, at the very least, are able to save large portions
of their pay in anticipation of a better future, and this includes transitioning into their own housing.
Training sometimes comes later for MSFWs. Once they have worked in non-agricultural employment for
a time they become, by definition, non-MSFWs. By the time they take advantage of training opportunities
they are not counted as farm workers. Still, there are circumstances where a farm worker may have a plan
and take advantage of our training opportunities. Every one-stop has an available apprenticeship program
or a partner, including the NFJP partner, who can assist in providing employment training to MSFWs.
Sometimes as a “bridge” to employment training there are community resources that provide free English
as a Second Language (ESL) classes to anyone in need. English language skills not only expand the choice
of employment training for MSFWs but also enhances their opportunities for employment.
The Department of Agriculture, Department of Labor & Industry, and other relevant state agencies as
necessary, will work together to ensure that the needs of agricultural workers and employers are met. As
part of that collaboration, the two principal departments, L&I and PDA, will encourage agricultural
employers to create multi-employer workforce partnerships and apply for funding through the Next
Generation Sector Partnership program
(2) Provide an assessment of the agricultural activity in the State means: 1) identifying the top five labor-
intensive crops, the months of heavy activity, and the geographic area of prime activity; 2) Summarize the
agricultural employers’ needs in the State (i.e. are they predominantly hiring local or foreign workers, are
they expressing that there is a scarcity in the agricultural workforce); and 3) Identifying any economic,
natural, or other factors that are affecting agriculture in the State or any projected factors that will affect
agriculture in the State.
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Agriculture is one of Pennsylvania’s leading industries, with diverse animal and crop production
throughout the commonwealth. Pennsylvania ranks first in the nation in mushroom production, second
in Christmas tree farms, fourth in apple production and fifth in terms of the number of dairy cows.
Lancaster County is the top agricultural county in the state.
In Pennsylvania, the agriculture footprint is unique to certain geographical areas. The southeast part of
the state produces 62 percent of the nation’s mushrooms. The eastern part of the state has considerable
blueberry and cherry production. Bucks, Montgomery, and Lancaster Counties are hubs for wholesale
nursery production. Lancaster County leads the commonwealth in animal agriculture including dairy,
poultry, and swine. The southcentral part of the state is considered the fruit belt with Adams and Franklin
Counties leading in the production of apples, peaches, cherries, and pears. Bedford and Blair Counties
also have numerous apple growers. Central Pennsylvania is the heart of the Christmas tree industry while
northwestern Pennsylvania leads a burgeoning wine industry that also has pockets throughout the
commonwealth. Grapes, cherries, vegetables, and nursery production fills out production categories in
the western part of the state.
According to the 2017 Census of Agriculture, the five leading labor-intensive crops (where the most hired
farm labor is employed) are Greenhouse, Nursery, and Floriculture Production (NAICS code 1114) (16,628
employed); Dairy Cattle and Milk Production (NAICS code 11212) (4,045); Other Crop Farming (NAICS code
1119) (6,818); Fruit and Tree Nut Farming (NAICS code 1113) (6,434); and Oilseed and Grain Farming
(NAICS code 1111) (5,683). The commonwealth 61,071 workers in total employed as hired farm labor.
Counties that led in the employment of hired farm labor include Lancaster (8,402); Chester (6,740); Adams
(3,369); Franklin (2,741); Berks (3,375); York (2,146); Erie (1,730); Cumberland (1,348).
Further, using the Census, Chester (1,071); Adams (1,192); Franklin (453); Cumberland (207) York (234);
Berks (158); Lancaster (161); are the top counties where the migrant workforce has been deployed.
The five leading crops where the migrant workforce is employed include Fruit and Tree Nut Farming
(NAICS code 1113) (119); Dairy Cattle and Milk Production (NAICS code 11212) (90); Greenhouse, Nursery,
and Floriculture Production (NAICS code 1114) (71); Vegetable and Melon Farming (NAICS code 1112)
(43); and Oilseed and Grain Farming (NAICS code 1111) (29).
The agriculture community uses migrant farmworkers to supplement its local workforce. There is greater
percentage of the workforce in some counties such as Adams and Franklin than there is in the larger
agriculture counties such as Lancaster and Chester. There is also a higher percentage of workers in crops
that are more seasonal, presumably helping with planting and harvest at key times.
Records related to the H-2A program confirm that assumption in that the busiest times for applications
are from December to January with consistent activity continuing through June and July.
In general, employers in the agriculture and food industry express the need for more workers, particularly
in the seasonal parts of the business. There is intense competition for low-skill, low-wage workers
between the agriculture, retail, hospitality, health care, and other industries.
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This overall scarcity of workers will be the factor which most dramatically affects the agriculture and food
industry in the future. Housing and transportation as well as training for agriculture tasks as the work gets
more sophisticated will be additional challenges. The industry itself is experimenting with technology that
may allow machines to replace some of the manual labor that is currently required.
(3) Provide an assessment of the unique needs of farmworkers means summarizing Migrant and Seasonal
Farm Worker (MSFW) characteristics (including if they are predominantly from certain countries, what
language(s) they speak, the approximate number of MSFWs in the State during peak season and during
low season, and whether they tend to be migrant, seasonal, or year-round farmworkers). This information
must take into account data supplied by WIOA Section 167 National Farmworker Jobs Program (NFJP)
grantees, other MSFW organizations, employer organizations, and State and/or Federal agency data
sources such as the U.S. Department of Agriculture and the U.S. Department of Labor (DOL) Employment
and Training Administration.
Farm workers have “unique needs,” but specifically their needs are generally common to them as a group.
In Pennsylvania the overwhelming majority of farm workers, which represent a percentage in the upper
90s, are Hispanic, and within that group of workers the greatest percentage by far comes from Mexico.
Other countries of origin within that group are Honduras, Guatemala, El Salvador, and Puerto Rico and
the Caribbean. Outside this category, and representing combined single digit numbers, are workers from
Jamaica, Haiti, Caribbean Island nations, the U.S. south, and occasionally workers from various Asian
countries.
The most common language spoken by farm workers is Spanish, as Hispanic workers represent a large
majority. Primarily the remaining groups of workers are so small in number that for them to obtain
agricultural employment they must, and usually do, possess rudimentary English language skills at the
very least. Besides Spanish, the next most commonly spoken language amongst farm workers is Haitian
Creole.
During peak season it is estimated that the number of MSFWs (Currently H-2A workers are included as
MSFWs in this number by regulation) in Pennsylvania are just under 10,000 in number. In the off-season,
the low season, which is during the winter months, is under 1,000 workers statewide.
The PA Department of Labor & Industry, working with the PA Department of Agriculture, the National
Agriculture Statistical Service of the US Department of Agriculture, PathStone (the WIOA Section 167
National Farmworker Jobs Program grantee for the commonwealth), Penn Ag Industries, and other
agriculture employer organizations and agriculture employers themselves, has assembled this profile of
the MSFW’s in Pennsylvania.
Just fewer than 4,300 farmworkers are employed annually with the peak months for employment in
southcentral Pennsylvania from May through November and in southeastern Pennsylvania from
September through April. These differences can be attributed to the differing needs of the mushroom and
fruit industries. Of all farmworkers, 24 percent are seasonal, and 76 percent are migrants.
Labor & Industry recognizes that some farm workers possess specific needs and face certain barriers that
result from cultural, educational, linguistic, scheduling, logistic and other dynamics. The Administration
will continue to seek stakeholder and customer input and will engage Migrant Seasonal Farm Worker
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(MSFW) service providers to identify and address needs, explore solutions and collaborate to ensure
quality living and working conditions.
Farm worker needs include, but are not limited to, the following:
• Timely Labor Market Information (LMI) to facilitate planning for continuous employment
• Occupational guidance and training to maintain a job or transition into a different occupation or
industry
• Transportation to seek employment or supportive services
• Affordable and adequate housing
• Information from various jurisdictions on labor laws and worker rights, protections, and
responsibilities
• Supportive services to enable MSFWs to obtain and maintain employment
• Fair and equitable conditions and supervision from trained and committed field foremen,
supervisors, and farm labor contractors
• Fair and equitable pay that includes health benefits. This is a necessity for the laborers, as well as
for the safety of our nation’s food supply, and for reducing health and public assistance cost
• Pesticide and heat stress prevention training
• Barriers that at times confront farm workers include, but are not limited to, the following:
o Lack of timely, reliable data, and information pertinent to intrastate and interstate job
openings and supportive services
o Provider service delivery hours of operation that conflict with MSFWs work schedules
o Lack of transportation, limiting access to jobs and supportive services
o Underemployment or unemployment due to limited literacy education, and lack of non-
agricultural job experience
o Limited participation in support programs due to lack of understanding of eligibility and
other factors, such as impact on immigration status for having utilized certain services;
o Lack of full-time, year-round work, combined with low wages, that relegates MSFWs to
living below the poverty line
o Competition from undocumented workers who work for less pay and substandard living
and working conditions
o Competition from intrastate and interstate farm labor contractors who follow migrant
streams accompanied by their own farm worker crews
o Limited educational opportunities, including a lack of short-term, skilled-based training
offered bilingually, for MSFWs; and
o Limited knowledge of job search techniques for finding employment outside of
agriculture.
(4) Outreach Activities The local offices outreach activities must be designed to meet the needs of MSFWs
in the State and to locate and contact MSFWs who are not being reached through normal intake activities.
Describe the State agency's proposed strategies for:
The commonwealth projects just under 10,000 MSFWs for the coming year as estimated by WIA 167
National Farmworker Jobs Program (NFJP) grantees. This number remains static because similar crop
activities are anticipated.
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In PY 2020, PA CareerLink® centers estimate they will receive approximately 1,212 agricultural job
openings and will refer applicants to approximately 85 percent of them. The offices estimate they will
continue to receive approximately 165 clearance orders for the PY 2020 harvest season from other states
and anticipate these to be primarily requests for H-2A workers.
(A) Contacting farmworkers who are not being reached by the normal intake activities conducted by the
employment service offices.
Currently, every PA CareerLink® center in Pennsylvania has an employee, who may have other duties,
designated as the “Agricultural Specialist.” That employee serves as a liaison to agriculture employers and
the placement needs of MSFW. Agricultural Specialists will utilize, when feasible, the Agriculture
Recruitment System to recruit and refer qualified MSFW to job openings. The commonwealth is
considering reducing the number of staff designated as Agriculture Specialists and concentrating staff
efforts to the areas with a high concentration of agriculture employment while ensuring all areas can be
covered when needed. PA is currently in the process of revamping its MSFW outreach program.
The State Monitor Advocate (SMA) maintains open communication with various agencies, including
various legal services and charitable organizations that all perform their own outreach to both MSFWs
and H-2A workers, and refers farm workers to these agencies and organizations for services. The SMA also
receives referrals from these agencies when farm workers are in need of CareerLink services. When
needed, farm workers are directly contacted either by the SMA or by a local office or outreach worker.
SMAs no longer perform, by definition, any “outreach” activity, but do, however, perform “field visits.”
The Commonwealth is not one of the 20 “significant” agricultural States and therefore has outreach
coverage available year-round when needed, and full-time bilingual outreach staff, which perform
outreach during peak season.
(B) Providing technical assistance to outreach staff. Technical assistance must include trainings,
conferences, additional resources, and increased collaboration with other organizations on topics such as
one-stop center services (i.e., availability of referrals to training, supportive services, and career services,
as well as specific employment opportunities), the Employment Service and Employment-Related Law
Complaint System (“Complaint System” described at 20 CFR 658 Subpart E), information on the other
organizations serving MSFWs in the area, and a basic summary of farmworker rights, including their rights
with respect to the terms and conditions of employment.
The PA Department of Labor & Industry outreach workers will be aware of training, development as well
as technical assistance resources available to them. The Foreign Labor Certification (FLC) program is
overseen by the L&I Bureau of Workforce Partnership & Operations (BWPO) with a dedicated staff to
implement FLC requirements. BWPO will ensure outreach workers clearly understand the technical
assistance resources available to them. Specific WIOA services available to MSFW and employers may vary
locally, and therefore are catalogued and shared at a local level with area outreach workers.
Outreach workers will receive training and on-going technical assistance from the SMA. This includes
directly taking any new outreach workers to the field to first observe outreach, and then, once proficiency
and confidence is reached, to be observed performing outreach. Once an outreach worker displays
competency in performing outreach, that individual will perform outreach alone, and report findings back
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to the SMA. When changes in outreach practices occur, the SMA will share that information. Generally,
on an annual basis the SMA will accompany outreach workers to monitor and to assure that uniform
outreach practices are observed.
Outreach workers will be trained by the SMA to take complaints from farm workers and to refer those
complaints to the SMA for resolution. Outreach workers will be trained on wage complaints, workers’
rights, apparent violations, other supportive service organizations, job search and referrals.
(C) Increasing outreach worker training and awareness across core programs including the Unemployment
Insurance (UI) program and the training on identification of UI eligibility issues.
The PA Department of Labor & Industry (L&I) will incorporate a training plan into the outreach worker
activities, to include training requirements such as PA CareerLink® 101, a two-day training that reviews
the foundations of workforce development, including the WIOA core programs and other commonwealth
initiatives, or similar workforce foundation training activities that meet the needs of the worker, such as
webinars and staff symposiums. Unemployment activities are also under the purview of the L&I, Wagner-
Peyser staff assigned as Agriculture Specialists in the PA CareerLink® are also trained to directly engage UI
claimants in the one-stop with re-employment services and can provide assistance to individuals seeking
to file and/or appeal UI claims. Agricultural Specialists are trained to understand and offer employment
services, therefore domestic and MSFW jobseekers and workers are afforded universal access to
employment services.
(D) Providing State merit staff outreach workers professional development activities to ensure they are
able to provide high quality services to both jobseekers and employers.
State MSFW outreach workers are merit staff and are trained individually and “as needed” by the SMA to
thoroughly understand our mission and purpose of outreach, to understand the protocols of outreach, to
be able to re-inspect labor camps, to identify any apparent violations, to have an on-going understanding
of services available from the AJCs and from partner agencies, and to report any deficiencies, apparent
violations, and complaints to the SMA for immediate follow-up/resolution. New outreach worker hires
are then given hands-on training by first observing MSFW outreach, and then observed while performing
outreach until proficiency has been reached.
Trainings will cover the reasoning behind these requirements to instill a comprehensive understand of the
purpose of outreach based on 20 CFR regulations. Training will instruct workers step-by-step into outreach
techniques: introduction, presentation, labor camp inspection—including bulletin board requirements,
workers’ rights, CareerLink contact referrals, services provided, job search and referrals, complaint and
wage complaint overview, apprenticeship, and a listing of available partner agencies including PA Migrant
Health, PathStone Corp., PA Migrant Education, charitable organization and legal service options.
Outreach workers will be trained to be able to serve agricultural employers by sharing a wealth of
information with regard to keeping the employer in compliance with regard to regulations, how to access
our website and place job orders into the system, and how to place Agricultural Recruitment System (ARS)
and H-2A orders into the system and the availability of our apprenticeship program.
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(E) Coordinating outreach efforts with NFJP grantees as well as with public and private community service
agencies and MSFW groups. If an NFJP grantee is the State Workforce Agency’s (SWA) subrecipient
conducting outreach, provide:
i. A description of that relationship;
ii. A description of any other MSFW service providers the NFJP is coordinating with; and
iii. The NFJP grantee’s outreach plan to be included in the State Plan.
The NFJP grantee in Pennsylvania is PathStone Corp. Each PathStone office serves as the focal point for
outreach and recruitment to remote and less accessible areas of the state. In addition, PathStone Corp.
is a Title I provider and/or PA CareerLink® partner in select locations across the commonwealth. The PA
Department of Labor & Industry has established a budding working relationship with PathStone. Meetings
and discussions have led to BWPO outreach staff and support to begin attending Pathstone community
outreach efforts. In addition, The PA Department of Labor & Industry, in partnership with the PA
Department of Agriculture, will also work with Pathstone to identify areas for improvement, opportunities
for collaboration. As a result, an outreach plan will be developed that addresses the needs of the MSFW
population and agriculture employers.
To date our relationship with them has been on a fact-finding basis with the possibility of using their
services to enhance our own statewide MSFW outreach coverage. More details will be considered as we
proceed, and we expect to have more information in the near future.
(5) Services provided to farmworkers and agricultural employers through the one-stop delivery system.
Describe the State agency's proposed strategies for:
(A) Providing the full range of employment and training services to the agricultural community, both
farmworkers and agricultural employers, through the one-stop delivery system. This includes:
i. How career and training services required under WIOA Title I will be provided to MSFWs through
the one-stop centers;
ii. How the State serves agricultural employers and how it intends to improve such services.
As proposed, outreach to MSFW workers will be coordinated and implemented by the PA Department of
Labor & Industry, its grantee and the PA CareerLink® staff. All findings, complaints, and apparent
violations will be immediately reported to the State Monitor Advocate.
In the PA CareerLink® offices, according to conditions in 20 CFR 651.10, designated staff provide MSFWs
with in-depth services including:
• Referrals to agricultural and non-agricultural jobs
• Information on training and supportive services
• Testing, counseling, and job development services
• An explanation of basic farm worker rights and the complaint system.
These services are provided regardless of a MSFW’s ability to communicate in English (see available LEP
services in other areas of this plan).
As proposed, outreach to MSFW workers and agriculture employers will be coordinated and implemented
by the PA Department of Labor & Industry, its grantee and CareerLink® staff
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MSFWs receive a basic summary of their rights when they receive services in the PA CareerLink® or
through outreach. Outreach workers shall explain to MSFWs at their working, living, or gathering areas
services available from the PA CareerLink®, including the availability of employment referrals. training,
supportive services, testing, counseling, and other job development service; types of specific employment
opportunities available in the PA CareerLink®; information on the agriculture complaint system; and
information on other organizations serving MSFW, including PathStone. Outreach workers will encourage
the MSFW to visit their local PA CareerLink® to access the full range of employment services. In the
instance the MSFW cannot or will not visit the local PA CareerLink®, the worker can assist the MSFW in
the preparation of applications, assistance in obtaining referral to employment opportunities currently
available, as well as information regarding the type of employment opportunities which will become
available; assistance in the preparation, receipt and referral of complaints; referral to supportive services;
and transportation assistance to appointments at local PA CareerLink® offices or appropriate partners.
Outreach tools include printed material, flyers, cellular phone, business cards, and posters. Printed
materials range from business cards, listings of services, provider agencies, worker rights, and topical
information on everything from pesticides to heat stress.
Pennsylvania growers are offered the full range of PA CareerLink® services. Through the Agricultural
Recruitment System (ARS), the PA CareerLink® centers help employers meet their needs for permanent,
temporary, and/or seasonal labor by placing job postings in CWDS and by marketing openings to job
seekers.
In addition to Pennsylvania’s professional business services offered to all employers as outlined
throughout the State Plan, agricultural employers are also offered our services when met in person on
MSFW outreach, at agricultural meetings, and other business-related events.
Job posting requirements, as specified under federal regulations at 20 CFR 653, and housing standards, as
specified at 20 CFR 654 and 29 CFR 1910.142, are complied with in the PA CareerLink® centers. Additional
requirements, as outlined in ETA Manual No. 3398, which pertain to requests from employers for
employing temporary alien agriculture workers under the H-2A Program, are also followed.
Along with these requirements, the Central Office staff conducts the Prevailing Wage and Prevailing
Practice surveys where there is significant MSFW activity, and where there are requests for seasonal or
temporary farm workers under the H-2A Program.
(B) Marketing the employment service complaint system to farmworkers and other farmworker advocacy
groups.
There are several points in the system where the employment service complaint system is publicized to
MSFWs. Every PA CareerLink® prominently displays an ETA-approved employment service complaint
system poster in each local office and satellite or district office. The posters are also made available in
retail and service establishments frequented by MSFWs in communities that have a high concentration of
farm workers. PathStone and Migrant Education, Migrant Health, and other agencies that serve the farm
worker community,” that are involved in the recruitment process are other outlets for providing
information about the employment service complaint system as mandated by federal regulation at 20 CFR
653.112.
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(C) Marketing the Agricultural Recruitment System for U.S. Workers (ARS) to agricultural employers and
how it intends to improve such publicity.
In Pennsylvania the Agricultural Recruitment System is in place to facilitate the hiring of U.S. workers from
other states. Our Foreign Labor Certification unit (FLC) will assist employers who may need help in
completing the application to place an order into the system. Any agricultural employers who request
assistance in finding workers will be made aware of all options which will include the placement of local
job orders into our system, the Agricultural Recruitment System, and the H-2A System.
Although the Agriculture Recruitment System has been around for several decades it has hardly been used
by growers to find workers, and its use, or lack thereof, is not unique to Pennsylvania. Growers frequently
inquire about the ARS and about the H-2A program. In the end and invariably they choose the H-2A
program over the ARS. The SWA consistently purveys information about the Agricultural Recruitment
System and willingly works with employers who express interest.
Regarding our AJCs, agricultural employers rarely visit our offices. This may be due to the ease and
availability to access our system electronically or to speak directly to one of our representatives by
telephone. Also, currently there may be some reluctance due to the ongoing pandemic for in-person visits.
More visibility may be given to the Agricultural Recruitment System on our website to apprise the public
of its availability, and the SWA agrees to inform agricultural employers of the availability of the ARS, and
will facilitate employers throughout the application process, which includes advertising and follow-up
throughout on the referral process.
(6) Other Requirements
(A) Collaboration. Describe any collaborative agreements the state workforce agency (SWA) has with
other MSFW service providers including NFJP grantees and other service providers. Describe how the
SWA intends to build upon/increase collaboration with existing partners and in establishing new partners
over the next four years (including any approximate timelines for establishing agreements or building
upon existing agreements).
The National Farmworker Jobs Program (NFJP) and the SWA have an ongoing mutual relationship in which
open lines of communication have been established and continue. There are activities that the NFJP
partner performs that parallel those of the SWA, e.g. OJTs, and other activities where they intersect. When
services to MSFWs intersect, i.e., both the SWA and the NFJP partner can provide distinct services that
enhance services to MSFWs, there is a type of synergy that takes place. The same holds true for any other
public agency that serves MSFWs. With diminished funding, it would best serve MSFWs if all agencies
could coordinate their services.
With regard to MSFW outreach, the SWA has explored and continues to explore the possibilities of outside
agency outreach performed by the NFJP partner, and with other partner agencies. With last year’s
outreach being suspended due to the pandemic, and this year’s high rate of incidence of infection as
determined by the PA Dept. of Health, any details of possible outreach performed by or in conjunction
with the NFJP partner, PathStone, have not been finalized.
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PathStone, the NFJP partner, also has an ongoing M.O.U. with the State Monitor Advocate. This M.O.U.
specifies ongoing, open communication, and dialog on how to mutually enhance services to MSFWs.
The SWA has hired bi-lingual staff to conduct outreach to MSFWs at their place of work. This outreach will
be available at any time of the year but will be full-time dedicated outreach during peak agricultural
season.
The SWA collaborates with the Pennsylvania Department of Agriculture on an annual basis to arrange for
all H-2A guest worker labor camps to be inspected and to inform them of any apparent violations at either
H-2A or MSFW labor camps.
(B) Review and Public Comment. In developing the AOP, the SWA must solicit information and suggestions
from NFJP grantees, other appropriate MSFW groups, public agencies, agricultural employer
organizations, and other interested organizations. In addition, at least 45 calendar days before submitting
its final AOP, the SWA must provide a proposed plan to NFJP grantees, public agencies, agricultural
employer organizations, and other organizations expressing an interest and allow at least 30 days for
review and comment. The SWA must: 1) Consider any comments received in formulating its final proposed
AOP; 2) Inform all commenting parties in writing whether their comments have been incorporated and, if
not, the reasons therefore; and 3) Transmit the comments and recommendations received and its
responses with the submission of the AOP.
i. The AOP must include a statement confirming NFJP grantees, other appropriate MSFW groups,
public agencies, agricultural employer organizations and other interested employer organizations
have been given an opportunity to comment on the AOP. Include the list of organizations from
which information and suggestions were solicited, any comments received, and responses to those
comments.
Copies of the AOP have always been sent to agencies and legal services in the state for comment. PA
Migrant Health, PA Migrant Education, PathStone, Philadelphia Legal Services, and Friends of
Farmworkers all receive copies for comment. We have not received comments for the last several AOPs.
(C) Data Assessment. Review the previous four years Wagner-Peyser data reports on performance. Note
whether the State has been meeting its goals to provide MSFWs quantitatively proportionate services as
compared to non-MSFWs. If it has not met these goals, explain why the State believes such goals were not
met and how the State intends to improve its provision of services in order to meet such goals.
While the number of MSFWs has steadily decreased over the years, the numbers of services provided
have remained proportionally the same, and all equity factors have been met. If there is a gray area in
reporting it would be due to a waiver provided to the SWA by Region II going back a number of years, the
SWA was exempt from capturing certain data by their data collection unit, and some of those numbers
pertained to equity factors on the LEARS reporting system. This exemption was not unique to
Pennsylvania. It had been agreed upon at the time that by using MSFW data from previous years’ reports,
patterns and trends in the data would emerge. The equity factors had always constantly been met over
the years in Pennsylvania, and other MSFW data remained solid and stable. There had been no indication
by the data that any trends would have changed over that time period.
The numbers of MSFWs had been steadily declining in the state. Then, due to Covid, and a shift of farm
workers from migrant and seasonal to H-2A there has been a shift in the data. H-2A workers are on
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temporary work visas and cannot use the services of the AJCs. Also, during the last few years the numbers
of MSFWs coming into the Commonwealth have plummeted. This shortage in workers made MSFWs a
commodity. The workers no longer needed the job service to help them find work. They could practically
show up at any farm and obtain employment on their own, and without assistance.
(D) Assessment of progress. The plan must include an explanation of what was achieved based on the
previous AOP, what was not achieved and an explanation as to why the State believes the goals were not
achieved, and how the State intends to remedy the gaps of achievement in the coming year.
There were numerous goals in the prior AOP. Some of the goals depended on extenuating circumstances
to be met. Outreach continues to be an issue. A fair number of our remote AJCs are in rural areas that
have more diffuse populations in their service area. But these rural one-stops are in areas where the
leading industries are agricultural. While some of these agricultural employers work in poultry, dairy, or
have machine crops such as corn or soybeans, which do not employ MSFWs, there is always a number of
farms that do hire MSFWs. For workers at a local AJC to be trained to perform MSFW outreach or field
checks (in the case of H-2A) the workers must first be qualified to take on such responsibilities. Outreach
workers must be bilingual. To apprise Spanish speaking farm workers of their rights and of our services,
the outreach worker must be certified by our civil service commission as being proficient in Spanish.
Second, it must be in the JS employee’s pre-acceptance job description that MSFW outreach is one of the
required job duties. Even a bilingual employee could not be required to perform outreach unless
contractually it was originally part of the job description. For that reason, the solution to qualify local
office staff as MSFW outreach workers is to replace, through attrition, local office employees with
bilingual employees who accept the duties of performing MSFW outreach. To simply increase staffing at
these local offices is not a viable solution because in many instances there would only be a few agricultural
employers to visit. To take on another full-time employee to perform MSFW outreach to two or three
labor camps cannot justify another full-time position at these locations.
Filling openings as they arise with qualified individuals who accept the responsibilities of MSFW outreach
is an ongoing process. It represents a commitment that over time will put Pennsylvania back into full
compliance with all Federal regulations with regard to outreach.
In the meantime, we are exploring other options such as third-party outreach and virtual outreach. Third-
party outreach is actually not a strong alternative. Outreach is a term that tends to be interpreted as
having a single, homogenous meaning. “Outreach” at Migrant Health, for example, consists of performing
a perfunctory physical exam, and can even involve testing (for Covid) and administering flu and pandemic
vaccines. The only way that they, or any other third-party contractor, could perform outreach on our
behalf would be for us to extensively train these workers to become proficient in what we do. Even our
own AJC employees would need training to perform outreach, but our employees already have the
background and understanding of how the AJC system works. Some third-party contractors, the NFJP
partner Pathstone, for example, hires temporary outreach workers on a seasonal basis, and because of
the nature of the circumstances of temporary employment there is a high annual turnover rate. That
means that training for these workers would have to be repeated frequently. Also, accountability of any
third-party outreach would be difficult. Under the best of circumstances few MSFWs ever take advantage
of our services. If a third-party contractor performed substandard MSFW outreach on our behalf—or
performed only spotty outreach, it might not become apparent for an extended period of time.
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Other options that we are exploring may involve a large portion of creativity. The term “virtual” outreach
is being used by other states with regard to MSFW outreach. We need to explore this as a possibility to
determine its value and merits as a potential alternative. The possibility of running ads on local Spanish-
speaking radio stations can have a valuable positive effect. If our services and opportunities of the local
one-stops were presented in that audio format, and contact information was supplied, then an even far-
wider audience could be reached. These ads could be run predominantly through the peak agricultural
season for the MSFW target audience, and also presented randomly throughout the year to serve both
MSFWs and other Spanish speaking customers. A campaign of this nature would reach a far wider
audience than just the MSFWs. It would be beneficial to any Spanish-speaking community. We are taking
everything into consideration and exploring every possibility to enhance services to MSFWs.
The 5148 Labor Exchange Agricultural Reporting System (LEARS) statistical activities require little
explanation. Although MSFW numbers are low due to extenuating circumstances, Pennsylvania
consistently meets or exceeds U.S. DOL-ETA goals. All five “Equity Indicators,” i.e., referrals to jobs, staff
assisted services, supportive services, career guidance, and job development contacts were met. That
means that in each of the above categories MSFWs received equal or greater service than the general
population. Regarding the seven “minimum service level indicators,” which are job placement, placed at
$0.50 above the minimum wage, placed in long term non-agricultural job, reviews of significant offices,
field checks conducted, outreach contacts per staff day worked, and timely process of ES complaints, all
service levels consistently met or surpassed U.S. DOL-ETA goals for the year.
(E) State Monitor Advocate. The plan must contain a statement confirming the State Monitor Advocate
has reviewed and approved the AOP.
Pennsylvania’s State Monitor Advocate consulted in the development of the Agricultural Outreach Plan
(AOP) Section of the Pennsylvania Combined State Plan and approved of its contents.
Wagner-Peyser Assurances
The State Plan must include assurances that:
1. The Wagner-Peyser Employment Service is co-located with one-stop centers or a plan and timeline has
been developed to comply with this requirement within a reasonable amount of time. (sec 121(e)(3));
All of Pennsylvania’s one-stop centers provide co-location for Wagner-Peyser Employment Service staff.
The commonwealth does not have any centers where Wagner-Peyser Employment Service staff are in a
stand-alone location.
2. The State agency is complying with the requirements under 20 CFR 653.111 (State agency staffing
requirements) if the State has significant MSFW one-stop centers;
The commonwealth does not have any one-stop centers that have been designated as MSFW significant.
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3. If a State Workforce Development Board, department, or agency administers State laws for vocational
rehabilitation of persons with disabilities, that board, department, or agency cooperates with the agency
that administers Wagner-Peyser services, Adult and Dislocated Worker programs and Youth Programs
under Title I; and
The Pennsylvania Department of Labor & Industry has been designated by the Governor as the State
Workforce Entity. This entity is responsible for administering both the Office of Vocational Rehabilitation
and the bureau that administers Wagner-Peyser activities. In its capacity as the State Workforce Entity,
the Department requires cooperation among these partners.
4. SWA Officials:
1) Initiate the discontinuation of services;
2) Make the determination that services need to be discontinued;
3) Make the determination to reinstate services after the services have been discontinued;
4) Approve corrective action plans;
5) Approve the removal of an employer’s clearance orders from interstate or intrastate clearance if
the employer was granted conditional access to ARS and did not come into compliance within 5
calendar days;
6) Enter into agreements with State and Federal enforcement-agency staff to conduct field checks on
the SWAs’ behalf (if the SWA so chooses); and
7) Decide whether to consent to withdrawal of complaints if a party who requested a hearing wishes
to withdraw its request for hearing in writing before the hearing.
Merit-based public employees provide Wagner-Peyser Act-funded labor exchange activities in accordance
with Department of Labor regulations.
Adult Education and Family Literacy Act Program. The Unified or Combined State
Plan must include a description of the following as it pertains to adult education
and literacy programs and activities under title II of WIOA, the Adult Education
and Family Literacy Act (AEFLA).
Aligning of Content Standards. Describe how the eligible agency has aligned its content
standards for adult education with State-adopted challenging academic content standards, as
adopted under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965, as
amended (20 U.S.C. 6311(b)(1)).
The content standards for adult education are currently in full alignment with state-adopted challenging
academic contents standards. The Pennsylvania State Board of Education adopted the Pennsylvania Core
Standards in November 2013. The standards went into effect March 1, 2014. PDE, Division of Adult
Education began formal statewide implementation of the College and Career Readiness Standards for
Adult Education (CCRS) during PY 2014-15. Prior to implementation of the CCRS, Division of Adult
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Education staff completed a crosswalk of the CCRS to the Pennsylvania Core Standards. All items included
in the CCRS are also in the Pennsylvania Core Standards; in many cases, the wording of the standards is
identical.
PDE, Division of Adult Education implemented the use of CCRS in Title II programs over a three-year
period. The CCRS now serves as the foundation for instruction in all Title II programs, including English
language acquisition programs. For PY 2020-21 and beyond, adult education programs will continue to
align all instruction to the CCRS. The two foci for PY 2020-21 through PY 2023-24 will be peer observation
and curriculum alignment. Programs have started to use the peer observation process to help them
improve and strengthen individual lessons. New national training in CCRS will focus on curriculum
alignment. Teams of instructors will pilot this process during this time period.
Local Activities. Describe how the State will, using the considerations specified in section 231(e)
of WIOA, fund each eligible provider to establish or operate programs that provide any of the
following adult education and literacy activities identified in section 203 of WIOA, including
programs that provide such activities concurrently. The Unified or Combined State Plan must
include at a minimum the scope, content, and organization of these local activities.
Adult Education and Literacy Activities (Section 203 of WIOA) Adult education; Literacy;
Workplace adult education and literacy activities; Family literacy activities; English language
acquisition activities; Integrated English literacy and civics education; Workforce preparation
activities; or Integrated education and training that— 1. Provides adult education and literacy
activities, concurrently and contextually with both, workforce preparation activities, and
workforce training for a specific occupation or occupational cluster, and 2. Is for the purpose of
educational and career advancement.
Special Rule. Each eligible agency awarding a grant or contract under this section shall not use any funds
made available under this title for adult education and literacy activities for the purpose of supporting or
providing programs, services, or activities for individuals who are under the age of 16 and are enrolled or
required to be enrolled in secondary school under State law, except that such agency may use such funds
for such purpose if such programs, services, or activities are related to family literacy activities. In providing
family literacy activities under this title, an eligible provider shall attempt to coordinate with programs and
services that are not assisted under this title prior to using funds for adult education and literacy activities
under this title for activities other than activities for eligible individuals.
Section 231 Adult Basic Education Direct Service grants that were awarded through PDE’s first competition
under WIOA are in effect through June 30, 2022. PDE Division of Adult Education will conduct a full and
open competition for the next multi-year grant cycle for Title II Section 231 funds in early 2022 for grants
to be awarded July 1, 2022. The content of the section 231 grant applications will address, at a minimum,
the thirteen considerations and seven requirements established in Title II. Eligible providers will be
required to demonstrate clear alignment of proposed activities and services to the strategies and goals of
the local workforce development plans for the areas to be served. The competition will be conducted
through PDE’s eGrants system.
The competition will be open to all eligible providers. All applicants will be required to submit evidence of
demonstrated effectiveness in order for the application be reviewed and considered for funding. To
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demonstrate effectiveness, applicants that have been funded under Title II AEFLA, as amended by WIOA,
and/or state matching funds through PDE Division of Adult Education in the three program years
immediately preceding the competition will be required to provide performance data under WIOA section
116 from those years. Applicants that were not previously funded by the Division of Adult Education under
Title II AEFLA, as amended by WIOA, will be required to provide performance data that show their past
effectiveness in serving basic skills deficient eligible individuals, including evidence of success in achieving
outcomes in comparable measures. For both groups, these measures include effectiveness in helping
students develop their academic skills in reading, writing, mathematics, and English language acquisition,
achieve high school equivalency, and transition into employment and/or postsecondary
education/training.
As part of the application review process, LWDBs will review applications for alignment with the Local Plan
following a standardized process developed by PDE Division of Adult Education. Eligible providers will
submit their applications to PDE Division of Adult Education through the eGrants system. Once the review
of applicant eligibility is completed, the division will distribute the applications to the appropriate local
workforce boards for review. The division will establish a timeline for the review process and provide a
review/scoring rubric to all Local Boards, which will include a section in which Local Boards can provide
recommendations to improve alignment of proposed Title II services with the Local Plans. PDE will take
the recommendations and results of the review into consideration when making decisions regarding grant
awards and conditions.
PDE anticipates a four- or five-year grant cycle. Grants funds will be allocated through annual funding
notifications contingent on the availability of federal and state funds. Each year’s grant amounts and
conditions will be based on the following criteria: contract compliance, including success in meeting
contracted enrollment and providing the contracted services; evidence of sufficient progress in meeting
the state-imposed targets for the agency performance outcome measures; evidence of continuous
program improvement; compliance with fiscal and programmatic policies and guidelines; and the amount
of state and federal awards. All funds will be used in compliance with law.
Prior to the competition, PDE will use a needs-based funding formula to distribute funds to the local
workforce areas. The formula includes six data sets weighted equally: 1) the number of individuals age
18 and over who are not enrolled in school and who do not have a high school diploma; 2) the number
of individuals age 16 and over who are in the labor force and are unemployed; 3) the number of
individuals age 18 and over with less than a ninth grade education; 4) the number of people below
poverty level; 5) the number of OJT openings per year; and 6) the land area in square miles of the local
workforce areas. In local areas comprised of multiple counties, PDE will further break out funding by
county to ensure services are available throughout the area.
All adult education programs funded under Section 231 are required to be full-service adult education
programs. They must provide year-round classroom instruction at adult basic education (ABE) educational
functioning levels (EFL) 1-6 including high school equivalency test preparation as needed. In counties with
sufficient need as determined by the Division of Adult Education, adult education programs must also
provide year-round classroom-based English language acquisition (ELA) activities, including instruction
that supports English language learners to transition successfully to ABE instruction within the programing
funded by the grant and to earn a high school equivalency credential, if needed. Programs serving counties
not determined by the division to require ELA activities may provide ELA activities as needed. In addition
to ELA activities, programs may offer integrated English literacy and civics (IELCE) education activities
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where there is a need. Programs must provide supplemental computer-based distance learning
opportunities to students participating in real-time, face-to-face instruction, either in person or remotely.
Programs must also prepare students for and support them in achieving successful transition to
postsecondary education/training or employment. Programs will be allowed to provide workplace literacy
activities as appropriate. Family literacy activities will be supported with state funds.
Programs will integrate digital literacy, employability skills, and workforce preparation activities into
services. Basic skills instruction will incorporate activities that require the use of technology, promote
critical thinking, and build self-management skills, such as utilizing resources and information,
understanding systems, and working with others. Programs will have an intake and orientation process
that helps students and staff determine an individual’s readiness for participation in the program. This
includes activities to help the individual assess their schedule and potential barriers to successful
participation in instruction. It also includes a discussion of the individual’s reasons and goals for
participation. Programs must have attendance and other policies that are consistently enforced to help
students develop the self-management skills to persist in services, with the goal that those skills will
transfer to employment situations. All programs will integrate career awareness and career planning
activities into the services provided to students, including using those activities as the context for basic
skills instruction. Programs must have at least one case manager who works with students to address
barriers to participation and to plan and prepare for transition to postsecondary education and/or
training. Case management activities in support of transition will be offered in a variety of ways:
integrated into instruction, stand-alone group activities, and one-on-one case management support. The
activities will include introducing students to and helping them use the resources available through L&I
and the PA CareerLink®; helping students identify employment and career pathways that align with their
skills and interests and also lead to jobs that pay; and supporting students through the application process
for employment or training. Case managers will help students identify and address potential barriers to
successful transition, such as child care, transportation, and funding to pay for training, among others.
Case managers will work closely with staff at the local PA CareerLink® and refer students to PA CareerLink®
career services as appropriate. Case managers will also coordinate with TANF or Title I or Title IV career
counselors to support co-enrollment.
When and where appropriate, programs will be encouraged to develop integrated education and training
that provides adult education and literacy activities, concurrently and contextually with both workforce
preparation activities and workforce training for a specific occupation or occupational cluster, and that is
for the purpose of educational and career advancement. Integrated education and training programs will
support the needs of the local labor market and will be developed in consultation with LWDBs, employers,
and training providers. The occupational training provided as part of an integrated education and training
program will be connected to realistic, existing employment opportunities in the local area and provide
an “on ramp” to a career pathway for the participants. The commonwealth will develop policy and
guidance further clarifying allowable and required activities in an integrated education and training
program. In addition, the commonwealth will research funding opportunities to cover the costs of the
occupational training whenever possible.
Corrections Education and other Education of Institutionalized Individuals. Describe how the
State will establish and operate programs under section 225 of WIOA for corrections education
and education of other institutionalized individuals, including how it will fund, in accordance with
the requirements of title II subtitle C, any of the following academic programs for:
• Adult education and literacy activities;
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• Special education, as determined by the eligible agency;
• Secondary school credit;
• Integrated education and training;
• Career pathways;
• Concurrent enrollment;
• Peer tutoring; and
• Transition to re-entry initiatives and other post release services with the goal of reducing
recidivism.
PDE Division of Adult Education will compete funds for services under Section 225 as part of the overall
application for Section 231 funds. Eligible providers submitting applications under Section 231 will have
the option to include corrections education under Section 225 as part of the services to be provided. Thus,
Section 225 funds will be included in the multi–year grants for Title II direct service funds where there is
a local need. All aspects of the grant competition as described in sections III.b.5.B.i and ii and Title II Local
Activities of the State Plan apply to Section 225 funds. The competition will be open to all eligible
providers. PDE has policies, procedures, and guidelines in place to ensure that all eligible providers have
direct and equal access to apply and compete for funds. The notice of availability of funds is first published
through the Pennsylvania Bulletin, the commonwealth’s official gazette for information and rulemaking.
Once the notice is published, all grant information is posted to the PDE website on the Division of Adult
Education Grant Competitions webpage, which is accessible to the public. The division creates a grant
competition information video with closed captions, which is available to the public on YouTube. Policies
established by PDE’s Communications Office ensure the accessibility of all grant-related documents that
are posted to the website. PDE will conduct the grant competition through its eGrants system. Through
this system all eligible providers have access to the same grant application for funds, including Section
225 funds. The applications in which Section 225 funds are included will address the seven requirements
and thirteen considerations. All applications will be reviewed by teams of at least three using the same
rubric and scoring criteria. The rubric will include special consideration to eligible providers that prioritize
corrections education services to individuals who are likely to leave the correctional institution within five
years of participation in the program. As appropriate, PDE will include individuals with knowledge of
corrections education on application review teams.
Each eligible agency using funds provided under Programs for Corrections Education and Other
Institutionalized Individuals to carry out a program for criminal offenders within a correctional institution
must give priority to serving individuals who are likely to leave the correctional institution within 5 years
of participation in the program.
Through the competition, PDE will ensure that there is at least one eligible provider offering corrections
education services in the state. Entities funded to provide corrections education will provide at least one
of the allowable activities listed in section 225 and will be required to ensure that priority of service is
given to those individuals who are likely to leave the correctional institution within five years of
participation in the program.
Integrated English Literacy and Civics Education Program. Describe how the State will establish and
operate Integrated English Literacy and Civics Education programs under Section 243 of WIOA, for English
language learners who are adults, including professionals with degrees and credentials in their native
countries, including how the Integrated English Literacy and Civics Education program under section 243(a)
of WIOA will be delivered in combination with integrated education and training activities
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Describe how the State will fund, in accordance with the requirements of title II, subtitle C, an Integrated
English Literacy and Civics Education program and how the funds will be used for the program
Describe how the Integrated English Literacy and Civics Education program under section 243(a) of WIOA
will be designed to prepare adults who are English language learners for, and place such adults in,
unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency
Describe how the Integrated English Literacy and Civics Education program under section 243(a) of WIOA
will be designed to integrate with the local workforce development system and its functions to carry out
the activities of the program.
PDE holds a separate competition for funds to establish and operate Integrated English Literacy and Civics
Education (IELCE) programs under section 243 of WIOA. Section 243 IELCE grants that were awarded
through PDE’s first competition under WIOA ended June 30, 2020. PDE Division of Adult Education held
its second full and open competition for Section 243 IELCE grants in early 2020 and awarded grants for
July 1, 2020 to June 30, 2023. The content of the grant application addressed the seven requirements and
thirteen considerations identified in WIOA with an emphasis on those that most directly address the goals
of section 243, including the extent to which the proposed activities are responsive to regional needs and
align with the strategies and goals identified in the local plans. Applicants had to provide extensive data
to demonstrate the need for and potential for success of the proposed IELCE program and the affiliated
integrated education and training (IET) program in the proposed service area. Such data included
immigration trends, demographics of the English language learners in the proposed service area, and
employment and labor market statistics showing sufficient employment opportunities for students who
complete the program. Applicants had to provide evidence of partnerships that support the purpose of
the program, including commitment from a training provider for the occupational training component of
the IET. Applicants had to provide evidence of communication with and input from social service
organizations serving the target population, the local workforce board, and local businesses/employers in
identifying the need for the IELCE program and related IET. Applicants had to provide evidence that the
occupational training component of the proposed IET is in an in-demand industry, has the potential to
lead to economic self-sufficiency, is part of a career pathway, and will be provided by qualified providers.
PDE did not determine specific grant amounts or allocate funds to specific areas. Applicants proposed
funding amounts that they deemed necessary to provide a compliant program to their proposed number
of IELCE-activity participants and IET program participants. During the post-award grant contract review
and approval process, PDE staff discussed the proposed grant amounts and participant numbers with the
successful applicants to ensure that the final grant award amounts were appropriate. Grant amounts and
conditions for the second and third years of the grant cycle are based on the following criteria: contract
compliance, including success in meeting contracted enrollment and providing the contracted services;
evidence of sufficient progress in helping students improve English language skills and successfully enroll
in the associated IET; evidence of continuous program improvement; compliance with fiscal and
programmatic policies and guidelines; and the availability of funds determined by the amount of the
federal award.
Successful applicants must use funds awarded under section 243 to provide a continuum of year-round,
leveled, managed enrollment IELCE activities, including instruction on the rights and responsibilities of
citizenship and civic participation, that assist English language learners to acquire the reading, writing,
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listening, and speaking skills necessary to transition successfully to the integrated education and training
activity (IET) and to earn a high school equivalency credential, if needed. Programs must provide services
to help students identify education and career goals and develop employability skills and must connect
students to other services within the workforce system to meet those goals. All section 243 IELCE grantees
must provide an IET as part of the program, and the IELCE activities must align with the content of the IET.
Grantees must use section 243 funds to provide the adult literacy and education activities and workplace
preparation activities of the IET programs. Grantees also use section 243 funds for the ongoing planning
and development activities necessary to ensure a high-quality impactful IET. PDE encourages grantees to
use outside funding opportunities to cover the costs of the occupational training component of the IET;
however, use of Section 243 funds for such training and associated necessary costs is allowable. PDE did
not mandate a specific model for Section 243 programs. Successful applicants proposed models that
ensure provision of all required components in compliance with WIOA regulations. In cases in which the
grant recipient does not provide all components itself, it is responsible for ensuring full integration of all
activities.
PDE required successful applicants to submit additional documentation to PDE to ensure that the activities
supported by the grants met all requirements. Successful applicants had to submit a completed Integrated
English Literacy and Civics Education Checklist and a completed Integrated Education and Training
Checklist in order for the grant agreement to be fully approved. Grantees must submit to and have
approved by PDE an Integrated Education and Training Proposal before they can conduct the IET. Projects
funded with state leadership funds (see the next section) provide technical assistance to IELCE grantees
as they develop their curricula to ensure that IELCE activities align with and prepare students for the IET
activity and to ensure full integration of components in both IELCE and IET activities. State leadership
projects also support grantees to make connections and integrate with partners in the local workforce
development system to carry out the IELCE program activities.
As part of the grant application process, all applicants had to submit evidence of demonstrated
effectiveness in order for the application be reviewed and considered for funding. To demonstrate
effectiveness, applicants that had been funded under Title II AEFLA, as amended by WIOA, and/or state
matching funds through PDE Division of Adult Education in the program years immediately preceding the
competition were required to provide performance data under WIOA section 116 from those years.
Applicants that were not previously funded by the Division of Adult Education under Title II AEFLA, as
amended by WIOA, were required to provide performance data to show their past effectiveness in serving
basic skills deficient eligible individuals, including evidence of success in achieving outcomes in
comparable measures. For both groups, the measures included effectiveness in helping individuals
develop their reading, math, or English language skills as demonstrated by level completion, achieve high
school equivalency, and transition into employment and/or postsecondary education/training. While all
of these measures were considered as evidence of demonstrated effectiveness, those related to
demonstrated effectiveness in improving English language skills of English language learners were given
the greatest weight.
Through a standardized process developed by PDE Division of Adult Education, local workforce
development boards reviewed section 243 IELCE grant applications for alignment with the local plan.
Eligible providers submitted their applications to PDE through the eGrants system. Once the review of
applicant eligibility was completed, the division distributed the eligible applications to the appropriate
local workforce boards for review. The division established a timeline for the review process and provided
a review/scoring rubric to all local boards, which included a section in which local boards could provide
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recommendations to improve alignment of proposed IELCE programs with the local plans. PDE took the
recommendations and results of the review into consideration when making decisions regarding grant
awards and conditions.
PDE has policies, procedures, and guidelines in place to ensure that all eligible providers have direct and
equal access to apply and compete for section 243 funds. The notice of availability of funds was first
published through the Pennsylvania Bulletin, the commonwealth’s official gazette for information and
rulemaking. After the notice was published, all grant information was posted to the PDE website on the
Division of Adult Education Grant Competitions webpage, which is accessible to the public. Policies
established by PDE’s Communications Office ensure the accessibility of all grant-related documents that
are posted to the website. The division created a grant competition information video with closed
captions, which was available to the public on YouTube. PDE conducted the grant competition through its
eGrants system. Through this system all eligible providers had access to the same grant application. A PDF
of the content of the grant, including the content of Help Buttons, was posted on the Division of Adult
Education Grant Competitions webpage, so that all interested parties could review it prior to accessing
eGrants.
In accordance with PDE grant guidelines, grant applications were reviewed and scored by teams of at least
three individuals. Team members included staff from the Division of Adult Education and peer reviewers.
Division staff created a scoring rubric specific to the section 243 IELCE grant application and trained review
team members prior to beginning review and scoring of applications. Once the applications were reviewed
and scored, they were ranked from highest to lowest scoring. PDE awarded grants to the highest scoring
applicant and continued to award funds until all applications that met the minimum score were funded.
State Leadership. Describe how the State will use the funds to carry out the required State Leadership
activities under section 223 of WIOA.
Describe how the State will use the funds to carry out permissible State Leadership Activities under Section
223 of WIOA, if applicable.
The overarching goal of PDE’s investment of state leadership funds is to support a system of professional
development and technical assistance to ensure a high-quality Adult Basic Education system that aligns
with the goals of the state, regional, and local workforce development plans to meet the needs of workers
and employers in the commonwealth. The system emphasizes program improvement based on data and
high-quality research-based technical assistance and professional development opportunities that
promote such program improvement.
PDE funds a project that provides technical assistance and support to Title II programs to be effective
partners in the workforce development system. The work focuses on the required activities: 1) align adult
literacy activities with other core programs and with one-stop partners, as appropriate, to implement
strategies in the State Plan; 2) participation in the development of career pathways that provide access
to employment and training for individuals in adult education programs; and 3) understanding and
fulfilling Title II’s role as a one-stop partner to provide access to employment, education, and training
services. A second project also supports the permissible activities of developing content and models for
integrated education and training and career pathways; and promoting linkages with employers to
promote workplace adult education and literacy activities and integration of adult education and literacy
activities into occupational training.
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PDE supports the use of technology to disseminate information about models and promising practices for
instruction, staff development and program improvement; instructional and programmatic practices
based on rigorous and scientifically valid research; and other information relevant to high-quality adult
education and literacy services. PDE also funds a project to provide technical assistance to eligible
providers on the use of technology to improve system efficiencies and provide staff training, as well as on
the integration of technology into instruction to promote learning and digital literacy.
PDE funds several activities that, together, comprise a high-quality professional development system that
identifies and provides training in the following: instruction in areas such as reading, writing, speaking,
mathematics and English language acquisition; use of data for program monitoring and evaluation for
continuous program improvement; training for volunteer instructors; and development of lesson plans,
resources and curricula that align with the CCRS.
PDE will ensure that procurement of both required and permissible state leadership activities is in
compliance with state procurement policy. PDE anticipates using a combination of contractual tools,
including both grants and purchase of services.
The quality of Pennsylvania’s state leadership and professional development activities will be assessed
using both formal and informal methods of evaluation. These evaluations will be completed by
participants in the activities, by the providers of professional development and technical assistance
(referred to collectively as the professional development system, PDS), and by PDE staff. The goal of
evaluation is to support continuous improvement of these professional development activities and to
improve instructional practices.
Local program staff will evaluate and provide feedback through several means. Participants will complete
evaluations at the end of every formal professional learning opportunity. The evaluations will follow a
standard format that includes questions about participant satisfaction and impact on practice, as well as
open-ended questions seeking suggestions for improvement. Local program staff across the state will be
invited to participate in the annual formal needs assessment conducted by the PDS. In addition to these
formal methods, local program staff will provide feedback via their interactions with the PDS during the
consultant meetings held at individual agencies and in the monthly Agency Professional Development
Team Webinars. While the main purpose of these meetings is to support the programs’ progress in
implementing skills and knowledge from professional development and assist agencies in completing
improvement at their programs, the discussions also help the PDS and PDE to determine if the professional
development and technical assistance activities are helping to improve the use of new knowledge and
skills by instructors and are positively impacting student outcomes.
In addition to input from local program staff, PDE has several tools available to directly evaluate the work
of the projects funded to provide professional development and technical assistance activities. All projects
will submit quarterly and final reports, which will provide evidence of progress toward, and achievement
of the goals specified in their grant narratives. Evidence will include both quantitative and qualitative data.
Additionally, each project will write a program improvement/professional development plan similar to
that required of local programs. In the first grant year, each project will identify professional development
activities for project staff that support the goals and objectives of the project. In subsequent grant years,
each project will examine its prior year quarterly and final reports and submit an improvement plan that
includes areas of focus and a description of the professional development in which project staff will
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participate to meet their program improvement goals. At the end of each year, the projects will submit to
PDE an evaluation with appropriate documentation of whether they met their goals for the year. PDE staff
will also use its weekly meetings with the leaders of each funded project to monitor and evaluate work.
During the period of this combined state plan, PDE Division of Adult Education hopes to evaluate the
impact of state leadership activities provided by the PDS on teacher practice and ultimately student
outcomes. The development and implementation of the evaluation will build on the knowledge and skills
that division staff developed through participation in the National Reporting System Institute: Evaluation
Learning Community in 2019-2020.
Assessing Quality. Describe how the eligible agency will assess the quality of providers of adult
education and literacy activities under title II and take actions to improve such quality, including
providing the activities described in section 223(a)(1)(B) of WIOA.
The PA Department of Education (PDE) Division of Adult Education will establish agency performance
outcome measures and targets for monitoring, assessment, and evaluation of local programs. The agency
performance measures will encompass those outcomes on which adult education and literacy activities
have the greatest and most direct impact: educational functioning level gain, attainment of a high school
equivalency credentials, and transition to postsecondary education or training. In addition, the division
will establish targets for employment in the second quarter after exit and median earnings in the second
quarter after exit. Further, the division will apply an additional performance measure: the number of
outcomes achieved per student; the outcomes are those addressed in the agency performance measures;
educational functioning level gain; employment in the second quarter after exit; attainment of a high
school equivalency credential; and transition to postsecondary education or training. The numerator for
this performance measure is the unduplicated number of successful outcomes an agency has for all of its
enrolled students. The denominator is the unduplicated number of enrolled students in the agency.
The Division of Adult Education will conduct formal ongoing monitoring, assessment, and evaluation of
local programs through both desk monitoring and comprehensive monitoring reviews, which are
conducted either in person or virtually. Division advisors will keep track of agency progress toward key
markers of performance, such as contracted enrollment, appropriate assessment, employment outcomes
and student persistence, using a range of tools. When data show areas for concern, advisors will contact
the local program administrators to discuss the concerns and provide guidance and technical assistance.
After the end of the program year, advisors will contact each agency individually to discuss its
performance, focusing on areas in which the program has shown progress and areas in which it must
improve.
In addition to this ongoing desk monitoring, division staff will conduct comprehensive monitoring reviews.
Every year, the division will use a risk rubric to determine which agencies to monitor. Agencies with the
highest scores will be selected for comprehensive monitoring reviews. These reviews will be conducted
by teams of two, four, or six people. Each review will be guided by a monitoring tool to ensure
standardization of the reviews. Monitoring reviews will include an initial meeting with the administrator
of the adult education program; class observations; student focus groups; staff focus groups; a review of
data and student records; program compliance review; fiscal review; and a meeting at the end of the
review for the presentation of noteworthy practices, findings with required actions, and
recommendations.
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After the monitoring review, the division will send a written monitoring report to the agency explaining
all of the noteworthy practices, findings with required actions, and recommendations. At a minimum, the
agency will submit a corrective action plan (CAP), which must address all findings with required actions.
Agencies will be strongly encouraged to address recommendations as well. The regional advisors will be
available to provide technical assistance during the development of the CAP and during implementation
of the approved actions for correction and improvement. In addition, programs will be referred to the
services of state leadership-sponsored activities where appropriate. The program will be required to
provide updates on progress and documentation/evidence of completed actions. When necessary, the
regional advisor will conduct a follow up review approximately six months after the CAP is submitted.
The state office will also conduct ongoing informal evaluation for the purpose of technical assistance and
continuous program improvement. Topics will be determined based on the results of future assessment
and evaluation.
Local programs will also be supported by state office staff and state leadership activities to engage in
required, ongoing self-monitoring, assessment, and evaluation. Each program year, they will be required
to develop a program improvement/professional development plan based on data and aligned with state
office goals. They will be provided with tools similar to those used by the state office staff to track their
own progress toward key markers of performance.
Section 427 of the General Education Provisions Act (GEPA)
As the eligible agency responsible for administering and supervising policy for activities and services under
the Adult Education and Family Literacy Act, Title II of WIOA, the PA Department of Education (PDE) takes
steps to ensure equitable access to and participation in the Title II adult basic education programs funded
with AEFLA funds.
In the application for Title II funds, eligible providers must include a description of the steps they will take
to ensure equitable access to and participation in the federally-assisted adult education program.
Successful applicants will enter into grant agreements with PDE, which include the PDE Master Standard
Terms and Conditions. The PDE Master Standard Terms and Conditions include multiple requirements for
grantees to adhere to all federal and state regulations related to the funding, including Sections 503 and
504 or the Rehabilitation Act of 1973, as amended, the implementing federal regulations, as well as The
Americans with Disabilities Act.
PDE Division of Adult Education has a Safety, Security, and Accessibility policy. As part of comprehensive
monitoring reviews, division staff check for the accessibility of service sites and for the availability of
resources and tools to help program participants address learning differences.
To ensure direct and equitable access to federal funds administered through PDE Division of Adult
Education, the division holds a full and open competitive grant application process. The notice of
availability of funds in published in the Pennsylvania Bulletin, which is available to the public with no
limitations. All documents related to the competition are 508 compliant and are posted to the Division of
Adult Education Grant Competitions webpage, which is available to the public. Division staff ensure that
all interested applicants have access to the eGrants system and will waive the requirement to submit the
application through the eGrants system for applicants that can demonstrate extraordinary circumstances
impacting the applicant's ability to access the eGrants system.
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Contracts for services provided with administrative funds are procured following Commonwealth of
Pennsylvania procurement policies and procedures, which ensure equitable access to bid on
opportunities. The commonwealth has a program in place to support access to contracts for small diverse
businesses.
Adult Education and Family Literacy Act Program Certifications and Assurances
States must provide written and signed certifications that:
1. The plan is submitted by the State agency that is eligible to submit the plan;
Assurance(s) or Attachment(s): Yes
2. The State agency has authority under State law to perform the functions of the State under the program;
Assurance(s) or Attachment(s): Yes
3. The State legally may carry out each provision of the plan;
Assurance(s) or Attachment(s): Yes
4. All provisions of the plan are consistent with State law;
Assurance(s) or Attachment(s): Yes
5. A State officer, specified by title in the certification, has authority under State law to receive, hold, and
disburse Federal funds made available under the plan;
Assurance(s) or Attachment(s): Yes
6. The State officer who is submitting the plan, specified by the title in the certification, has authority to
submit the plan;
Assurance(s) or Attachment(s): Yes
7. The agency that is submitting the plan has adopted or otherwise formally approved the plan; and
Assurance(s) or Attachment(s): Yes
8. The plan is the basis for State operation and administration of the program;
Assurance(s) or Attachment(s): Yes
The State Plan must include assurances that:
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1. The eligible agency will expend funds appropriated to carry out title II of the Workforce Innovation and
Opportunity Act (WIOA) only in a manner consistent with fiscal requirements under section 241(a) of WIOA
(regarding the supplement-not-supplant requirement);
Assurance(s) or Attachment(s): Yes
2. The eligible agency will ensure that there is at least one eligible provider serving each local area, as
defined in section 3(32) of WIOA;
Assurance(s) or Attachment(s): Yes
3. The eligible agency will not use any funds made available under title II of WIOA for the purpose of
supporting or providing programs, services, or activities for individuals who are not “eligible individuals”
within the meaning of section 203(4) of WIOA, unless it is providing programs, services or activities related
to family literacy activities, as defined in section 203(9) of WIOA;
Assurance(s) or Attachment(s): Yes
4. Using funds made available under title II of WIOA to carry out a program for criminal offenders within
a correctional institution, the eligible agency will give priority to serving individuals who are likely to leave
the correctional institution within five years of participation in the program.
Assurance(s) or Attachment(s): Yes
5. The eligible agency agrees that in expending funds made available under Title II of WIOA, the eligible
agency will comply with sections 8301 through 8303 of the Buy American Act (41 U.S.C. 8301-8303).
Assurance(s) or Attachment(s): Yes
Section 427 of the General Education Provisions Act (GEPA)
Instructions: In the text box below, describe the steps the applicant proposes to take to ensure equitable
access to, and participation in, its Federally-assisted program for students, teachers, and other program
beneficiaries with special needs provide the information to meet the requirements of Section 427 of the
General Education Provisions Act (GEPA), consistent with the following instructions posted at
https://www2.ed.gov/fund/grant/apply/appforms/gepa427.doc
.
As the eligible agency responsible for administering and supervising policy for activities and services under
the Adult Education and Family Literacy Act, Title II of WIOA, PDE takes steps to ensure equitable access
to and participation in the Title II adult basic education programs funded with AEFLA funds.
In the application for Title II funds, eligible providers must include a description of the steps they will take
to ensure equitable access to and participation in the federally-assisted adult education program.
Successful applicants enter into grant agreements with PDE, which include the PDE Master Standard
Terms and Conditions. The PDE Master Standard Terms and Conditions include multiple requirements for
grantees to adhere to all federal and state regulations related to the funding, including Sections 503 and
504 of the Rehabilitation Act of 1973, as amended, as well as The Americans with Disabilities Act.
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PDE Division of Adult Education has a Safety, Security, and Accessibility policy. As part of on-site
monitoring visits, division staff check for the accessibility of service sites and for the availability of
resources and tools to help program participants address learning differences.
To ensure direct and equitable access to federal funds administered through PDE Division of Adult
Education, the division holds a full and open competitive grant application process. The notice of
availability of funds in published in the Pennsylvania Bulletin, which is available to the public with no
limitations. All documents related to the competition are 508 compliant and are posted to the Division of
Adult Education Grant Competitions webpage, which is available to the public. Division staff ensure that
all interested applicants have access to the eGrants system and will waive the requirement to submit the
application through the eGrants system for applicants that can demonstrate extraordinary circumstances
impacting the applicant's ability to access the eGrants system.
Contracts for services provided with administrative funds are procured following Commonwealth of
Pennsylvania procurement policies and procedures, which ensure equitable access to bid on
opportunities. The commonwealth has a program in place to support access to contracts for small diverse
businesses.
Vocational Rehabilitation: The Vocational Rehabilitation (VR) Services Portion of
the Unified or Combined State Plan must include the following descriptions and
estimates, as required by section 101(a) of the Rehabilitation Act of 1973, as
amended by title IV of WIOA:
A. Input of State Rehabilitation Council. All agencies, except for those that are independent
consumer controlled commissions, must describe the following:
(1) Input provided by the State Rehabilitation Council, including input and recommendations on the VR
services portion of the Unified or Combined State Plan, recommendations from the Council's report, the
review and analysis of consumer satisfaction, and other Council reports that may have been developed as
part of the Council’s functions;
The Pennsylvania Rehabilitation Council (PaRC) used the following sources to develop its
recommendations to the Office of Vocational Rehabilitation (OVR):
1. the PaRC annual report (Program Year (PY) 2018 – 2019, 2019-2020)
2. OVR Customer Satisfaction Surveys (redacted and provided by OVR)
3. review of items in the 2018 State Plan Input of State Rehabilitation Council
4. comments received at the 2018 and 2019 State Plan Public Meetings; various meetings with OVR
liaisons to discuss and prepare input into the 2020-2023 plan.
5. participation in the Rehabilitation Services Administration (RSA) Monitoring (August 2019)
6. Comprehensive Statewide Needs Assessment (CSNA) PY 2016 - 2018 OVR/Institute on Disabilities
at Temple University
7. local Citizen Advisory Committees (CAC) meetings and/or minutes (provided by OVR); and
8. quarterly reports received from OVR at PaRC Council meetings.
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(2) The designated State unit's response to the Council’s input and recommendations; and
Commendation: The Council supports OVR in their efforts to open the order of selection as soon as
possible for the benefit of Pennsylvanians with disabilities seeking employment services through OVR.
1. The Closure of the Order of Selection (OOS) for All Categories
Issue: The closure of the Order of Selection (OOS) for all categories represents a significant challenge to
people with disabilities having access to employment services when they are needed. OVR must develop
appropriate internal controls and other adjustments in order to re-open the OOS as soon as possible and
update the PaRC regarding progress on at least a quarterly basis.
Recommendations/Measurable goals:
1. OVR provides quarterly reports (at a minimum) to the PaRC on how many people were added to
and removed from the waiting list in each category each quarter.
OVR Response: OVR will provide quarterly reports to the PaRC during the quarterly council
meetings to address how many people were added to and removed from the OOS waiting list in
each category per quarter.
2. OVR provides quarterly reports (at a minimum) to the PaRC and the State VR Board on new
application response times.
OVR Response: Per RSA Monitoring Report (Nov. 2020) and agency planned corrective action
steps, OVR will update existing policies and procedures to ensure that the eligibility determination
timeline commences at the time of application. OVR will offer alternative methods of referral to
enhance the referral experience for stakeholders. OVR shall provide updated policy and
procedures to RSA for review. OVR staff will receive future training related to these changes and
the PaRC will be updated on progress on a quarterly basis.
3. OVR establishes a clear deadline for reopening the OOS with intermediate steps and goals to re-
open the OOS on time. OVR provides quarterly reports (at a minimum) to the PaRC on progress
and factors affecting progress toward achieving the goal of re-opening the OOS on a permanent
basis by the deadline.
OVR Response: The goal of OVR is to open the OOS as soon as possible. RSA has approved OVR
to review and evaluate the ability to open the OOS on a quarterly basis. OVR will report to the
PaRC quarterly on plans to reopen the OOS and factors affecting progress toward achievement of
this goal.
4. Identify resources and opportunities outside of OVR for organizations to provide employment
services to OVR customers on the waitlist.
OVR Response: OVR will seek opportunities to leverage other public and private resources that
may provide employment services to OVR customers on the waitlist. During a closed OOS,
information and referral services will remain available. Individuals will be given information and
referrals to other appropriate Federal and State programs, including programs carried out by
other components of the Statewide Workforce Development System, such as the one-stop
centers known in the commonwealth as PA CareerLink.
2. Hiram G. Andrews Center (HGAC)
Issue: OVR’s current fiscal problems require a review of HGAC’s return on investment.
Recommendations/Measurable Goals:
OVR should conduct a study at a minimum of every 3 years and report on the return on investment
(compared to community-based VR services) for students attending HGAC. HGAC’s yearly budget averages
approximately $23 million, which includes staff, operations, brick and mortar and other costs. Overall, the
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cost per customer is reported as significantly higher at HGAC than that of non-HGAC customers. The report
must include:
1. an analysis on return on investment
2. an impact statement on customer choice
3. a review of the extent to which its programs are provided in an integrated setting
4. an assessment of the availability of HGAC programs in the community; and
5. a determination of what other partners like the Pennsylvania Department of Education (PDE)
should be paying/contributing.
OVR Response: HGAC is not exclusively funded with VR funds; state funds are used for building
maintenance. OVR will conduct a regular review of HGAC and provide data and information
that illustrates the viability, value, and uniqueness of HGAC from multiple perspectives (customer
satisfaction, Comprehensive Statewide Needs Assessment, Fiscal, programmatic outcomes, diversification
initiatives of student populations and revenue streams). When conducting this review, OVR will make an
effort to show the differentiation between the use of state funds vs. federal VR funds. This information
will be shared with the PaRC during quarterly meetings.
3. Conduct a review of OVR’s statutory and regulatory obligations to obtain public comment and/or
consult with stakeholders, providers, VR staff, and individuals with disabilities in the development,
implementation and amendment of OVR’s policies and procedures.
Issue: Pursuant to 34 CFR 361.20, OVR is required to solicit public participation when it proposes to
develop, amend or otherwise modify substantive policies/procedures affecting OVR services.
Recommendations/Measurable goals:
1. OVR should provide quarterly information on the number and names of new/amended policies,
such as a college policy or vehicle modification policy, being developed or in consideration for
future development/modification, including how they differ from any existing policy and the
potential number of customers impacted by the policy.
OVR Response: During each PaRC quarterly meeting, OVR will continue to report on the number
and names of new/amended policies being developed or in consideration for future
development/ modification.
2. Inclusion of the Council in the development/amendment of the policy/procedure, the proposed
timeline of implementation, including schedule of public comments and plans to educate
stakeholders on the new/amended policy/procedure.
OVR Response: When a substantive policy/procedure change is being considered, OVR will
continue to consult with RSA to confirm that a public comment period is necessary. OVR will
continue to invite Council members to participate in any planned workgroup. OVR will continue
to provide subsequent drafts of new and revised policies to the appropriate PaRC committees and
full council. OVR will keep the PaRC informed of any training plan developed to educate
stakeholders on policy changes.
4. Strengthen Collaboration and Partnerships with Stakeholders
Issue: OVR has made significant changes to services without including key stakeholders throughout the
change development process. OVR needs to make sure that those changes will not unnecessarily reduce
the achievement of outcomes in terms of quantity and quality.
Recommendations/Measurable goals:
1. Before OVR makes any substantive changes, the PaRC will be informed of what needs to change
and why, and what affected stakeholder representatives are being included in the change
development process.
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OVR Response: OVR will continue to inform the PaRC before making any substantive changes to
policy and identify which stakeholders may be affected by any change.
2. OVR provides (at a minimum) quarterly reports to the PaRC on all substantive changes either
anticipated or currently in development with information on progress, including key stakeholder
representative involvement and contributions to the process.
OVR Response: When a substantive policy/procedure change is being considered, OVR will
continue to invite Council members and stakeholder representatives to participate in any planned
workgroup. Workgroup progress will be provided during quarterly PaRC meetings.
3. OVR provides annual reports (at a minimum) on feedback survey information from key partners.
OVR Response: Anytime OVR initiates a survey of key partners, the results will be shared during
quarterly PaRC meetings.
4. OVR provides quarterly progress reports with measures of quality and quantity of outcomes for
partnerships, programs, and services, including pre-employment transition services, local
workforce development boards, supported and customized employment, business services, and
PA CareerLinks.
OVR Response: OVR provides quarterly reports on Act 26, Work Experience for High School
Students with Disabilities, which is shared with the PaRC and available publicly on OVR’s
website. This report includes information related to pre-employment transition services as well
as information on supported employment outcomes. OVR developed an Excel document that
identifies connections between OVR District Offices with workforce development boards and PA
CareerLinks. This document can be shared with the PaRC on an annual basis. OVR Business
Services information is regularly included in the Executive Director quarterly report to the PaRC.
5. Review of OVR Policies and Procedures
Issue: Clarification is required regarding public participation in the adoption or amendment of OVR policy,
and OVR’s obligation to consult with the PaRC, among others, on matters of general policy arising in the
administration of the VR services portion of the State Plan.
Recommendations/Measurable goals:
OVR reports to the PaRC on a quarterly basis substantive policies and procedures under review which are
subject to public meetings, non-substantive administrative changes, and policies on matters of general
administration of the VR program which require consultation. Additionally, include quarterly reports on
workgroups.
OVR Response: Pursuant to 34 CFR 361.20, OVR will report to the PaRC on any substantive changes to
policies or procedures governing the provision of vocational rehabilitation services that would require
OVR to conduct public meetings and/or directly impacts services provided to individuals with
disabilities. As requested, OVR will also report during quarterly PaRC meetings on any active workgroups.
(3) The designated State unit’s explanations for rejecting any of the Council’s input or recommendations.
OVR did not reject any of the PaRC’s input or recommendations.
B. Request for Waiver of Statewideness. When requesting a waiver of the statewideness
requirement, the designated State unit must identify the types of services to be provided by the
program on a non-statewide basis. The waiver request must also include written assurances that:
(1) A local public agency will provide the non-Federal share of costs associated with the services to be
provided in accordance with the waiver request;
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OVR requests a continuation of its waiver of statewideness for its Intergovernmental Agreement (IGA)
with the School District of Lancaster (SDoL). Through this program, transition age students with disabilities
are provided with enhanced activities and services that lead to employment or career-related
postsecondary education or training.
The IGA provides SDoL with funds to administer two programs, named “Employability and Career
Readiness” and “College and Career Readiness.” The IGA allows for joint funding (including salary &
benefits) of three positions which did not previously exist at SDoL:
1. Program Coordinator (Professional);
2. Vocational Special Education Teacher (Professional); and
3. Job Trainer (Paraprofessional).
The two programs are considered to be two separate paths for transition services. Pathway One is
identified as “Employability and Career Readiness” and Pathway Two is identified as “College and Career
Readiness.”
Services in the Employability and Career Readiness program include:
1. workplace readiness instruction;
2. work-based learning experiences which include job shadowing, internships, and paid work
experiences;
3. job development and placement services including employer contacts, job site analyses, job task
analyses, facilitation of job accommodations, coordination of job interviews, and on-the-job
supports;
4. career training supports to address employment related concerns on and off the job; and
5. independent living skills related to employment.
The Goals of the Employability and Career Readiness program are:
1. to provide employment skills, career readiness training and transition services to 50 OVR eligible
students with disabilities;
2. to provide at least one form of work-based learning experience to 60 OVR eligible students with
disabilities during PY 2020 – 2021;
3. to establish a minimum of 5 students-employee (job positions) with employers during 2020-2021
that afford small group training opportunities for OVR eligible students with disabilities;
4. to establish a minimum of 5 student-employee (job positions) with employers during 2020-2021
that afford on-site employment training opportunities for OVR eligible students with disabilities
identified by the school district as having a need for a high level of support;
5. to have 25 OVR eligible students with disabilities receive job coaching services for PY 2020-2021;
and
6. to have 20 OVR eligible students with disabilities shall be placed in competitive, community
integrated employment consistent with their Individual Education Plan (IEP) for PY 2020-2021.
The College and Career Readiness program incorporates college and career readiness supports on a
college campus. This Pathway is designed to assist students with disabilities acquire skills necessary in
transitioning from high school to a post-secondary education program. Students enrolled in the College
and Career Readiness program have identified employment goals which require post-secondary training
to secure employment.
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The goals of the College and Career Readiness program include:
1. during program years 2019-2020, and 2020-2021, providing college and career readiness
instruction to 12 OVR eligible students with disabilities each year; and
2. a minimum of 8 OVR eligible students with disabilities shall be placed in post-secondary
educational programs consistent with their Individualized Education Plan for PY 2020-2021.
The IGA was approved by SDoL and signed by the school’s authorized representative. SDoL provides 21.3%
of project funding which serves as the required local/state match. OVR provides the remaining 78.7% from
federal VR funds.
During school year (2019-20) of the Employability and Career Readiness Program the following occurred:
110 students with disabilities received employability skills, career readiness training and transition
services; 21 students participated in at least one form of work-based learning experience; 7 students with
disabilities participated in paid work experiences at the School District of Lancaster; and 14 students
gained work experiences in the community in partnership with OVR. All students in this program are
encouraged to fully participate in OVR services and supports prior to and following graduation.
The College and Career Readiness Program, during the past two school years, provided 7 OVR eligible
students with college/career readiness training and transition services, and they were placed in post-
secondary education consistent with their IEP.
The effects of the COVID-19 pandemic greatly impacted enrollment of students and delivery of services.
Statewide replication of these programs could provide OVR with opportunities to braid funding, address
the needs of OVR eligible students with disabilities, and to collaborate with the Departments of Education
and Human Services more effectively.
OVR previously requested a waiver of statewideness for an IGA entered into with the Berks Career and
Technology Center (BCTC) effective October 1, 2014, to provide school-to-work transition services to OVR
eligible students with disabilities who are enrolled in approved training programs at BCTC and attend one
of 16 public school districts within Berks County. The most recent IGA with BCTC was approved by the
BCTC Board of Directors on December 10, 2018, signed by the school’s authorized representative, and
then fully executed by the Commonwealth on March 7, 2019. BCTC provided 21.3 % of project funding
which served as the required local/state match. OVR provided the remaining 78.7 % from federal VR
funds. This agreement expired and was converted to a Provider Agreement as of October 1, 2020.
(2) The designated State unit will approve each proposed service before it is put into effect; and
OVR, as the designated State unit, approved each proposed service before it was put into effect as
demonstrated by a fully executed inter-governmental agreement (IGA) between the parties and following
guidance in the OVR Fiscal Policy. Based upon 34 CFR §361.50 and the OVR Fiscal Policy guidance, the
OVR Executive Director or their designee also conducted a rate review of these inter-agency agreements
to determine appropriate rates. These agreements are available for review, by year, upon request.
OVR approves each proposed service before it is provided by requiring SDoL to submit budgets listing
service costs for pre-approval. The IGAs were drafted to state that the parties to the agreements shall
provide the services as specified and described in Appendix A of each of the Agreements, consistent with
the submitted budgets as described in Appendix B of said Agreements. These terms are continued after
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the first-year term of the IGA, when the renewal process of the IGA requires the provider to submit
statements of work including descriptions of the proposed services, a timeline for the provided services,
and expected student outcomes, which OVR then approves or requests revisions on, prior to the execution
of the renewal. Further, since the budgets are proposed and approved prior to the provision of the
services, any changes to service provision must be requested by the provider and approved by OVR prior
to implementation.
(3) Requirements of the VR services portion of the Unified or Combined State Plan will apply to the services
approved under the waiver.
All other State Plan requirements of the VR services portion of the State Plan will apply to the services
approved under the waiver.
C. Cooperative Agreements with Agencies Not Carrying Out Activities Under the Statewide
Workforce Development System. Describe interagency cooperation with and utilization of the
services and facilities of agencies and programs that are not carrying out activities through the
statewide workforce development system with respect to:
(1) Federal, State, and local agencies and programs;
Current agreements include the following:
1. The Pennsylvania Department of Health (DOH), Department of Labor & Industry (DLI),
Pennsylvania Department of Education (PDE), and Department of Human Services (DHS) entered
into a Memorandum of Understanding (MOU) in 1999, with a 2006 Addendum, and a Transition
MOU addendum in 2010, to devote staff and other agency resources to promote successful post-
school outcomes for youth/young adults with disabilities in transition.
2. Per WIOA amendments to the Rehabilitation Act, an updated MOU was signed in October 2020
between OVR and PDE to share responsibility to prepare students with disabilities for successful
community employment.
3. An MOU is in progress between OVR and the BSE, to share funds for technical assistance positions
that will support the MOU between OVR and BSE.
4. A Data Sharing Agreement between OVR and the Office of Developmental Programs (ODP) has
been finalized to exchange information on the services delivered to individuals enrolled in DHS
ODP programs who also receive or received services through OVR. OVR and ODP are sharing data
between the CWDS and the Home & Community Services Information System.
5. OVR and ODP issued a joint bulletin that dictates when an individual receiving Supported
Employment (SE) services can move to ODP-funded extended services and documentation
requirements.
6. An MOU was initiated between OVR and the DHS Office of Mental Health and Substance Abuse
Services (OMHSAS) in 2017, which ends on June 30, 2022. The MOU allows for a funding transfer
from DHS to OVR, which supports opportunities for customers with serious mental illnesses and
serious emotional disturbances to participate in the Certified Peer Specialist (CPS) training
opportunities to achieve competitive integrated employment.
7. An MOU has been developed between OVR and DHS, Bureau of Juvenile Justice Services
(BJJS). The MOU was established in May of 2017 to provide pre-employment transition services
to adjudicated students and youth placed in Pennsylvania Academic Career Technical Training
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(PACTT) affiliate locations. The MOU was amended in July 2019 to also include dependent
students and youth. OVR has collaborated with the PACTT affiliates to provide the 5 required pre-
employment transition services to this vulnerable population to expose them to as many
employment and post-secondary options as possible. OVR has provided group and individual
services to these affiliates through pre-employment transition services provider agreements with
the PACTT affiliate, OVR staff, or an outside provider. OVR has also collaborated with local
community colleges to provide post-secondary educational opportunities to residential,
community-based, and secure facilities throughout the state.
8. OVR has entered into Institute of Higher Education Agreements with the 14 State owned
Universities under the Pennsylvania State System of Higher Education and 14 Community
Colleges.
9. VR partners with Pennsylvania Centers for Independent Living (CILs) by executing grants and
contracts for CIL’s to provide services and outreach projects to individuals with disabilities within
community settings.
10. OVR has entered into IGAs with the SDoL, ODP, and OMHSAS for the provision of VR services and
referrals.
11. OVR supports a variety of Project SEARCH programs across Pennsylvania that offer educational
opportunities for individuals with significant disabilities, primarily intellectual and developmental.
OVR’s support is through cooperative agreements with county mental health offices, local school
districts, and employers that include hospital systems and local government units.
(2) State programs carried out under section 4 of the Assistive Technology Act of 1998;
PA-OVR utilizes the following agreements to address the assistive technology needs of customers seeking
employment services:
1. Pennsylvania’s Initiative on Assistive Technology (“PIAT”) - The Assistive Technology Lending
Library (ATLL) is a program facilitated through the Institute on Disabilities at Temple University,
“TechOWL.” PIAT is a regional center for southeast Pennsylvania and is also the main organization
for TechOWL. PIAT facilitates the activities of all of the other regional centers and reports to the
state and federal agencies that fund our work. ATLL is Pennsylvania’s statewide program under
section 4 of the Assistive Technology Act. Activities that are provided by ATLL are: device
demonstrations; device lending; device reuse; public awareness activities; and trainings to raise
awareness and knowledge of assistive technology (AT) topics. Any of these activities are available
to Pennsylvanians with disabilities which includes OVR staff and clients, often at no charge.
2. OVR utilizes additional AT providers through whom services and/or devices can be purchased to
address the specific needs of customers. OVR has executed Letters of Understanding (LOUs) or
Administrative Memoranda (AM) agreements for expanded services to customers.
(3) Programs carried out by the Under Secretary for Rural Development of the Department of Agriculture;
Currently, OVR does not have any agreements with the Department of Agriculture. However, in 1997,
OVR and the Pennsylvania State University, College of Agricultural Sciences, Penn State Extension
approved an LOU for the AgrAbility program. In 2017, two new fees were added to the LOU to include
reimbursement for travel and professional fees. Currently both agencies are working together to develop
a new AM. The AgrAbility Project is a statewide project whose staff provides direct services for OVR
customers who are farmers with a disability who want to remain in production agriculture. This
agreement does not guarantee a specific amount of total funds or total number of participants to be
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funded by OVR. OVR has modeled this agreement and payment structure after existing rates and services
where applicable.
(4) Non-educational agencies serving out-of-school youth; and
OVR has numerous Provider Agreements and AMs with a variety of service providers serving all
populations, including out-of-school youth:
• OVR has developed an On-the-Job Training (OJT) initiative specifically targeting youth. This was
entitled “Jobs for All” and allowed a Youth in plan status who starts a non-permanent summer job
to have their employer reimbursed for their wages. One occupational sector, large scale
amusement and theme parks such as Hershey Park in Derry Township Dauphin Co., DelGrosso’s
amusement Park and Laguna Splash Water Park in Tyrone, PA., and Dorney Park in Allentown,
have offered summer youth served by OVR hundreds of hours of work. These initial employment
experiences have helped to build soft skills, a work ethic and work record. Other employers have
included municipalities, seasonal retailers and food service/fast food employment. This initiative
included over 230 employers.
• OVR continues to develop more programs to partner with community service providers to target
transition aged youth. This includes access to summer jobs through shared employer contacts
such as Lowe’s, Fed Ex., Fenner Drives, Giant Eagle, McDonalds and Walmart. Recent statewide
MY Work experiences for out of school youth include paid work experiences in partnership with
local municipalities.
• OVR supports a variety of Project SEARCH initiatives across Pennsylvania. Project SEARCH is a
one-year internship program that provides education opportunities for individuals with significant
disabilities, primarily intellectual and developmental disabilities. The focus can be on students in
their last year of high school, young adults with disabilities, or adults with disabilities. The
program takes place at a host business in a healthcare, government, or other business setting
where a total immersion in the workplace facilitates the teaching and learning process as well as
the acquisition of employability and marketable work skills.
(5) State use contracting programs.
OVR uses a number of statewide contracts through the Pennsylvania Department of General Services
(DGS), the agency responsible for the majority of Commonwealth contracting programs.
OVR and ODP have developed a Training Services Invitation to Qualify (ITQ) through DGS for Specialized
Professional Skills Development Training. This ITQ pre-qualifies contractors to provide Supportive
Employment Certification Trainings for OVR and/or ODP Community Rehabilitation Provider (CRP)
agencies, who support individuals with the most significant disabilities, and who provide supportive
employment services. When a training is needed, a Request for Quote (RFQ) is developed and sent to the
qualified contractors. An ITQ qualified contractor will be awarded a contract to provide necessary services
based on the best value, meaning the best service. Contractors will provide training for CRP agencies for
the following two certifications: The Association of Community Rehabilitation Coordinators (ACRE)’s
Certificate Training Program; or the Association of People Supporting Employment First (APSE) Certified
Employment Support Professional (CESP) Certification.
DGS has executed multiple contracts with various service providers across the commonwealth to provide
Sign Language Interpretation and Transliteration Services for all agencies in the commonwealth requiring
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the services of an interpreter or translator for business functions. OVR uses these contracts to secure
interpreter services for daily business proceedings, meetings, workshops, public presentations, and
conventions.
DGS has developed an ITQ for Information Technology (IT) hardware providers for Commonwealth
agencies to purchase IT hardware. OVR then issues a Request for Proposal to qualified providers to
purchase computers, monitors and peripherals for staff.
DGS developed a statewide (IT) Services ITQ to qualify contractors to address IT service requirements of
Commonwealth executive agencies. This contract is for fixed price, deliverables-based IT services projects.
OVR uses this contract to purchase IT Training-Classroom/Non-Classroom for OVR staff.
D. Coordination with Education Officials. Describe:
(1) The designated State unit's plans, policies, and procedures for coordination with education officials to
facilitate the transition of students with disabilities from school to the receipt of VR services, including pre-
employment transition services, as well as procedures for the timely development and approval of
individualized plans for employment for the students.
The School to Work Transition Policy was updated on March 11, 2021. The policy details OVR staff
responsibilities regarding Pre-ETS, transition services, outreach, collaboration, and financial responsibility.
In regard to coordination with education, OVR will collaborate with LEAs to improve the successful
movement from school to work for students and youth with disabilities. OVR representatives will work
with LEAs to develop strong, consistent relationships with LEAs so the OVR representative’s knowledge
and expertise can be of benefit to students and youth with disabilities, even before students/youth are
formally referred to OVR.
Transition services, including Pre-ETS, offered by OVR will supplement, but not replace, IDEA transition
services delivered through a secondary school or any other entity charged with the delivery of transition
services in accordance with IDEA. The LEA is responsible for providing and paying for transition services
that are also considered special education or related services and that are necessary for ensuring a free,
appropriate public education to children with disabilities. Nothing under Title I of the Rehabilitation Act
shall be construed as reducing an LEA’s obligation to provide the above-described services under IDEA
(see section 101(c) of the Rehabilitation Act and §361.22(c) of the VR regulations).
VR transition services facilitate the transition from school to post-secondary life, such as achievement of
an employment outcome in competitive, integrated employment. Pre-ETS are part of the continuum of
services that VR can provide to students with disabilities.
OVR will also designate a liaison to PDE and provide statewide coordination and technical assistance for
transition from school to work. An OVR representative maintains contact as needed with personnel in
area schools, alternative educational sites and community resources to ensure early identification of
students and youth who may require VR services. These students and youth may or may not be receiving
special education services.
(2) Information on the formal interagency agreement with the State educational agency with respect to:
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A. Consultation and technical assistance to assist educational agencies in planning for the
transition of students with disabilities from school to post-school activities, including VR services;
OVR and the Pennsylvania Department of Education, Bureau of Special Education (PDE-BSE) have signed
a Memorandum of Understanding (MOU). The MOU was approved by all parties in October 2020. A
training series that overviewed the MOU agreement was provided to OVR, BSE, LEA’s, youth and families.
The trainings were offered on April 8, 2021 (Unpacking the MOU), April 21, 2021 (Engaging Stakeholders)
and May 13, 2021 (Strategies for Aligning Efforts).
In addition, OVR has collaborated with PDE-BSE on launching a new PA Secondary Transition website with
the intent to provide a “one-stop shop” for professionals and which provides general information about
transition, practices, and resources. The website also includes an inter-agency shared events calendar
and a place to share current announcements and information. The website is closely aligned with the
Transition Discoveries website that contains resources for youth and families.
In the MOU with the Pennsylvania Department of Education, Bureau of Special Education, OVR agrees to:
• provide consultation for transition planning for students with disabilities to facilitate the
development of their IEPs. OVR can provide information, technical assistance, case consultation
and information/referral as needed for eligible or potentially eligible students.
• inform and collaborate with Local Education Agencies (LEA) on development and implementation
of community events, such as job fairs, transition fairs, and career days, to introduce students
with disabilities to possible career goals.
• Create a consistent communication plan to develop policies and procedures; and
• Along with BSE, collaborate on the provision of ongoing joint staff training, such as development
and implementation of IEPs, pre-employment transition services, accommodations under Section
504, and limitations on youth entering employment paying subminimum wage.
Additionally, OVR participates in collaborative training each school year with other statewide transition
stakeholders for education staff so that the most recent pre-employment transition services information
is made available to all LEAs.
BSE will direct LEAs to disseminate these requirements to parents, guardians, teachers, and students. OVR
will maintain the documentation and provide a copy to the youth within the timelines identified as
specified under 34 C.F.R. Part 397. Any of the services identified above that LEAs provide must be
documented by the LEA and provided to the student and OVR.
B. Transition planning by personnel of the designated State agency and educational agency that
facilitates the development and implementation of their individualized education programs;
OVR can assist the students and youth with a disability transition from school to competitive, integrated
employment, or from school to post-secondary training/education that leads to competitive, integrated
employment. The transition goal of the student with a disability should always remain the priority of the
IEP process. It is OVR’s role to provide appropriate and necessary information to the student and
parent/advocate to ensure the IEP is developed with effective transition foremost in mind.
LEAs will send timely invitations to OVR counselors for participation in IEP meetings, when appropriate.
When possible, OVR staff will attend IEP meetings in person or by alternative means, such as
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videoconferences and conference calls, when invited by the LEA. If they cannot participate in the IEP
meeting, OVR staff can provide information, vocational planning and guidance, and transition-specific
materials to the IEP team.
In addition to the MOU and WIOA, The Pennsylvania Work Experience for High School Students with
Disabilities Act (Act 2016-26) requires OVR to collaborate with local education and public agencies. Act
2016-26 requires that students with disabilities have pre-employment transition services included in
Individualized Education Plans (IEP) when appropriate and that OVR reports on IEP meeting attendance.
C. Roles and responsibilities, including financial responsibilities, of each agency, including
provisions for determining State lead agencies and qualified personnel responsible for transition
services;
The MOU outlines the Roles and Responsibilities of each agency:
OVR Responsibilities:
• Provide students with pre-employment transition services and transition services under Title IV
of the Rehabilitation Act of 1973, as amended by WIOA.
• Conduct outreach for students with disabilities who may benefit from VR services as early as
appropriate during the transition planning process. OVR will work to foster the referral of
students with disabilities to VR services at least two years prior to exiting high school.
• Coordinate a referral process for students with disabilities in need of pre-employment transition
services, and students or youth with disabilities interested in applying for VR services
• Determine eligibility for individual VR services and develop an Individualized Plan for Employment
(IPE) in coordination with the student’s or youth’s IEP or 504 plan as early as possible, if a student
is interested and applies for VR services prior to graduation.
• Attend IEP meetings in person or by alternative means, such as videoconferences and conference
calls, when invited by LEAs.
• Designate staff to be responsible for the oversight of the provision of technical assistance and
consultation, and the development of program strategies and procedures applicable for students
with disabilities.
• Provide technical assistance to BSE and LEAs through formal and informal training, joint problem-
solving, and exchange of information on policies and procedures.
• Identify a single point of contact for each LEA and other schools (including approved private
schools and other specialty schools) who will coordinate transition activities, develop
collaborative approaches for student outreach and referral for VR services, facilitate
communication with OVR staff, and assist with transition planning that facilitates the completion
of a student’s IEP and the student’s transition from school to post-school employment.
• Provide information to BSE on referrals and employment outcomes of students with disabilities
by LEA on an annual basis, and additional information as requested and as applicable law allows.
• Share information regarding policies, procedures, guidelines, programs and services to improving
the access to, and availability of, pre-employment transition services and transition services.
• Provide brochures and materials about the OVR process and services to LEAs for distribution to
the students, parents, legal guardians, teachers and others.
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• Conduct outreach to businesses and promote employer participation in work-based learning
experiences, such as worksite tours, employer mock interviews, job shadowing, and paid work
experiences for students with disabilities.
• Advise OVR staff to attend IEP meetings when invited and with parental consent to provide
employment information, technical assistance, case consultation, and information on VR
programs and referrals needed (refer to BSE/OVR Tools and Guidance Document).
• Perform outreach activities that help inform LEAs, students with disabilities, and their families
about the VR program, including purpose of program, VR eligibility requirements, referral and
application procedures, and the scope of services that may be provided to eligible individuals.
• Provide supported employment services to a student in their final 6 months of high school to
secure permanent competitive, integrated employment if it is an identified service in their IPE.
BSE Responsibilities:
• Ensure the provision of a Free Appropriate Public Education (FAPE), including transition services.
• IDEA [34 CFR §300.43 (Authority: 20 U.S.C. 1401(34))]
• Transition services for children with disabilities may be special education, if provided as specially
designed instruction, or a related service, if required to assist a child with a disability to benefit
from special education.
• Ensure that LEAs’ coordinated set of activities supports career and post-secondary education and
training options.
• Ensure that LEAs collaborate with OVR in the provision of transition services and pre-employment
transition services.
• Ensure that LEAs collaborate with OVR in determining the student’s needed pre-employment
transition activities based upon the student’s current assessment and secondary transition post-
secondary goals.
• Ensure that LEAs provide opportunities for students to develop employment skills and participate
in community experiences.
• Ensure that LEAs provide available student information to assist in VR eligibility determination
and receipt of pre-employment transition services.
• Ensure that LEAs assist OVR staff with access to students and their school environment and with
identifying opportunities to work with students.
• Ensure that LEAs invite OVR staff to the student’s IEP meeting.
• Ensure that LEAs collaborate with OVR to determine who will be responsible for providing services
that are both special education services and VR services.
• Ensure LEAs are not contracting with an entity for the purpose of operating a program under
which a youth with a disability is engaged in work compensated at a subminimum wage.
• For students with disabilities who are seeking subminimum wage employment after high school
exit, ensure that LEAs provide OVR documentation of completion of appropriate transition
services under IDEA.
• Ensure that LEAs implement special education requirements for transition planning services
specified in IDEA as evidenced by the development and implementation of IEPs for students with
identified needs.
• Designate BSE personnel to be responsible for the provision of technical assistance and
consultation, and the development of statewide program strategies and procedures applicable to
students with disabilities transitioning from school to post-school activities.
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• Coordinate a network of professionals focused on assisting schools with implementing effective
transition planning and services.
• Provide technical assistance and consultation to OVR through formal and informal training, joint
problem-solving, and exchange of information on policies and procedures.
• In accordance with applicable law, share data related to students with disabilities regarding
transition services, post-secondary goals, post high school outcomes, and exiting environment
data.
• Provide representation on the VR State Rehabilitation Council and relevant committee
participation.
Mutual Responsibilities:
• Training and Technical Assistance: OVR will provide consultation and technical assistance to LEAs
that will assist in the planning and transition of all students with disabilities who are eligible or
potentially eligible from school to post-school activities, including employment. OVR will develop
and provide common training and professional development opportunities to improve transition
and employment results for youth.
• Planning and Coordination: OVR and BSE will collaborate in the development of a work group
(Pre-Employment Transition Activities Task Force) that targets the improvement of transition to
employment outcomes in integrated, community settings for students with disabilities. This
taskforce will also explore and identify pre-employment transition services and transition-related
services (work-based learning, internships, apprenticeships, dual enrollment programs, industry
recognized credential programs, and college programs). Further, OVR and BSE agree to work
collaboratively to coordinate with and engage employers on pre-employment transition services
for students with disabilities and transition services for youth with disabilities.
• OVR and BSE will continue to collaborate and lead in the PA Secondary Transition Community of
Practice and related State Leadership Team.
• Data Sharing: OVR and BSE will share of data, within the bounds of applicable law, of potentially
eligible and/or eligible students with disabilities regarding transition services and outcomes.
• OVR and BSE will post this MOU and provide training and technical assistance to VR and Education
staff at the state and local level that is recorded and archived on their respective websites.
• OVR and BSE will provide relevant training and technical assistance to minimize redundant
services and maximize resources in both systems.
• OVR and BSE will provide a copy of this MOU to the following key stakeholders:
a) all LEA superintendents or chief school administrators;
b) all directors of special education;
c) all OVR District Administrators;
d) the DLI Office of Developmental Programs;
e) Pennsylvania Rehabilitation Council (PaRC);
f) State Board of Vocational Rehabilitation;
g) Right to Education State Task Force and Local Task Forces;
h) Client Assistance Program (CAP); and
i) other entities as identified.
• OVR and BSE will mutually develop and distribute notices, memorandums, and other information
regarding transition to key stakeholders.
• Transition Services/Accommodations: OVR and BSE will identify and disseminate information
about pre-employment transition services and transition services, accommodations, employment
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services, effective practices/strategies that create positive employment outcomes to program
staff, partners, families, individuals, employers, and public and private stakeholders.
• Assistive Technology (AT): BSE will work with OVR on identifying the AT needs of students eligible
for OVR services.
• OVR and BSE will encourage students with disabilities to gain targeted skills necessary to compete
in the workforce through specialized technical education programs, trade schools, pre-
apprenticeships/apprenticeships, industry-based skills trainings, and internships.
• OVR and BSE will investigate additional funding sources for high school students with disabilities,
such as statewide WIOA Title I programs for supplemental assistance through individual training
accounts (ITAs).
For financial responsibilities, OVR and BSE will identify a method for defining the financial responsibility
of OVR and LEAs for the provision of VR services and will identify procedures under which OVR may initiate
proceedings to secure reimbursement for VR services from LEAs and vice versa. 34 C.F.R. §§ 300.154 &
361.53(d)(3)(i) and (iii).
Disagreements about which entity is financially responsible for payment for services may occur, and
decisions about whether the service is related to an employment outcome or educational attainment, or
whether the service is considered a special education or related service, as well as whether the service is
one customarily provided under IDEA or the Rehabilitation Act, will be made at the State level by BSE and
OVR.
LEAs should continue to provide some of the transition services typically provided under IDEA rather than
cease providing the services with a referral to the VR program. If any of the five required pre-employment
transition services are needed by a student with a disability, and are not customary services provided by
LEAs, OVR will collaborate and coordinate with the LEA regarding the provision of such services.
When similar or identical service needs are identified as education-related in the IEP established by the
LEA and employment-related in the IPE established by OVR, it is understood that disputes will be resolved
between OVR and LEAs at the local level. The process for dispute resolution is as follows:
• If the service is special education or a related service and included in the student’s IEP, the LEA
may provide the service either directly or through other sources, or request OVR provide the
service. If OVR determines the service does not violate the comparable benefits policy (unless
such a determination would interrupt or delay the progress of the individual) and is identified as
a service on the individual’s IPE, OVR may assume the costs for the service. If OVR determines
that the purpose of the service is more for educational attainment than achievement of
competitive, integrated employment, then the LEA would pay for the service, as they would for
services under IDEA.
• OVR’s funding for assessment for eligibility and vocational needs, counseling and referral
services, job placement services, rehabilitation technology and auxiliary aids and services are
exempt from comparable benefit and the financial needs test.
• When AT goods or services are needed for educational purposes, it will be the financial
responsibility of the LEA. However, prior to exit from high school, OVR will determine needs and
comparable benefits for AT for post-secondary education and employment purposes for the
individual as needed for employment and identified on the individual’s IPE.
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Nothing in the MOU shall be construed to reduce the obligation under IDEA for LEAs to provide/pay for
transition services that are required to ensure FAPE.
D. Procedures for outreach to and identification of students with disabilities who need transition
services.
OVR and BSE will support outreach activities that will ensure referrals to OVR to provide eligible and
potentially eligible students with disabilities a smooth school-to-work transition. OVR outreach activities
focus on providing information about VR to school staff, students, families, community professionals, and
others interested in Pre-ETS and transition services, including students and families of diverse
backgrounds. Outreach to these students should occur as early as possible during the transition planning
process and must include, at a minimum, a description of the following:
• VR program purpose;
• eligibility requirements;
• application procedures;
• scope of services that may be provided to eligible students; and
• Pre-ETS that may be provided to potentially eligible or eligible students.
OVR will provide information to BSE and LEAs regarding OVR services that will be disseminated to students
and their families. BSE will ensure that LEAs highlight the information and outreach activities provided by
OVR and make such information and activities available to all students with disabilities and families of
students with disabilities.
OVR staff may conduct outreach in the following manner such as:
• providing VR brochures and business cards to the school;
• presenting at the first open house, family information nights, or orientation held at the school;
• conducting regularly scheduled school visits;
• participating in transition and job fairs at the school;
• attending IEP meetings, when invited; and
• speaking about Pre-ETS and VR services at school staff meetings, teacher in-service trainings,
student/family group meetings, or interagency meetings.
OVR will work with LEAs to ensure referrals of students with disabilities to the VR program at the beginning
of the school year. Referral for Pre-ETS should begin at age 14 for all students with disabilities who may
need them.
While outreach typically occurs in the LEA environment, OVR will work with PDE to identify students and
youth with disabilities who may not be served in public schools under an IEP or 504 Plan. Outreach will
be conducted to identify students and youth with disabilities who are underserved through other
community partners, such as, but not limited to:
• Intermediate Units (IUs);
• career and technology centers;
• approved private schools;
• charter and cyber schools;
• home school organizations;
• student assistance programs;
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• summer competitive, integrated employment programs;
• Workforce Development Boards;
• Parent-Teacher Associations, etc.;
• juvenile justice system;
• foster youth organizations;
• homeless shelters/programs; and
• medical facilities.
E. Cooperative Agreements with Private Nonprofit Organizations. Describe the manner in which
the designated State agency establishes cooperative agreements with private non-profit VR
service providers.
Describe the manner in which the designated State agency establishes cooperative agreements with
private non-profit VR service providers.
OVR maintains negotiated LOUs, as well as AMs and provider agreements with more than 200 community
service providers covering more than 1,000 different rehabilitation, independent living and related
services. OVR is currently converting LOUs to an AM or a provider agreement. Many of these organizations
are private and/or not-for-profit CRPs.
Through these various agreements, OVR defines service programs and the corresponding conditions of
purchase, including fees and effective/expiration dates, which exist between a rehabilitation service
provider and OVR. An agreement entered into between OVR and a community service provider creates a
locally developed, locally negotiated, and locally sensitive response to the rehabilitation service needs of
persons with significant disabilities in the diverse areas of the commonwealth.
These agreements are neither a contract nor a grant agreement, but an agreement between the parties
that sets forth the services and rates that will be acceptable for OVR payment. They do not commit either
provider or OVR to the sale or purchase of the defined services, or a guarantee of provision or business.
The use of an LOU or AM for OVR customer service allows OVR to provide customer choice, to respond to
a customer’s satisfaction with the service, to control affordability of service fees, and the ability to provide
alternative services when needed.
F. Arrangements and Cooperative Agreements for the Provision of Supported Employment
Services. Describe the designated State agency’s efforts to identify and make arrangements,
including entering into cooperative agreements, with other State agencies and other appropriate
entities in order to provide supported employment services and extended employment services,
as applicable, to individuals with the most significant disabilities, including youth with the most
significant disabilities.
Describe the designated State agency’s efforts to identify and make arrangements, including entering into
cooperative agreements, with other State agencies and other appropriate entities in order to provide
supported employment (SE) services and extended employment services, as applicable, to individuals with
the most significant disabilities, including youth with the most significant disabilities.
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OVR has coordinated with other State Offices such as ODP, OMHSAS, Office of Long-Term Living (OLTL),
and other entities to provide SE services and extended services. In February 2019, a joint bulletin between
OVR and ODP was issued outlining referral processes for SE cases in which a customer is eligible for OVR
services and waivers through ODP. OVR will continue to communicate and collaborate with these Offices
to provide quality SE services and provide referrals and information regarding mutual customers. OVR will
provide current information and training to State Offices and other entities to ensure the provision of
services and extended services.
OVR will continue to support the provision of quality supportive employment services by adequately
trained and properly credentialed staff either directly, through other state and local government agencies,
or private service agencies, as appropriate.
DLI and DHS are in the process of developing an MOU for SE Services. The MOU for SE services will guide
a partnership to establish the collaborative framework for OVR and DHS to develop, expand, and improve
opportunities for competitive employment for individuals with disabilities, including individuals with the
most significant disabilities. OVR and DHS will fund SE services, including Customized Employment, by
committing to the implementation of complementary programs to assist with the provision of these
services to individuals with the most significant disabilities, including youth with the most significant
disabilities, to enable them to achieve an employment outcome of SE in competitive integrated
employment. This MOU will ensure a smooth transition from SE services to extended services.
G. Coordination with Employers. Describe how the designated State unit will work with
employers to identify competitive integrated employment and career exploration opportunities in
order to facilitate the provision of:
(1) VR Services; and
OVR routinely engages with employers and businesses to better understand their workforce needs so OVR
can prepare individuals with disabilities with industry skills to best meet industry skill demands required
by businesses and employers to be successful in competing in the global marketplace. OVR has Central
Office staff who are available to meet with an employer to listen and explore their organization’s unique
culture to learn about the services or products they produce, to learn about employee skill needs, and
how the leadership of a company or organization envisions their future workforce succession planning
and the inclusion of VR talent throughout all levels of their organization. Where possible, OVR will
coordinate business outreach with local workforce boards, PA CareerLinks, economic development
partners, community rehabilitation agencies, DHS Offices of ODP, OMHSAS, and OLTL, and other DLI
Bureau of Workforce Partnership & Operations (BWPO) multi-employer workforce partnerships.
1. In response to an organization’s workforce talent needs, OVR can suggest a recruitment process
to bring qualified pre-screened individuals with a disability into their organization.
2. OVR will work with each business to target career ladders and pathways for quality competitive
integrated employment in career pathways matched to each VR consumer customer’s financial
needs, unique aspirations, capacities and the talent succession plans of an employer.
3. OVR will keep the process simple by using a Single Point of Contact (SPOC) approach modeled
after the Council of State Administrators of Vocational Rehabilitation (CSAVR) use of a national
Points of Contact network when a business with multi-county or state operations seek VR talent
across several states and Pennsylvania workforce regions.
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The following are OVR employer outreach and networking strategies to work with employers to increase
competitive integrated employment and career exploration opportunities:
1. national and in-state outreach to employers/businesses to recruit and hire people with disabilities
will consistently be encouraged through engagement or registration with CWDS, CSAVR, National
Employment Team (VR-NET), and the VR-NET Talent Acquisition Portal;
2. employer outreach by Business Services and Outreach Division (BSOD) Specialists through in-
person and/or virtual/telephonic meetings, regional and statewide RSA-allowable Chamber of
Commerce membership, networking, and Society of Human Resource Manager statewide and
local organization involvement;
3. outreach to employers to recruit and hire people with disabilities through local District Offices
and the Hiram G. Andrews Center (HGAC). HGAC business services staff will identify and
coordinate with the referring district Vocational Rehabilitation Counselors (VRCs) and business
services staff to find a suitable job match for customers. This will include identifying any
measurable skill gains that result from the customers acquisition of an industry recognized
credential. Local District Office business service teams will actively coordinate employer
recruitment, work-based learning experiences, internships, apprenticeships and pre-
apprenticeships, On-the-Job (OJT) and other on-boarding supports for OVR customers. Local
office business services staff, in consultation with VRCs, will monitor successful job performance
and follow-up with the OVR customer and employer to ensure job retention;
4. no-cost consultation to employers will be provided on disability etiquette, accessibility, and
accommodation needs by Business Services and Outreach Division (BSOD) specialists, HGAC staff
or combined bureau staff upon request. Referral assistance to help retain an employer’s
workforce following an injury or the onset of a disability will also be provided. OVR staff trained
in the mid-Atlantic TransCen, ADA Leadership models from Cornell University and a BSOD
specialist trained on the use of the Misericordia University, Comprehensive Accessibly Kit, and the
Americans with Disability Act Architectural Guidelines standards, will provide non-legal, best
practice disability etiquette training, and on-site accessibility compliance reviews;
5. BSOD specialists will provide no-cost compliance consultations to Community Rehabilitation
Providers (CRPs) of 14C Federal Ability One, or State operated set aside vendors, to ensure work
settings are fully integrated before federal VR funds are used in placement supports or on-
boarding;
6. OVR business services will conduct employer/business satisfaction surveys to measure
effectiveness in business engagement; and
7. BSOD specialists and combined local bureau staff will continue to promote and support National
Disability Employment Awareness Month events. These events will include employer champions
who actively recruit and retain persons with disabilities in their workforce.
8. OVR will work to establish regular employment hiring events to serve employers both at
local/regional and statewide levels. These events may be conducted both in-person and through
virtual means. In-person events are anticipated to incur costs for venue, supplies, marketing, and
other materials to ensure the success and participation of employers, service providers, human
service resources, and participants with disabilities. Virtual hiring events may require the
purchase of a web access platform to accommodate an interactive and accessible virtual venue.
9. BSOD staff will assess and market available resources and services offered by OVR to employers
through a proposed Business Portfolio tool. This tool will be offered to employers both in printed
and electronic formats and will be designed to showcase the value of business partnerships with
OVR and its constituents.
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Partnering with Workforce Agencies to Align with Regional Employment Sectors
OVR (BSOD) staff and District Office business services teams will participate in regional planning processes
in partnership with local workforce development boards.
OVR and Workforce partners will review and target employers in the key expansion sectors for the highest
level of business engagement, which will include discussions around establishment of work-based learning
experiences. In addition, all OVR business services staff will utilize and share Labor Market Information
(LMI) published monthly from the Pennsylvania Department of Labor and Industry’s (DLI’s) Center for
Workforce Information and Analysis (CWIA) with their district office VR Counselor’s (VRC’s) to promote
career-based IPEs likely to lead to successful employment and skill training to prepare for expansion or
‘super’ sector jobs in each region of Pennsylvania.
(2) Transition services, including pre-employment transition services, for students and youth with
disabilities.
OVR continues to expand its collaboration with employers, industry partnerships, and other multi-
employer workforce partnerships to provide students and youth with disabilities opportunities for career
exploration to promote competitive, integrated employment. Students and youth with disabilities will be
given opportunities to complete work-based learning experiences to develop soft skills and work-related
skills. Students and youth with disabilities may be afforded opportunities to complete mock interviews
with employers, job shadowing experiences, career days, disability mentoring days with employers, and
other pre-employment transition services to prepare students for competitive employment. Project
SEARCH is one example of this type of collaboration.
H. Interagency Cooperation. Describe how the designated State unit will collaborate with the
State agency responsible for administering each of the following programs to develop
opportunities for competitive integrated employment, to the greatest extent practicable:
(1) The State Medicaid plan under title XIX of the Social Security Act;
In Pennsylvania, the Department of Human Services (DHS) is the agency responsible for administering the
State Medicaid plan under title XIX of the Social Security Act. OVR collaborates with this department on a
number of initiatives. First, OVR is a key member of the Pennsylvania Employment First State Leadership
Mentoring Project (EFSLMP), a project initiated in 2014 and sponsored by a grant administered by the
Office of Disability Employment Policy within DHS. The goal of the project is to ensure that the
employment needs of individuals with disabilities are met, that cost services are comprehensive, effective,
innovative and not duplicative, and that every individual with a disability who wants to work to achieve
self-support will be given the opportunity to do so. An OVR representative also participates in the provider
Community of Practice conference calls and monthly webinar series developed by the EFSLMP project for
partner agencies.
Secondly, OVR participates in cross agency collaboration and coordination with DHS as part of the
Pennsylvania Employment First Act (Act 2018-36). This is a Governor inspired initiative to ensure
individuals with disabilities have the opportunity to achieve economic independence through competitive
integrated employment. Cross-agency collaboration between OVR and DHS’ Office of Long Term Living
(OLTL) demonstrate continued partnership and commitment to Act 2018-36, where competitive
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integrated employment, including self-employment, shall be the first consideration and preferred
outcome when serving persons with disabilities who are of working age. This cross-agency collaboration
between OVR and OLTL is important because agencies may have shared customers who are
seeking/receiving employment services to obtain or maintain competitive integrated employment, and
overall will increase efficiency and effectiveness across programs. OLTL may fund extended services for
customers receiving waiver services through OLTL to assist with long term SE services to maintain
competitive integrated employment.
The Office of the Governor, in collaboration with the Governor’s Cabinet for People with Disabilities, have
developed an initial three-year plan of which OVR and DHS are key participants, along with the
Pennsylvania Department of Education (PDE). A few of the priorities of Act 2018-36 include promoting a
vision of Employment First for all Pennsylvanians, promoting paid work experiences, ensuring effective
use of transition funding, promoting self-advocacy, offering professional training, increasing pre-
employment skill development, promoting Discovery and Customized Employment opportunities, and
encouraging case information sharing among agencies. OLTL, within DHS, is one of the key agencies, along
with OVR, helping to implement the Pennsylvania Employment First Act.
Thirdly, since the Center for Medicaid and Medicare Services Technical guide (Version 3.5, January 2015)
was published, OLTL has added Employment Services to their menu of available services. The OLTL
program is charged with implementing the Community HealthChoices (CHC) delivery, a capitated
Medicare managed care program for adults eligible for Medicaid and Medicare (dual eligible), older adults
and individuals with physical disabilities. The Commonwealth rolled out CHC in three (3) regional phases
completed in January 2020. Cross-agency collaboration is a vital component to the successful transition.
(2) The State agency responsible for providing services for individuals with developmental disabilities; and
In Pennsylvania, the State agency responsible for providing services for individuals with developmental
disabilities is DHS/ODP. One of the ways that OVR collaborates with DHS/ODP is through Section 511 of
the WIOA. Section 511 of WIOA amends the Rehabilitation Act, and has added new requirements that
place limitations on the payment of subminimum wages by entities holding special wage certificates under
Section 14(c) of the Fair Labor Standards Act, 29 U.S.C. § 201 et seq. The provisions of Section 511 require
more involvement from OVR with individuals working in Section 511 subminimum wage jobs and services
for those under 24 years old prior to placement in a Section 511 employment position. DHS/ODP provides
the license to the facilities that OVR must visit and monitor. Section 511 of WIOA requires that certain
criteria must now be satisfied before an entity hires individuals with disabilities who are age 24 or younger
(youths) at subminimum wage or continues to employ individuals with disabilities of any age at the
subminimum wage level. OVR’s role is to ensure that individuals with disabilities have access to
information and services that will enable them to achieve competitive integrated employment.
OVR provides services to individuals working in Section 511 subminimum wage jobs in the form of Career
Information and Referral Sessions. OVR’s Section 511 Career Information and Referral Sessions focus on:
reassuring individuals that they do not need to make any changes; promoting informed choice and
independent decision making about competitive integrated employment; increasing awareness of OVR
services; and providing information about other agencies that can help them to achieve their goals for
personal growth and independence.
(3) The State agency responsible for providing mental health services.
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DHS’s OMHSAS is responsible for providing mental health services in Pennsylvania. OVR uses many
avenues to ensure collaboration and partnership in the delivery of SE and extended services with
OMHSAS. An MOU was initiated in November 2017 between OVR and OMHSAS. This MOU provides a goal
to increase Certified Peer Specialist (CPS) training opportunities for individuals with mental health
conditions. Through the MOU, OVR and OMHSAS will expand training opportunities to those individuals
who are deaf and hard of hearing with a mental health condition. These trainings will allow those
individuals to obtain competitive integrated employment as a CPS. OVR and OMHSAS agree that assisting
individuals with serious emotional disturbances and serious mental illnesses to secure and maintain
competitive integrated employment includes: paid work experiences; training; postsecondary education;
seamless transition from secondary education to adult life; outreach and awareness activities targeted to
individuals, families, and businesses; pre-employment activities; and other programs and initiatives that
lead to or result in competitive integrated employment. Individuals with mental health impairments
continue to comprise a large percentage of the impairment cause in our open cases on an annual basis.
OVR will continue to offer, through IPEs, services for restoration, guidance and counseling, training,
placement assistance, and employment supports to help individuals with mental health impairments
achieve a competitive integrated employment outcome.
I. Comprehensive System of Personnel Development; Data System on Personnel and Personnel
Development. Describe the designated State agency's procedures and activities to establish and
maintain a comprehensive system of personnel development designed to ensure an adequate
supply of qualified State rehabilitation professional and paraprofessional personnel for the
designated State unit, including the following:
(1) Data System on Personnel and Personnel Development
(A) Qualified Personnel Needs. Describe the development and maintenance of a system for
collecting and analyzing on an annual basis data on qualified personnel needs with respect to:
(i) The number of personnel who are employed by the State agency in the provision of VR
services in relation to the number of individuals served, broken down by personnel
category;
The OVR Recruitment and Retention Specialist collects and analyzes, on an annual basis, data on qualified
personnel needs and personnel development. OVR works through the Pennsylvania Office of
Administration Human Resources Division for managing personnel issues and filling vacant positions.
As of November 5, 2021, OVR had 815 filled salaried positions and 217 vacancies. This figure includes 149
filled salaried positions at the Hiram G. Andrews Center. Statewide, OVR had a total of 313 filled
Vocational Rehabilitation Counseling Professionals (includes Vocational Rehabilitation Counselors,
Vocational Rehabilitation counselors for the Deaf and Hard of Hearing, Vocational Rehabilitation
Counselor Trainees, and Vocational Rehabilitation Counselor Interns) positions, 19 Vision Rehabilitation
Therapist positions, and 9 Orientation and Mobility Specialists positions. OVR continues to evaluate each
salaried position prior to posting for hire to ensure that it is essential to operations before approving the
position.
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In relation to the number of employees within OVR, the number of OVR customers who had an open VR
case as of June 30, 2021 was 45,535 individuals.
(ii) The number of personnel currently needed by the State agency to provide VR services,
broken down by personnel category; and
OVR is in need of the following personnel, by category:
• VRCs (includes VR Counselors for the Deaf and Hard of Hearing): 394 positions
• Vision Rehabilitation Therapists: 19 positions
• Orientation and Mobility Specialists: 14 positions
OVR continues to closely monitor hiring. The VR Specialist for Recruitment and Retention assists OVR
Mangers to evaluate each position prior to posting for hire and works in close coordination with the
Human Resources Division within the PA Office of Labor and Industry. OVR regularly reviews staffing
patterns and caseload size in relation to the number of individuals seeking services to determine coverage
needs. Projection data indicates that there is an existing population of students with disabilities
transitioning from school to post-secondary activities, including work that may require additional staff to
adequately serve. These requirements will also be monitored and adapted to meet any changing needs.
(iii) Projections of the number of personnel, broken down by personnel category, who will
be needed by the State agency to provide VR services in 5 years based on projections of
the number of individuals to be served, including individuals with significant disabilities,
the number of personnel expected to retire or leave the field, and other relevant factors.
Projections by personnel category are as follows:
• VRC (includes VR Counselors for Deaf and Hard of Hearing): 40 projected vacancies in next 5
years;
• Vision Rehabilitation Therapist: 3 projected vacancies in next 5 years; and
• Orientation and Mobility Specialists: 3 projected vacancies in next 5 years.
OVR projects that in the next five years, approximately 40 VRCs will become eligible to retire. This will be
an average of 10 VRCs retiring per year, in addition to an unknown number of counselors who leave as
part of general turnover. Additional numbers of new VRC’s may be needed due to promotions into
management positions. If the number of customers seeking VR services remains the same, or slightly
increases or decreases, OVR projects that an average of 15-20 new VRCs will need to be hired per year
over the next 5-10 years. OVR realizes the need for continued recruitment and training of qualified
personnel. Succession planning is a necessary part of OVR's preparation to address projected hiring needs
and is included within the annual analysis of qualified personnel needs and personnel development.
(B) Personnel Development. Describe the development and maintenance of a system for collecting
and analyzing on an annual basis data on personnel development with respect to:
(i) A list of the institutions of higher education in the State that are preparing VR
professionals, by type of program;
(ii) the number of students enrolled at each of those institutions, broken down by type of
program; and
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(iii) the number of students who graduated during the prior year from each of those
institutions with certification or licensure, or with the credentials for certification or
licensure, broken down by the personnel category for which they have received, or have
the credentials to receive, certification or licensure.
The OVR Recruitment Specialist maintains regular contact with the institutions of higher education within
Pennsylvania who offer programs to develop VR professionals and annually collects information on
student enrollment. There are four Pennsylvania Universities that are accredited by the Council on
Rehabilitation Education (CORE) and the Council Accreditation of Counseling and Related Educational
Programs (CACREP): Pennsylvania State University, University of Pittsburgh, University of Scranton, and
Edinboro University of Pennsylvania. When these universities are combined, these programs graduate
approximately 52 students per year with a master’s degree in Rehabilitation Counseling. See chart below.
Table 1: CORE & CACREP Universities - Enrollment and Graduate Numbers
Institutions
Students
Enrolled
Graduates sponsored by
RSA
Graduates from the previous
year
Penn State University
11
6
19
University of Pittsburgh
29
0
18
Edinboro University of
PA
10
0
6
University of Scranton
19
0
10
A student successfully achieving graduation from one of these universities would be eligible to apply for
the Commission on Rehabilitation Counselor or CRCC certification exam, a nationally recognized
professional certification in the field of vocational rehabilitation.
(2) Plan for Recruitment, Preparation and Retention of Qualified Personnel. Describe the development and
implementation of a plan to address the current and projected needs for qualified personnel including, the
coordination and facilitation of efforts between the designated State unit and institutions of higher
education and professional associations to recruit, prepare, and retain personnel who are qualified,
including personnel from minority backgrounds and personnel who are individuals with disabilities.
Describe the development and implementation of a plan to address the current and projected needs for
qualified personnel including, the coordination and facilitation of efforts between the designated State
unit and institutions of higher education and professional associations to recruit, prepare, and retain
personnel who are qualified, including personnel from minority backgrounds and personnel who are
individuals with disabilities.
OVR Counselor Recruitment
As a direct result of the Covid-19 pandemic, all Pennsylvania Commonwealth agencies (including OVR)
were placed under a hiring freeze as of March 2020. Since this directive was initiated by the PA Governor
(Tom Wolf), OVR has been unable to hire VRC Interns and new VRC’s from March 2020 to present. The
VR Specialist responsible for recruitment and retention of employees has been working diligently with the
HR liaison and the Office of Administration in developing and implementing a strategic plan for
recruitment.
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In addition to the available students graduating from in-state programs, OVR’s VR Specialist responsible
for recruitment can recruit students from CORE/CACREP-approved universities that offer a master’s
degree in Rehabilitation Counseling nationwide. Pennsylvania residency requirements are waived under
the State Civil Service commission for the VR Counselor Internship position and other VR Counselor
classifications in OVR. This waiver provides OVR with an opportunity to recruit students nationwide and
offer paid VR Counselor Intern positions to interested master’s degree students who are in their final
semester of graduate school. The paid internship allows OVR to attract and recruit candidates for VRC
positions who have a master’s degree in Rehabilitation while they are still in school and before they are
recruited by other agencies. The residency waiver and the paid internship position also assist in OVR’s
efforts to recruit and hire from a broader recruitment pool and can include more individuals with
disabilities and those from diverse and minority backgrounds.
OVR’s Counselor Internship program continues to serve as an example among state VR agencies that seek
to attract rehabilitation counseling students for employment. While surrounding states offer internship
opportunities to students with competitive compensation, none in the northeastern region offer
permanent positions to interns upon satisfactory completion of the probationary period and/or successful
completion of the rehabilitation counseling graduate degree.
Through collaborative initiatives with higher education institutions, OVR will continue to expand
recruitment and outreach to students with disabilities for entry-level VRC positions. Collaboration with
universities on federal RSA grant applications that seek to provide scholarship opportunities for students
with disabilities will further this initiative. This includes supporting the efforts of university programs to
apply for and implement Long Term Training Grant programs to train VRCs to work for the public VR
program in Pennsylvania. In addition, OVR will continue the following activities as part of its overall VRC
recruitment initiative:
• continuing to build and maintain relationships with all CORE/CACREP program coordinators at
graduate training programs, including Historically Black Colleges and Universities (HBCUs) that
offer rehabilitation counseling disciplines. This includes campus visits, onsite presentations, use
of telecommunication technology, and one-on-one meetings with students for targeted
recruitment. OVR has established relationships with the following HBCU’s nationwide: Alabama
State University, University of the District of Columbia, Fort Valley State University, Southern
University and A&M College, Coppin State University, University of Maryland Eastern Shore, North
Carolina A&T State University, Winston-Salem State University, and South Carolina State
University. OVR will also continue to build relationships with program coordinators at graduate
training programs in Puerto Rico who offer rehabilitation counseling disciplines including
Bayamon Central University, Pontifical Catholic University of Puerto Rico, and the University of
Puerto Rico;
• maintaining appointed membership on Coppin State University and the University of Maryland
Eastern Shore Rehabilitation Counseling Program Advisory Committees. Both are HBCUs in the
Mid-Atlantic region that prepare increased numbers of minority individuals for careers in the
public VR program. OVR will also maintain a membership commitment to local advisory
committees with Edinboro University;
• maintaining active membership with the National Association of Multicultural Rehabilitation
Concerns (NAMRC) and the National Council on Rehabilitation Education (NCRE); and
• visiting colleges, universities, and appropriate job fairs in conjunction with the DLI Office of Equal
Opportunity to recruit potential job applicants who are from diverse cultural backgrounds and
applicants with disabilities.
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Orientation and Mobility Specialists and Vision Rehabilitation Therapists
OVR recruits from accredited university programs in Pennsylvania that train Orientation and Mobility
(O&M) Specialists and/or Vision Rehabilitation Therapists (VRTs), including: Salus University, the
University of Pittsburgh’s Vision Studies Program, and Kutztown University. These programs graduate a
combined total of approximately 35 students per year. Graduates of these approved university programs
are eligible for certification in Vision Rehabilitation Therapy or in O&M from the Academy for the
Certification of Vision Rehabilitation and Education Professionals. In addition, OVR is able to recruit and
hire VRTs and O&M Specialists who are being trained at universities nationwide and who reside outside
of Pennsylvania.
OVR’s Bureau of Blindness and Visual Services (BBVS) continues to offer paid internships for O&M and
VRT students during their last semester of study. The O&M and VRT hourly wage is equivalent to the VRC
Intern at Group 5 Step 1. This initiative will continue to increase the candidate pool of available O&M and
VRT professionals who are available for employment with OVR BBVS upon successful completion of their
academic training.
VRC Trainee
As of May 1, 2021, OVR decided to discontinue the Vocational Rehabilitation Counselor Trainee (VRCT)
position. The decision to discontinue this position was determined on the low number of applicants and
the inability to retain these positions successfully.
(3) Personnel Standards. Describe the State agency's policies and procedures for the establishment and
maintenance of personnel standards consistent with section 101(a)(7)(B) to ensure that designated State
unit professional and paraprofessional personnel are adequately trained and prepared, including:
(A) Standards that are consistent with any national or State-approved or -recognized certification,
licensing, registration, or other comparable requirements that apply to the profession or discipline
in which such personnel are providing VR services; and
Section 101(a)(7) of the Rehabilitation Act as amended, Comprehensive System of Personnel
Development (CSPD), requires State VR agencies establish personnel standards for rehabilitation staff,
including VRCs, that are consistent with any national or state-approved or recognized certification,
licensing or registration that applies to a particular profession. The purpose of an agency’s CSPD is to
ensure the quality of personnel who provide VR services and who assist individuals with disabilities to
achieve competitive employment outcomes through the VR program.
New VRCs
In 2002, OVR raised the entry-level requirements for VRC positions to reflect the requirements established
by the Commission on Rehabilitation Counselor Certification (CRCC) for Certified Rehabilitation
Counselors (CRC’s). Specifically, all newly hired VRCs are required to possess a master’s degree in
Rehabilitation Counseling, Rehabilitation Administration or Rehabilitation Education, or CRC credentials
or documented proof from CRCC of eligibility to obtain CRC credentials. The revised Pennsylvania Civil
Service Announcement for VRC positions became effective on October 4, 2002. As of May 2019, a total of
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846 VRCs and VRC Interns were hired under the new entry-level requirements. All 856 new VRCs and
Interns met CSPD standards for qualified rehabilitation professionals upon being hired.
On July 1, 2017, all CORE programs merged under CACREP. The intent of this merger is to assure students
receive appropriate counseling coursework, streamline state counseling licensing processes, and increase
skill development while improving employment opportunities. Currently, universities are increasing
graduation requirements from 48 credits to 60 credits to include Traditional Rehabilitation Counseling,
Clinical Rehabilitation and Clinical Mental Health counseling. The students graduating from these
programs should have better developed skills in counseling techniques and applications which will lead to
increased employment opportunities in both public and private sectors of vocational rehabilitation. While
a benefit to the student, there is concern of unintended negative consequences for the state VR agencies
if more graduates from these programs consider applying their skills in the private sector vs. public sector.
Currently, OVR is maintaining its primary standards in hiring candidates with a Master’s Degree in the
mentioned fields; however, OVR is strongly considering a review of the current Minimum Education and
Training (METs) for the entry level VRC as it relates to the CACREP standards.
As a result of the CORE/CACREP merger, OVR has been working with the PA Office of Administration (OA)
in redesigning its recruitment plan for hiring master level qualified candidates. Within this redesign, and
following RSA standard (34 CFR §361.18(c)(2)(A)(1), OVR is in the final stages of working to revamp our
METs requirements in the hope of expanding our candidate pool and allow us to decrease our vacancies
in addition to increasing our visibility amongst all CORE/CACREP programs nationwide. OVR and OA are
cross-referencing all CORE/CACREP master level correlated programs regarding the expansion of our entry
level VRC positions that will include more degree options: Social Work, Human Services, School
Counseling, Clinical Counseling and others considered closely related. All efforts are mission critical to
support our district offices and give the ability to maintain work-life balance for our employees.
OVR continues to provide the following recruitment incentives for VRCs:
• A Designated Recruitment Specialist actively recruits qualified VRC’s, including those with
disabilities, individuals from diverse cultural backgrounds, and underrepresented groups, and
from all CORE/CACREP programs nationwide. The Recruitment Specialist has developed a plan
that will continue to be proactive in adequately supplying VRCs trained to provide services to
specialty caseloads such as Counselors for the Deaf and Hard of Hearing and Counselors for the
Blind and Visually Impaired.
• OVR continues to support the recruitment and hiring incentive for the southeastern district offices
in Norristown and Philadelphia regarding the increase in pay scale for VRC Interns and Counselors
at a Pay Scale 5, Step 9 for interns and Pay Scale 7, Step 5 for counselors.
(B) The establishment and maintenance of education and experience requirements, in accordance
with section 101(a)(7)(B)(ii) of the Rehabilitation Act, to ensure that the personnel have a 21st
century understanding of the evolving labor force and the needs of individuals with disabilities.
OVR ensures that personnel have a 21st-century understanding of the evolving labor force and the needs
of individuals with disabilities through staff training, professional development and continuing education
on Labor Management Information (LMI) and trends. Training and continuing education is also provided
on assessment, rehabilitation technology, Social Security work incentive programs, including programs
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under the Ticket to Work and the Work Incentives Improvement Act of 1999, facilitation of informed
choice under this program, and improving provision of services to culturally diverse populations.
OVR continues its plan to enhance professional growth and skills of staff on emerging practices relevant
to job readiness/soft skill competencies, job search skills, transferrable skills, when to disclose a disability
to an employer, how to address criminal history, how to request an accommodation, tax credits, OJT, and
resources that focus on developing effective relationships with employers in the public and private
sectors. To train and retain qualified personnel, OVR will continue to provide training by university faculty,
experts in the field of rehabilitation, and statewide and nationally known speakers on understanding the
medical and psychosocial aspects of various disabilities, case management, best practices on developing
effective relationships with employers, and understanding the effective utilization of rehabilitation
technology.
To increase understanding of the needs of individuals with disabilities, OVR will continue to work
collaboratively with local community colleges, career and technical schools to explore the development
of training programs that are implemented with universal design to train individuals with disabilities for
competitive integrated employment in jobs that meet local labor market demand. In addition to VRCs,
OVR’s expanded rehabilitation team includes Business Services Representatives (BSRs) and Early Reach
Coordinators (ERCs). ERCs promote successful outcomes for students and youth with disabilities by
increasing awareness of OVR services and the benefits of early career planning beginning at age 14. BSRs
represent OVR and our customer talent during outreach to employers and businesses throughout the
geographic area of their assignments to develop job opportunities and foster good working relationships
with the business community. A subset of BSRs focus on employer engagement related to transition and
pre-employment transition services.
(4) Staff Development. Describe the State agency's policies, procedures, and activities to ensure that,
consistent with section101(a)(7)(C) of the Rehabilitation Act, all personnel employed by the designated
State unit receive appropriate and adequate training in terms of:
(A) A system of staff development for professionals and paraprofessionals within the designated
State unit, particularly with respect to assessment, vocational counseling, job placement, and
rehabilitation technology, including training implemented in coordination with entities carrying
out State programs under section 4 of the Assistive Technology Act of 1998; and
OVR is committed to offering a plan for a comprehensive system of staff development and training. The
goal is to ensure staff development for OVR personnel in areas essential to the effective management of
OVR’s program of VR services. OVR will continue to provide for the training and development of personnel
necessary to improve their ability to provide VR services leading to employment outcomes for individuals
with disabilities, especially those with the most significant disabilities.
With the implementation of WIOA amendment to the Rehabilitation Act, overall training areas include:
(1) Functional Limitations, Employment Implications, and Accommodations; (2) Vocational Assessment:
Tools, Interpretation, and Application; (3) Counseling and Guidance; (4) Caseload Management, Case
Practices, and Service Planning; (5) Employer Engagement, Job Development and Job Placement; (6)
Diversity, Inclusion, and Multicultural Competency; and (7) Leadership Development.
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OVR routinely schedules trainings based on updates to policies and procedures to ensure staff have
accurate and up to date information regarding job duties. Recent collaboration occurred with the
Vocational Rehabilitation Technical Assistance Center for Quality Management (VRTAC-QM) at the
Interwork Institute at San Diego State University to offer all OVR employees the opportunity to participate
in a staff training needs assessment. The purpose of this assessment is to identify where the greatest
needs are for staff training so that OVR can identify and develop resources to meet those training needs.
In addition, OVR will continue to develop and complete an internal survey to determine additional training
needs identified by professional and paraprofessional staff. OVR is committed to focusing on certain
priorities identified as “Customer Service,” “Ethics,” “Confidentiality,” and “Transition” as they relate to
the primary training topics outlined by WIOA.
OVR also refers employees, as needed, to Temple University’s Assistive Technology Lending Library (ATLL).
This is a program facilitated through the Institute on Disabilities at Temple University, “TechOWL”. ATLL
is Pennsylvania’s statewide program under section 4 of the Assistive Technology Act. Activities that are
provided by ATLL are: device demonstrations; device lending; device reuse; public awareness activities;
and trainings to raise awareness and knowledge of assistive technology (AT) topics. Any of these activities
are available to Pennsylvanians with disabilities which includes OVR staff and clients, often at no charge.
OVR continues to collaborate with Penn State University on the 2018-2020 Diversity & Inclusion
Project. The research for this initiative has been completed as of March 3, 2019. All focus groups, key
informant interviews and statewide assessments have been concluded as of December 2018. All data has
been reviewed and compiled, and a written report with recommendations was submitted to the OVR
Executive Team and prospective unions in early April 2019. The recommendations will serve as a
framework for professional trainings for advancing OVR’s diversity and inclusion goals. These trainings will
define: the concept of diversity and inclusion; understanding barriers for underrepresented/underserved
populations; an outline of the value and importance of diversity and inclusion; and provide substantial
resources for our staff in providing services to the communities we serve.
(B) Procedures for the acquisition and dissemination of significant knowledge from research and
other sources to designated State unit professionals and paraprofessionals.
OVR employs a training specialist who monitors trends in both training and rehabilitation, including
participation in a Community of Practice under the Center for Innovative Training in Vocational
Rehabilitation (CIT-VR), sharing various training opportunities from other partnerships.
In addition, OVR will capitalize on the in-house expertise offered by existing agency staff to share policy
and procedure updates and information about best practices with their colleagues through webinar
training opportunities. OVR’s internal subject matter experts receive guidance from various technical
assistance centers including the National Technical Assistance Center on Transition: The Collaborative
(NTACT:C) and the Vocational Rehabilitation Technical Assistance Center for Quality Management
(VRTAC-QM).
OVR supports various training opportunities and coordinates efforts with various professional associations
such as the Pennsylvania Workforce Development Association, Pennsylvania Association of Rehabilitation
Facilities, National Association of Multicultural Rehabilitation Concerns, Pennsylvania Rehabilitation
Association and the Association for Education and Rehabilitation of the Blind and Visually Impaired to
train and retain qualified personnel. These external organizations frequently focus on evidence-based
practices and current trends in their areas of subject matter expertise.
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(5) Personnel to Address Individual Communication Needs. Describe how the designated State unit has
personnel or obtains the services of other individuals who are able to communicate in appropriate modes
of communication with or in the native language of applicants or eligible individuals who have limited
English speaking ability.
Describe how the designated State unit has personnel or obtains the services of other individuals who are
able to communicate in appropriate modes of communication with or in the native language of applicants
or eligible individuals who have limited English speaking ability.
Most OVR district offices have at least one Rehabilitation Counselor for the Deaf and Hard of Hearing
population. Entry-level requirements for Rehabilitation Counselors for the Deaf and Hard of Hearing
require that candidates pass the Sign Language Proficiency Interview before offered a formal interview
for employment. OVR district offices, in geographic areas where there are large numbers of individuals
who speak Spanish, recruit and hire VRC who can speak both Spanish and English. In instances where
there are no VRCs who can communicate with a customer in his or her native language, an interpreter is
hired to assist with communication.
To illustrate inclusivity, OVR employees can access services through a language line phone service that
provides interpreting and translation services in more than 200 languages. When a customer is identified
as needing translation services, the OVR employee will contact the translation service organization to
arrange for services to begin and inform the customer of how the service will work. This service is utilized
as a resource for customers and staff who serve a high concentration of underrepresented/underserved
populations.
OVR plans to continue efforts to work with the blind and deaf communities to recruit and hire qualified
individuals who are deaf, blind, deaf-blind and hard of hearing. This includes recommendations and
assistance provided by the OVR Advisory Committee for Persons who are Deaf and Hard of Hearing and
the Advisory Committee for the Blind of Pennsylvania. In addition, OVR has a Rehabilitation Specialist
assigned to coordinate the Deaf, Hard of Hearing and Deaf-Blind Program in OVR. This specialist assists
with recruitment and outreach to these populations to attract qualified OVR candidates for employment.
Additionally, OVR has incorporated 2016-2018 CSNA recommendations and strategies to develop stronger
awareness among OVR staff of the cultural and linguistic differences and needs for individuals with
disabilities from cultural and ethnic minorities. Specifically, OVR will increase training in culturally
competent strategies for serving these communities. OVR will strive to provide more staff, materials,
resources and services in languages other than English, which may be the dominate languages of some
individuals with disabilities from cultural and ethnic minority communities, as well as refugee
communities.
(6) Coordination of Personnel Development Under the Individuals with Disabilities Education Act. As
appropriate, describe the procedures and activities to coordinate the designated State unit's
comprehensive system of personnel development with personnel development under the Individuals with
Disabilities Education Act.
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Transition Counselors and ERCs within OVR work regularly with educators in local school districts who are
working under IDEA. Training on OVR’s Transition policy is provided for the benefit of new counselors and
ERCs with the intention of helping them to understand their role within both VR and IDEA.
The OVR Transition Resource Manual supports this policy and is available as a reference for all OVR staff.
Updates and additions are made as necessary.
J. Statewide Assessment.
(1) Provide an assessment of the rehabilitation needs of individuals with disabilities residing
within the State, particularly the VR services needs of those:
(A) with the most significant disabilities, including their need for supported employment services;
OVR contracted with the Institute on Disabilities at Temple University, Pennsylvania’s University Center
for Excellence in Developmental Disabilities, to conduct and interpret the Comprehensive Statewide
Needs Assessment (CSNA) required for PY 2015-2018. This is the most recent completed assessment. The
purpose of the CSNA is to inform OVR and PaRC regarding issues and needs of the disability community in
the commonwealth. Specific requirements of the CSNA can be found in the Rehabilitation Act of 1973, at
Section 101(a)(15) and at federal regulation 34 CFR § 361.29. The CSNA is required to be completed every
three years and assists OVR and PaRC in the development of the State Plan. Section 361.29 of the
regulations outlines the specific topics to examine, including specific populations and the cooperation of
stakeholders and providers.
A steering committee comprised of OVR staff, members of PaRC, and the Client Assistance Program
participated in an initial meeting to review and approve customer satisfaction surveys. These participants
remained as vital collaborators in the development and review phases of the CSNA process.
OVR initiated a new CSNA project for 2019-2022, again with the Institute on Disabilities, Temple
University. This new project was initially affected and temporarily slowed by the Covid-19 pandemic, but
innovative thinking and creative planning have helped to move the project back on track to meet
projected deadlines for a final report expected before September 2022. This is also a collaborative effort
with the PaRC, whose members received quarterly updates on the progress of the project, along with OVR
Leadership, and the OVR State Board Members. Findings from this new CSNA project will be included in
the development of the next VR Services Portion of the Combined State Plan expected to be drafted in
2023-2024.
Comparison of Pennsylvania to National Population Statistics
See information in the chart below, taken from the CSNA report, represents the estimated percentage of
individuals in various age, sex, and race/ethnicity categories that have generalized disability identifications
in Pennsylvania and across the nation in 2014 and 2016 (2014 and 2016 1-Year Estimates of the American
Community survey).
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Table 2: Comparison of Pennsylvania to National Population Statistics
Disability Identification
across demographic
variables
U.S. %
Est
(2014)
U.S. %
Est
(2015)
U.S. %
Est
(2016)
U.S. %
Est
(2017)
PA %
Est
(2014)
PA %
Est
(2015)
PA %
Est
(2016)
PA %
Est
(2017)
Total civilian
noninstitutionalized
population
12.6
12.6
12.8
12.7
13.8
13.9
14.2
14.1
Population under 5 years
0.8
0.8
0.7
0.7
0.6
0.7
0.5
0.9
Population 5 to 17 years
5.4
5.4
5.6
5.5
7.1
6.8
7.1
7.0
Population 18 to 34 years
10.5
6.0
6.3
6.4
11.2
6.9
7.3
7.0
Population 35 to 64 years
10.5
13.0
13.1
12.7
11.2
13.8
14.2
13.9
Population 65 years to 74
years
36.0
25.4
25.3
25.0
34.6
24.0
24.6
24.0
Population 75 years and
older
36.0
49.8
49.5
48.7
34.6
47.9
48
47.9
Male
12.5
12.5
12.7
12.6
13.6
13.4
14.1
13.8
Female
12.8
12.7
12.9
12.8
14.0
14.3
14.4
14.4
White alone
13.1
13.1
13.4
13.3
13.8
13.8
14.3
14.1
Black or African American
alone
13.8
14.0
14.1
14.0
15.5
16.6
16.0
16.6
American Indian and Alaska
Native alone
16.3
16.8
17.0
17.3
24.6
24.8
23.8
20.8
Asian alone
6.9
6.9
7.1
7.1
6.3
7.1
7.0
7.0
Native Hawaiian and other
Pacific Islander alone
-
10.6
11.1
10.3
-
27.7
N
N
Some other race alone
8.2
8.0
8.3
8.0
16.0
13.6
14.0
12.7
Two or more races
11.1
10.9
11.3
11.1
13.5
11.4
13.5
13.0
White alone, not Hispanic
or Latino
13.9
13.9
14.1
14.0
13.8
13.8
14.4
14.2
Hispanic or Latino (of any
race)
8.8
8.8
9.1
9.0
14.3
14.1
14.0
12.7
Source: 2015-2017 American Community Survey 1-Year Estimates
Compared to the estimated national rate of disability identification in 2014 (12.6%), 2015 (12.6%), 2016
(12.8%), and 2017 (12.7%), Pennsylvania has a slightly higher rate of disability identification in its total
civilian population (13.8% in 2014, 13.9% in 2015, 14.2% in 2016, and 14.1% in 2017). Up until 2014, the
Census reported upon disability identification for those 18-64 years old (10.5% in U.S. and 11.2% in
Pennsylvania) and 65 and older (36.0% in US and 34.6% in Pennsylvania). Beginning in 2015, the Census
began reporting disability identification rates for 18-34 years old, 35-64 years old, 65-74 years old, and 75
years and older. In 2015, Pennsylvania civilians ages 18-34 and 35-64 years had a slightly higher than
national average rate of disability identification (Pennsylvania: 6.9% and 13.8% vs. U.S.: 6.0% and 13.0%).
This trend continued in 2016, with Pennsylvania civilians ages 18-34 years old (Pennsylvania: 7.3% vs. US:
6.3%) and 35-64 years old (Pennsylvania: 14.2% vs. U.S.: 13.1%) and in 2017 with, Pennsylvania Civilians
ages 18-34 years old (Pennsylvania: 7.0% vs. US: 6.4%) and 35-64 years old (Pennsylvania: 13.9% and
US:12.7%).
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The estimated percentage of individuals who identified as having a disability in the labor force was 40.7%
nationally, compared to 40.9% in Pennsylvania. The national average of individuals identifying as having
a disability who were employed in 2014 was 34.5%, and 34.7% in Pennsylvania. The rate of
unemployment for individuals with disabilities across the United States was 14.9%, compared to 15.1% in
Pennsylvania in 2014 (American Community Survey, 2014).
Customer satisfaction surveys were developed as part of the CSNA to determine future VR needs of those
customers with the most significant disabilities and their need for SE services. These surveys were
designed and used to elicit feedback from customers in Status 26 Closed Rehabilitated, Status 28 Closed
after IPE Initiated, Transition Services for youth and students with disabilities, and for those currently
undergoing job coaching. Data collected from these surveys will be used to demonstrate successes in, and
barriers to, receiving OVR services and gaining and retaining employment for individuals with the most
significant disabilities. It will be up to OVR to review these surveys on a regular basis to gather this
information. Data collected from these surveys is currently reviewed on a quarterly basis between OVR
and PaRC (during Customer Satisfaction Committee meetings) to determine successes in, and barriers to,
receiving OVR services and gaining and retaining employment for individuals with the most significant
disabilities.
(B) Who are minorities;
According to the 2010-2014 American Community Survey 5-Year Estimates, and evaluated as part of the
CSNA, 81.8% of Pennsylvanians with disabilities identify as Caucasian or white; 12.4% of Pennsylvanians
with a disability identify as African American; 6.2% of Pennsylvanians with disabilities identify as Hispanic
or Latino; 0.3% of Pennsylvanians with a disability identify as American Indian and Alaska Native; and 1.4%
Pennsylvanians with a disability identify as Asian/Pacific Islanders.
Additional qualitative data was collected as part of the CSNA through site visits to district offices and face-
to-face interviews with VR administrators. During these interviews, OVR staff suggested that a lack of
English fluency had not presented significant barriers to ethnic and cultural minorities in receiving services
and supports in Pennsylvania. Administrators and VRCs at multiple district offices cited familiarity with
and access to Language Line interpretation services, but infrequent need to use the service. According to
the October 2015 Census Report “Detailed Language Spoken at Home and Ability to Speak English for the
Population 5 Years and Over for Pennsylvania: 2009-2013,” only about four percent of those individuals
reportedly speak English less than “very well.” Consequently, lack of utilization of interpretation services
may align with statewide language demographics, but may also signal a population underserved by OVR.
Attention to this potential disparity is imperative as multiple VRCs identified that they served refugee
communities, many of which come from countries with official languages other than English. Findings
were that OVR staff could benefit from trainings oriented to cultural competency regarding the
Pennsylvania Dutch, Amish, and Quaker populations, as well as refugees. Related training is being
considered and will be developed in the near future.
(C) Who have been unserved or underserved by the VR program;
The most recently completed CSNA found that individuals with disabilities that are considered unserved
and/or underserved in Pennsylvania include those with multiple disabilities (such as deaf/blind), those in
rural areas, transition age youth, individuals with disabilities that are concurrently customers of other
state systems (such as corrections, educational, and/or other human services systems), minorities, and
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veterans. Survey results from CRPs indicated that the most underserved communities, in order of
significance, are customers with dual diagnoses, followed by aging customers, those in the criminal justice
system (victims, defenders or parolees), those with low socioeconomic status, immigrants, and non-
English speaking or English as a second language customers. Youth were ranked as the least underserved,
followed by veterans, rural communities, racial or ethnic minorities, and finally state center residents.
Many individuals reported difficulty accessing reliable transportation services that affects their ability to
attend job training programs, job interviews, and to consistently get to and from a work site.
(D) Who have been served through other components of the statewide workforce development
system; and
OVR staff work closely with our PA CareerLink partners in the State Workforce Development System.
CareerLink offices are one-stop facilities in Pennsylvania that assists individuals seeking Commonwealth
and employment services, and where workforce development professionals focus on employment with
an emphasis on high demand occupations. Information gathered from the CSNA indicates that although
OVR and the Statewide Workforce Development System work collaboratively, have similar goals, and are
cross-purposed, the CareerLink targets occupations of high demand where OVR targets customers’
employment goals. It’s suggested that in order to best serve the dual customer, VRCs may benefit from
receiving cross-training on high demand occupations. It’s also suggested that since the CareerLinks and
OVR gather the same information on a customer, these programs can benefit from policies that facilitate
better data sharing.
(E) Who are youth with disabilities and students with disabilities, including, as appropriate, their
need for pre-employment transition services or other transition services.
In the CSNA, transportation was cited by OVR customers, family members of individuals with disabilities,
employers, and OVR staff members as the most important need/barrier for youth and students to access
employment and job training services.
During the CSNA cycle, OVR, in collaboration with PaRC, developed and began using a customer
satisfaction survey for transition age youth. These surveys are sent out to randomly selected transition
age youth on a monthly basis. OVR reviews the results of these surveys and shares this information with
the PaRC and OVR leadership. An informal review of the responses is currently being done on a quarterly
basis by OVR staff and PaRC during PaRC Policy and Customer Satisfaction Committee meetings.
Information received through this review highlights the important role communication plays in the
relationship between counselor, the student, their family, and the education system. Transportation
services and communication with transition age youth and their families will be an important focus for
OVR staff working with this population.
(2) Identify the need to establish, develop, or improve community rehabilitation programs within the State;
and
According to results in the CSNA, through DLI, there are currently 106 certified CRPs operating in
Pennsylvania, placing the commonwealth in the 94
th
percentile of number of established CRPs throughout
the United States. As of August 2017, Pennsylvania ranks only below Ohio, Illinois, and California. CRPs
are private, community-based, non-profit organizations that provide rehabilitation services to individuals
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with disabilities. While Pennsylvania is fortunate to have a sufficient number of CRPs, there were gaps in
services noted from the CSNA. One of the greatest needs identified by the CSNA is the lack of
transportation services for individuals with disabilities, especially for those living in rural communities.
Some of the specific barriers identified include: lack of flexibility with scheduling and planning for para-
transit services; lack of reliability and consistency with para-transit services; lack of cultural competency
and awareness for disability on the part of transportation workers; a general assumption that people with
disabilities have no interest in employment or being active; and lack of institutional or societal interest or
investment in transportation for people with disabilities.
Interagency referrals are another area identified as a problem for individuals with disabilities seeking
services from multiple agencies. The referral process for each organization or CRP in Pennsylvania is
different and can be overwhelming for individuals with disabilities. There is a workgroup currently
facilitated through the PA Workforce Development System, which OVR participates in, that is looking at
ways to improve co-enrollment across funding streams.
The Hiram G. Andrews Center is the State-owned and operated comprehensive rehabilitation center in
Pennsylvania, similar to a community rehabilitation program, they provide necessary vocational
rehabilitation services to individuals with disabilities. HGAC provides a comprehensive program of
services including the integration of pre-employment transition services, education on campus at the
Commonwealth Technical Institute, vocational counseling, vocational evaluation, and physical restoration
in a barrier free environment for individuals with disabilities leading to competitive integrated
employment. In order to keep the center operational and ensure continuity of service provision, at times
it is necessary for the State to repair or replace systems and equipment within the center, including, but
not limited to: electrical, plumbing and hot water, fire prevention, ventilation, sewage, etc., that go
beyond ordinary repairs and maintenance. The State will submit requests for prior approval to RSA for
related costs that exceed the capital expenditure threshold used by the State.
(3) Include an assessment of the needs of individuals with disabilities for transition career services and pre-
employment transition services, and the extent to which such services are coordinated with transition
services provided under the Individuals with Disabilities Education Act.
As part of the 2015-2018 CSNA, The Institute on Disabilities at Temple University researchers used surveys
and interviews with workforce professionals to identify barriers to and strategies for increasing services
and support opportunities for students and youth with disabilities. Ten people responded to this survey
and six individuals from six distinct organizations working within Pennsylvania were interviewed. All
respondents reported they provide work-based learning experiences, with 7/10 offering workplace
readiness training and job shadowing, followed by 30% offering self-advocacy training, 20% offering job
exploration counseling and post-secondary counseling and enrollment, and finally 1 respondent offering
independent living skills training. The researchers offered positive feedback that Pre-ETS services
introduces eligible and potentially eligible students to VR services and supports earlier, and subsequently
engage students in the VR intake process sooner and often with more direct school support. Some of the
needs and barriers identified relate to the engagement of students and schools, including scheduling time
with students, challenges related to the VR intake process, students’ transition timeline, and inadequate
family support. The CSNA recommendation is that OVR work to develop more holistic and equitable
relationships and communication with school districts across the commonwealth to grow quality,
selection, and knowledgeability of pre-employment transition services options and to improve access and
connection to the workforce development system under WIOA.
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More specifically, it was suggested that educational and VR professionals collaborate better and more
frequently to provide post-secondary education counseling and enrollment assistance to students with
disabilities. Additionally, there were some inconsistencies across VR offices related to intake protocol,
wait times, and messaging can impede Pre-ETS service provision. OVR is working on improving the
standardization of practice among district offices to improve service delivery to eligible and potentially
eligible students with disabilities.
CSNA interviewees also cited it’s essential that schools make the connection between students and OVR.
OVR’s presence in schools, as part of a network of service providers including the special education
coordinator, teachers, paraprofessionals, and aids, and active registration of students, improves student
outcomes. Fortunately, OVR has a regular and strong presence of ERC’s, Transition Counselors, BSRs, and
VRCs who visit and interact with local school districts on a consistent basis. Since the implementation of
WIOA, these relationships have continued to strengthen and OVR is considered an important ally in
transition planning. OVR staff attend IEP meetings, meet with students and parents individually, and
provide a wide array of pre-employment transition services per the WIOA amendments to the
Rehabilitation Act. Pre-employment services to students have significantly increased from the time of the
prior CSNA to present and are expected to continue to be elevated in the next CSNA cycle.
Over the next two years using information from the CSNA assessments, OVR will be evaluating the need,
and considering establishing agreements with the following governmental entities: PA Department of
Education, DLI Apprenticeship Office, agreements with 10 local Work Force Development Boards, an
agreement with the Commonwealth’s Office of Administration, and an agreement with Human Resources
within the Office of Administration.
An MOU is being developed between OVR and the PA Department of Education’s Bureau of Special
Education to increase engagement of students with the most significant disabilities. The MOU will enable
the creation of a Transition Employment & Agency Mentor – Navigators (Team Navigator) within each
Intermediate Unit (IU). OVR, subject to availability of funds, will jointly provide funding over four (4) years
to be used exclusively for the operation and administration of technical assistance.
An agreement is being considered with the DLI Apprenticeship Office for the use of matching funds to
promote pre-apprenticeship and apprenticeship pathways for OVR customers that will allow them to
achieve quality employment outcomes at high wages.
In addition, OVR will explore the development of agreements with 10 local Workforce Development
Boards under the Commonwealth’s Workforce Development Program to pilot a jointly-funded Disability
Employment Initiative that will allow the creation of disability navigators to work closely with OVR
Vocational Rehabilitation Counselors to serve students, youth, and adults with disabilities.
OVR will also explore an agreement with the Commonwealth’s Office of Administration to develop
accessibility testing through the use of Information Technology Accommodation Personnel throughout all
OVR combined District Offices. Accessibility testing verifies that digital content and services are usable by
people with disabilities. Information Technology Accommodation Personnel will also coach, mentor, and
train others who are learning to do accessibility testing.
Finally, OVR will explore an agreement with Human Resources within the Office of Administration for the
development of a Career Transition Professional (CTP). The CTP may serve as the Commonwealth of PA
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Employer Single Point of Contact (SPOC) in the recruitment, retention, and onboarding of all individuals
with disabilities that meet the employer identified requirements for employment.
K. Annual Estimates. Describe:
(1) The number of individuals in the State who are eligible for services.
According to the 2017 Disability Status Report for Pennsylvania published by Cornell University’s Institute
on Employment and Disability, more than 855,000 individuals ages 21 to 64 (working age) in Pennsylvania
reported one or more disabilities, representing 11.8% of the working-age population in the state (Source:
2017 Disability Status Report – Pennsylvania, Yang-Tan Institute on Employment and Disability, Cornell
University, using data from the U.S. Census Bureau’s American Community Survey). In the 2020
Vocational Rehabilitation Highlights, OVR reported that 22,327 students, age 12-21 received Pre-
Employment Transition Services from OVR in PY 2019.
(2) The number of eligible individuals who will receive services under:
(A) The VR Program;
PY 2020: 46,596. *The actual number of OVR customers in all categories who received services in PY 2020
was 43,538. The original projection was made pre-Covid.
PY 2021: 43,000. Effective July 1, 2021 OVR again opened the closed Order of Selection based on a
positive financial outlook. As a result, referrals from the PA Office of Developmental Program and the PA
Office of Long-Term Living are expected to increase.
PY 2022: 46,000. OVR is hopeful to return to pre-Covid-19 service provision levels as the commonwealth
continues to advance out from under Covid restrictions.
(B) The Supported Employment Program; and
The following estimates project the number of individuals expected to be served annually during PYs
2021-2024 for each of the priority categories within the SE Program (Title I and Title VI Funds):
Total anticipated to be served annually during PYs 2021-2024: 5,463
Annual estimates of the number of SE customers to be served and projected Title VI expenditures during
PYs 2021-2024:
• Anticipated Total Number to be Served via Title VI Funds: 245
• Anticipated Annual Expenditure – Title VI Funds: $600,000
• Total Number Served under Age 25 via Title VI Funds: 245
• Anticipated Annual Expenditure – Title VI Funds (under age 25): $600,000
Annual estimates of the number of SE customers to be served and projected Title I expenditures during
PYs 2021-2024:
• Anticipated Total Number to be Served via Title I Funds: 5,343
• Anticipated Annual Expenditure – Title I Funds: $8,318,140
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(C) Each priority category, if under an order of selection.
PY 2021-2024, annually:
• Most Significant Disability: 43,000 in PY 2021 increasing to 46,000 in future years as customers
are released from the OOS waitlist.
• Significant Disability: 12
• Non-Significant Disability: 12 in PY 2021 decreasing to 0 over future years as existing cases are
closed.
(Total = 46,000)
Using both current and historical data, OVR projects that 46,000 individuals categorized as having a Most
Significant Disability, 12 individuals categorized as having a Significant Disability, and 12 individuals
categorized as having a Non-Significant Disability will receive services annually during PYs 2021-2024. OVR
also projects that the number of individuals categorized as having a Significant and Non-Significant
Disability, who are currently receiving services, will decline over the next four years as their cases are
closed. OVR will continue to conduct outreach and accept applications from individuals who meet the
functional limitation criteria of all categories.
(3) The number of individuals who are eligible for VR services, but are not receiving such services due to an
order of selection; and
OVR closed the OOS for all priority categories effective July 1, 2019. As of the end of PY 2019, there were
a total of 3,010 customers eligible for VR services who were on a waitlist and not receiving such services
due to the closing of the OOS: 2,097 designated as Most Significant Disability, 100 designated as Significant
Disability, and 3 designated as Non-Significant Disability. At the end of PY 2020, there were a total of 9,
244 customers eligible for VR services who were on a waitlist and not receiving such services due to the
closing of the OOS: 8,459 designated as Most Significant Disability, 739 designated as Significant Disability,
and 46 as Non-Significant Disability. As of July 26, 2021 6, 578 customers eligible for VR services who were
on a waitlist and not receiving such services due to the closing of the OOS: 6, 071 designated as Most
Significant Disability, 484 designated as Significant Disability, and 23 designated as Non-Significant
Disability.
On July 1, 2021 OVR opened the closed Order of Selection for all priority categories for an indefinite period
of time based on a positive financial availability. OVR had sent a letter to all eligible individuals who were
still on the waitlist asking them to contact their vocational counselor to initiate services. Vocational
Rehabilitation Counselors are also asked to make strong attempts to reach out to any customer who is
still on the waitlist but has not yet initiated contact for services. It is anticipated that all individuals will
be removed from this waitlist by the end of PY 2021.
(4) The cost of services for the number of individuals estimated to be eligible for services. If under an order
of selection, identify the cost of services for each priority category.
1. For the Most Significant Disability category, the number projected to be made eligible is 11,000
for PY 2021, and 17,000 for PY 2022 and 2023. The number served will be 46,000 for each
program year. The number rehabilitated will be 7,000, of which 100% will be rehabilitated into
the competitive labor market. The total cost of services is expected to be approximately
$46,000,000.
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2. For the Significant Disability category, the number projected to be eligible for services annually is
1,000. The total cost for services is expected to be approximately $1,000,000.
3. For the Non-Significant Disability category, the number projected to be made eligible annually is
0, while the number served will be 12. OVR does not anticipate opening the Non-Significant
Disability category to receive services during the next four years. The number of individuals in
this category will decrease to 0 as cases are closed. Expenditures under this category will be
negligible and isolated to services provided for the currently open cases, outreach, processing of
new applications, and eligibility determinations.
L. State Goals and Priorities. The designated State unit must:
(1) Identify if the goals and priorities were jointly developed and agreed to by the State VR agency and the
State Rehabilitation Council, if the State has a Council, and jointly agreed to any revisions.
The state goals and priorities for the VR Services Portion of the Pennsylvania Combined State Plan were
initially developed jointly with OVR Executive staff and the PaRC Policy and State Plan committee during
a teleconference meeting exchange on May 10, 2019. Another virtual meeting was held on April 28, 2021
between members of the PaRC Policy/Executive Committees and OVR Leadership to review updates for
the 2-year modification of the VR Services Portion of the State Plan. A minor addition was made to goal
#2, subgoal 3. Any projections, program continuations, etc. in this description are subject to the
availability of funding in the plan year.
(2) Identify the goals and priorities in carrying out the VR and Supported Employment programs.
Goal 1: Increase Competitive Integrated Employment Opportunities for Individuals with Disabilities
1. Expand the availability of apprenticeships, internships and OJT for individuals with disabilities.
2. Partner with the BWPO and individual local CareerLink administration bodies to ensure
programmatic and physical accessibility of the PA CareerLink centers for equal access for
individuals with disabilities.
3. Increase SE and Customized Employment outcomes; evaluate and monitor OVR’s SE policy
implementation.
Goal 2: Increase Transition Services for Students with Disabilities
1. Develop summer and after school Pre-ETS programming to prepare Students with Disabilities for
a seamless transition from secondary school to CIE.
2. Increase opportunities for students to gain workplace skills and community-integrated work
experiences.
3. Enhance collaborative relationships with Department of Human Services, Pennsylvania
Department of Education, higher education institutions, the PA Employment First Oversite
Commission, and Community Rehabilitation Providers.
Goal 3: Increase Community Education and Outreach.
1. Work with PaRC to identify and incorporate best practices and strategies to increase Customer
Satisfaction survey response data.
2. Continue to develop stronger awareness among OVR staff of the cultural and linguistic differences
and needs of unserved/underserved individuals with disabilities from cultural and ethnic
minorities.
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3. Promote accessibility and technology based upon universal design principles.
Goal 4: Initiate and Complete Capital Improvement Projects at HGAC.
1. Invest in the replacement and repair of end-of-life systems and structure within the Hiram G.
Andrews Center, including but not limited to building automation replacement, security cameras
replacement and upgrade, phone system upgrade, campus-wide public restroom remodel, roof
repairs, air handlers and cooling tower replacement and the repair to a failing ADA ramp/egress.
2. Increase opportunities for students through capital projects, including new classrooms, upgrades
to existing classrooms and updated campus features.
3. Promote accessibility and technology through capital improvements based on universal design
principles.
4. Expand the availability of services and education offered through the Hiram G. Andrews Center.
5. Phased renovation of the dormitories at the Hiram G. Andrews Center
(3) Ensure that the goals and priorities are based on an analysis of the following areas:
(A) The most recent comprehensive statewide assessment, including any updates;
These goals were developed using the 2016-2018 CSNA which included targeted goal areas on: customer
satisfaction; increasing services and support opportunities for students and youth with disabilities;
identifying barriers and strategies to improve services to the broad spectrum of ethnic and cultural
minorities with disabilities; development of more holistic and equitable relationships and communication
with school districts across Pennsylvania; and supporting the use of new technology to benefit customer
service.
(B) The State’s performance under the performance accountability measures of section 116 of
WIOA; and
Section 116 of WIOA establishes performance accountability indicators and performance reporting
requirements to assess the effectiveness of States and local areas in achieving positive outcomes for
individuals served by the workforce development system's six core programs, one of which is vocational
rehabilitation programs.
These Performance Indicators are:
1. Employment Rate, 2
nd
Quarter After Exit - The percentage of participants who are in unsubsidized
employment during the second quarter after exit from the program.
2. Employment Rate, 4
th
Quarter After Exit - The percentage of participants who are in unsubsidized
employment during the fourth quarter after exit from the program.
3. Median Earnings, 2
nd
Quarter After Exit – The median earnings of participants who are in
unsubsidized employment during the second quarter after employment from the program.
4. Credential Attainment – The percentage of participants enrolled in an approved education or
training program who attain a recognized postsecondary credential, or a secondary school
diploma, or its recognized equivalent during participation or within one year of exit. Participants
must have exited the program to be counted as having attained a credential. Additionally, those
earning secondary school diplomas must either be employed or enrolled in a postsecondary
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program to be counted. Baseline data upon which PA OVR will be evaluated was collected in
PY2020.
5. Measurable Skill Gains – The percentage of program participants who, during a program year, are
in an education or training program that leads to a recognized postsecondary credential or
employment and who are achieving measurable skill gains defined as documented academic,
technical, occupational, or other forms of progress towards such a credential or employment. The
definition of allowable types of measurable skills games is specified by RSA and depends on the
type of program in which the customers is enrolled.
6. Effectiveness in Serving Employers – This Performance indicator is currently under joint
development by the U.S. Department of Labor and the U.S. Department of Education. It will
eventually consider a combination of reportable information such as retention with the same
employer, the number of businesses that repeatedly hire program participants, and the degree
to which program participants are represented across the full range of employers in the state
economy. Federal baselines have not yet been established for this indicator and is currently not
reported in the annual RSA ETA-9169 report for the state.
Using guidance received in TAC-22-02 related to performance goals and instructions for the core
programs, OVR will be establishing these measures and negotiating with RSA to confirm expected
performance levels.
(C) Other available information on the operation and effectiveness of the VR program, including
any reports received from the State Rehabilitation Council and findings and recommendations
from monitoring activities conducted under section 107.
OVR was the subject of an RSA monitoring visit in August 2019 and received its subsequent Monitoring
Report from RSA on 11/13/2020. The report contained six findings and sixteen related corrective actions
to be addressed by OVR. OVR submitted its initial Corrective Action Plan (CAP) to RSA on 1/12/2021. On
7/28/2021 OVR’s CAP update for the quarter ended 6/30/2021 was forwarded to RSA for
review/comment. RSA replied on 8/20/2021, noting that OVR had successfully resolved four corrective
actions, as well as partially resolving an additional four corrective actions. OVR’s next quarterly update is
due to RSA by 10/31/2021.
OVR received a letter dated May 20, 2019, from PaRC expressing their concern about the closing of the
Most Significant Disability category of the OOS. OVR appreciates and understands this position and is
commitment to reviewing the fiscal situation on a quarterly basis and making necessary programmatic
and fiscal changes to keep the OOS open, for as long and often as possible, for the Most Significant
Disability category.
M. Order of Selection. Describe:
(1) Whether the designated State unit will implement and order of selection. If so, describe:
(A) The order to be followed in selecting eligible individuals to be provided VR services.
The Pennsylvania Office of Vocational Rehabilitation will continue to implement an Order of Selection.
OVR has been on a OOS since March 1, 1994. On July 1, 2019 OVR added the MSD category to be included
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in the closed Order of Selection. The categories below describe the Order to be followed in selecting
eligible individuals to be provided VR services.
First Priority: Most Significant Disability; Second Priority: Significant Disability; Third Priority: Non-
Significant Disability.
Description of priority categories
First Priority: Most Significant Disability
• The physical, mental, or sensory impairment(s) must seriously limit three or more of the
individual’s functional capacities; and
• the individual must be expected to require two or more VR services that are expected to last
six months from the date of the IPE or be needed on an ongoing basis to reduce an
impediment to employment.
Second Priority: Significant Disability
• The physical, mental, or sensory impairment(s) must seriously limit one or more of the
individual’s functional capacities; and
• the individual must be expected to require multiple VR services that are expected to last six
months from the date of the IPE or be needed on an ongoing basis to reduce an impediment to
employment.
Third Priority: Non-Significant Disability
• The individual has a physical, mental, or sensory impairment that does not meet the definition
for Most Significant Disability or Significant Disability.
• any duration of residency requirement, provided the individual is present in the State;
• type of disability;
• age, gender, race, color or national origin;
• source of referral;
• type of expected employment outcome;
• the need for specific services or anticipated cost of services required by an individual; or
• the income level of an individual or an individual’s family.
Pre-Employment Transition Services and the OOS:
Students, families, advocates, and educators are advised to carefully consider the need to begin pre-
employment transition services as early as possible in the transition process, and prior to an eligibility
determination. Potentially eligible students with disabilities (i.e. students who may or may not have
applied for VR services (non-applicants and applicants) that only receive pre-employment transition
services) will not be affected by the OOS and will continue to receive pre-employment transition services.
(B) The justification for the order.
The Rehabilitation Act, as amended, requires that an OOS for services be instituted any time that limited
resources impede the agency from providing services to all eligible individuals. The OOS in Pennsylvania
gives priority first to individuals with Most Significant Disability; second to individuals with Significant
Disability; and third to individuals with Non-Significant Disability.
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Since March 1, 1994, OVR has operated under some level of an OOS. From 1994 to 2010, OVR was on an
OOS and provided VR services only to customers who had a Most Significant Disability. In October 2010,
with the availability and use of ARRA funds, OVR expanded the OOS to include individuals who have a
Significant Disability. In 2012, Consistent with OVR’s policy on the OOS, OVR evaluated its ability to meet
the second priority category and, from a fiscal and programmatic standpoint, OVR determined that it was
unable to continue to provide services to individuals with a Significant Disability. On Monday, April 23,
2012, the Significant Disability and Non-Significant Disability categories were closed to all new
customers. OVR continued serving only Most Significant Disability customers from 2012 until 2019 when
new WIOA amendments to the Rehabilitation Act required that the Designated State Unit must expend
at least 15% of a state’s federal allocation for VR (which averaged approximately $20 million annually for
OVR) to be set aside for pre-employment transition services for students with disabilities between 14-21
years of age. This reserve resulted in decreased funding being available for other existing programs.
The WIOA amendments to the Rehabilitation Act prohibit restricting the provision of pre-employment
transition services, which resulted in Pennsylvania’s program enrollment nearly doubling from 13,946 in
fiscal year 2016 to 25,601 in fiscal year 2017 – with the cost to provide these services far exceeding the
15% set-aside. OVR has had to invest approximately $93 million in the program.
Due to a budgetary shortfall in PY 2019, OVR reevaluated its OOS and determined that OVR's available
and projected resources would not be adequate to ensure the provision of the full range of VR services to
all eligible individuals. OVR consulted with the PaRC at their March 6, 2019 Full Council meeting and with
the director of the Client Assistance Program on budgetary concerns, analysis, and the need to seek
approval from RSA to close the OOS. This action would result in the establishment of a waiting list for the
VR program for all priority categories. At the March 7, 2019 OVR State Board meeting, the Board voted
unanimously to allow OVR to proceed with taking necessary steps to close the OOS for all categories.
On July 1, 2019, with approval from RSA, OVR closed priority categories Most Significant Disability,
Significant Disability, and Non-Significant Disability. Since this change to the OOS, new customers
determined eligible and assigned to a closed priority group are placed on a wait list. The OVR leadership
team reviews the fiscal outlook on a quarterly basis to determine when customers could be removed from
the list and how many could be removed pending the availability of funds. The OOS was subsequently
opened on the following dates: February 1, 2020, May 1, 2020, August 1, 2020, December 3, 2020, January
4, 2021, April 5, 2021, May 10, 2021, May 24, 2021 and July 1, 2021. As of July 1, 2021 all eligible
customers on the wait list were able to be removed from the list. OVR chooses to remain under an OOS
option with the opportunity to continue to evaluate the fiscal outlook quarterly and resume the OOS and
re-develop the wait list as fiscally found necessary. The decision to retain the OOS option is based on
projections in description k. Annual Estimates, and the expectation that as our country experiences an
economic recovery post-Covid, indicate that more individuals will once again be seeking employment
opportunities and will likely seek vocational rehabilitation services through OVR.
The practice described below is expected to be used if the Order of Selection is closed and a wait list is
put in place.
New customers determined eligible and assigned to a closed priority category will be placed on a waiting
list until the resources are available to provide the full range of services. OVR will continue to provide pre-
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employment transition services to potentially eligible students and OVR eligible students who began
receiving them prior to eligibility determination and placement in a closed OOS priority category.
1. Individuals applying for services after the date the OOS is closed, will be interviewed and their
eligibility and OOS determination will be made. Eligible customers will be placed on a waiting list
per category. When financial resources are available, first priority will be given to customers with
a Most Significant Disability, second priority to customers with a Significant Disability, and third
priority to customers with a Non-Significant Disability. Rationale for placement will appear in the
customers case file.
2. Each customer placed on a waiting list will be notified in writing of the priority categories, his or
her assignment to a particular priority category classification, and be informed to alert OVR
regarding possible reclassifications due to a change in the individual’s circumstances or due to any
misclassifications. The individual will also be informed of their right to appeal the category
assignment through informal or formal review and of the availability of assistance from the Client
Assistance Program.
3. For eligible customers who do not have approved IPEs with an effective date prior to being placed
on the list and are not in an open priority group:
• Information and referral services will remain available. Individuals will be given information
and referrals to other appropriate Federal and State programs, including programs carried
out by other components of the Statewide Workforce Development System, such as the one-
stop centers known in the commonwealth as PA CareerLink, best suited to address the specific
employment needs of the individual.
• No IPE will be written to provide such services to these individuals until such time their OOS
category opens and they receive notification we can serve them.
Procedure for processing applications:
1. Upon receipt of referral, counselor meets with applicant to complete application and informs
them about OOS and resources that can assist them while they are on the waiting list.
2. Counselor will input data and application date; scan and upload documents in OVR’s CWDS
database systems and determine eligibility within 60 days from the date of application.
3. After eligibility determinations are made, customers will be assigned to an OOS priority category
based on their functional limitations and need for multiple VR services over an extended period
of time (currently defined as 6 months).
4. CWDS will add the case to a waiting list in the system, not allowing services to proceed. Notice of
such (as outlined above) will be sent to the customer.
Procedure for putting customers on the waiting list:
1. For each priority category, customers will be put on the waiting list based upon application date.
2. OVR Central Office will maintain this list through the CWDS.
Procedure for taking customers off the waiting list:
1. OVR will determine when to open each category based upon financial availability and will evaluate
the ability to open categories quarterly. One priority category will be opened at a time to clear
the waiting list for that priority category before opening the next priority category.
2. If OVR is unable to serve everyone in a specific category, customers will be taken off the list by
month of application starting with the customers who have been waiting the longest to receive
services.
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3. A monthly list will be generated by CWDS. Each quarter, based on financial availability, OVR will
determine how many customers will be taken off the waiting list for the recently opened priority
category.
4. Notice will be provided to district offices that they can begin developing plans for customers in a
certain range of dates, based on the application date.
5. The District Administrator will ensure customers are assigned to counselors.
6. Counselors will complete an IPE within 90 days from the date the client was taken off the waiting
list.
(C) The service and outcome goals.
OVR’s outcome and service goals are projected as follows for PY 2021-2024:
1. For the Most Significant Disability category, the number eligible is expected to be 17,000, while the
number served will be 46,000. The number rehabilitated will be 7,000 (from DLI Performance Plan),
of which 100% will be rehabilitated into the competitive labor market.
2. For the Significant Disability category, the number accepted is expected to be 300 Significant
Disability continue on the waiting list as OVR continues to conduct outreach and accept
applications from individuals who would meet category II of the OOS.
3. For the Non-Significant Disability category, the number accepted is expected to be 9 Non-
Significant Disability continue on a waiting list as OVR continues to conduct outreach and accept
applications from individuals who would meet category III of the OOS.
Using both current and historical data, OVR projects that 300 individuals categorized as Significant
Disability and 9 individuals categorized as Non-Significant Disability will be on the OOS wait list
throughout PY 2024. OVR will continue to conduct outreach and accept applications from individuals who
meet the functional limitation criteria of the Significant Disability and Non-Significant Disability categories.
(D) The time within which these goals may be achieved for individuals in each priority category
within the order; and
The time frame in which goals are to be achieved is approximately 30 months for the Most Significant
Disability priority of service category.
(E) How individuals with the most significant disabilities are selected for services before all other
individuals with disabilities.
In keeping with federal mandates, it is the policy of OVR to operate on an OOS when the agency is unable
to provide services to all eligible individuals in the same state who apply for services. The OOS in
Pennsylvania gives priority first to individuals categorized as Most Significant Disability; secondly, to
individuals categorized as Significant Disability; and third to individuals categorized as Non- Significant
Disability. All new applicants for services must be notified about the OOS. With all categories closed, it
would be expected that Most Significant Disability would be included in these Priority Category breakout
on projections listed here for the remaining period of PY 2021.
The determination of the level of significance is made by the VRC based upon a review of data developed
to make the eligibility determination, and to the extent necessary, an assessment of additional data.
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Significance of disability is defined based upon the presence of functional capacities and the requirement
of multiple VR services, defined as two or more services that are expected to last 6 months from the date
of the IPE or be needed on an ongoing basis to reduce an impediment to employment.
With all categories closed, a letter is sent to the individuals who will be placed on a waiting list for services
indicating that they have been determined Most Significant Disability, Significant Disability or Non-
Significant Disability. VRCs provide information and referral services regarding the most suitable services
to assist the individual on the waiting list and this is documented within a case progress note or the waiting
list letter sent to the individual.
OVR Executive Leadership team will evaluate the agency’s available resources on a quarterly basis to serve
all eligible individuals with disabilities. OVR will determine when to open each category based upon
financial availability. One priority category will be opened at a time to clear the waiting list for that priority
category before opening the next priority category. If OVR is unable to serve everyone in a specific
category, customers will be taken off the list by month of application, starting with the customers who
have been waiting the longest to receive services. If resources are available, the OVR District Offices will
be informed that they can move individuals from waiting into an active status with OVR. A monthly list
will be generated by CWDS. Each quarter, based on financial availability, OVR will determine how many
customers will be taken off the deferred list for the recently opened priority category.
(2) If the designated State unit has elected to serve eligible individuals, regardless of any established order
of selection, who require specific services or equipment to maintain employment.
Any applicant who has been determined eligible due to their disability, is in immediate risk of losing the
job due to the disability, and is determined to be in a category not currently being served, may only receive
the services or goods needed to maintain the job.
1. The job must be in a competitive integrated setting. If services are needed for other purposes,
they may not be delivered, and the applicant must wait until their name is removed from a waiting
list category and placed into active service. This means that if the individual needs services that
are not directly tied to maintaining current employment, the individual’s ability to receive those
services from the VR program depends on the individual’s placement on the waiting list.
2. Immediate need means that the individual would almost certainly lose their current job if not
provided specific services or equipment in the very near future that would enable them to retain
that employment.
3. Immediate risk of losing the job due to the disability does not include economic conditions and
non-disability related factors.
N. Goals and Plans for Distribution of title VI Funds.
(1) Specify the State's goals and priorities for funds received under section 603 of the Rehabilitation Act for
the provision of supported employment services.
OVR provides SE services to eligible customers with the most significant disabilities who have been
determined to require on-going support services to maintain employment. OVR has an on-going, over-
arching goal of providing quality SE services which are delivered in an effective, efficient and timely
manner. To that end, OVR initiated many changes/enhancements to the SE policy and procedures in 2018.
The goals and priorities identified in this policy reflect an expansion of types of SE services to better meet
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the diverse needs of customers; a move to an entirely online system for more streamlined referral,
reporting, billing and tracking of SE cases; and incentives to providers for working with
unserved/underserved populations including rural, transition-aged, veterans, Social Security
Administration (SSA) recipients and others. Since 2018, OVR has been providing technical assistance to
OVR staff and CRPs to ensure smooth delivery of SE services rendered using the new policy and system.
This assistance continues to support the provision of SE services to customers on a statewide level.
In addition, since the implementation of the new policy, over 160 CRPs have signed an SE Provider
Agreement with OVR to render SE services to customers. New credentialing requirements issued in 2018
allowed CRP staff to better ensure OVR’s goal of a consistent and quality customer experience for those
receiving SE services. An emphasis on job stability as the driver of case success, as opposed to only meeting
days of employment milestones, was another notable shift in OVR policy designed to meet the goal of
improved, long-lasting placements.
It is OVR’s intention to provide at least 50% of its Title VI fund award towards SE services for youth with
disabilities each fiscal year. In the recent program year OVR devoted 100% of this fund towards youth
with disabilities.
(2) Describe the activities to be conducted, with funds reserved pursuant to section 603(d), for youth with
the most significant disabilities, including:
(A) The provision of extended services for a period not to exceed 4 years; and
A determination of the need for extended services for youth, up to age 25 with a disability, begins during
the initial assessment phase of a case. At that time, the rehabilitation team comprised of the youth, the
youth’s family, OVR staff, Case Manager/Supports Coordinator (if applicable), LEA staff and others,
determine possible long-term support needs and resources. As the case progresses, and the youth obtains
employment, the individual’s stability on the job informs the determination of the need for extended
services and the timing of provision. Those who reach 80% or better independence on the job are
considered job stable, and the case is followed for 90 days to ensure the expected progression to full
independence with natural supports in place. For those at 80% or lower independence on the job after
intensive job supports have been provided, there is an expectation of need for continued coaching and
extended support services. If no other source of funding is available for the individual, OVR can provide
extended services to youth using Federal VR dollars until the end of the 48
th
month the customer has been
receiving supported employment services on the job. For cases with alternative funding, OVR must
continue to follow-along for a minimum of 90 days after the case transitions to extended services prior to
determining a successful closure outcome. For those individual’s with ODP funding, OVR entered into a
joint bulletin that dictates when the case can move to ODP-funded extended services and documentation
requirements.
(B) How the State will leverage other public and private funds to increase resources for extended
services and expanded supported employment opportunities for youth with the most significant
disabilities.
OVR will seek opportunities to leverage other public and private funds to increase resources for extended
services and expand SE opportunities for youth with the most significant disabilities. This will be done by
exploring innovative partnerships and enhancing service coordination with agencies such as ODP,
OMHSAS, OLTL and BJJS, as well as LEAs.
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OVR has entered into a MOU with BJJS, in collaboration with PACTT affiliates, that leverages state and
federal funding. These funds are targeted to provide a wide range of services such as the creation of
summer programming, increased pre-employment transition services, and paid work experiences to
promote career pathways in the underserved population of students/youth with the most significant
disabilities who are involved with the juvenile justice system.
Funding for extended services is often available for customers eligible for Medical Assistance waiver
programs administered through ODP and OLTL. Procedures are now in place for a youth’s rehabilitation
team consisting of the youth, the youth’s family, OVR staff, Case Manager/Supports Coordinator (if
applicable), LEA staff and others, to identify these resources at an early point in an OVR case. A joint
bulletin between OVR and ODP now details when and how a case moves from OVR to ODP funding,
including cases for youth with disabilities.
OVR has initiated an Employer Service Premium (ESP) for providers as an incentive to work with
unserved/underserved populations including transition-age youth. Two of the 13 qualifiers for the ESP are
the Age Premium Qualifier, which applies to OVR customers under the age of 25, and the Transition
Premium Qualifier for customers who become employed within two years of graduation from secondary
education.
O. State's Strategies
Describe the required strategies and how the agency will use these strategies to achieve its goals
and priorities, support innovation and expansion activities, and overcome any barriers to
accessing the VR and the Supported Employment programs (See sections 101(a)(15)(D) and
(18)(B) of the Rehabilitation Act and section 427 of the General Education Provisions Act (GEPA)):
(1) The methods to be used to expand and improve services to individuals with disabilities.
Goal #1: Increase Competitive Employment Opportunities for Individuals with Disabilities.
In June 2018, Pennsylvania adopted the Employment First Act, Act 2018-36, 62 P.S. § 3401 et seq., to
ensure that individuals with a disability be given the opportunity to achieve economic independence
through jobs that pay competitive wages in community integrated settings. The statute also created the
Governor’s Cabinet for People with Disabilities and the Employment First Oversight Commission. The
Governor’s Cabinet for People with Disabilities will review existing regulations and policies to recommend
changes to laws, regulations, policies, and procedures that ensure implementation of Employment First.
OVR has a key role in this initiative and, through the sub-goals below, will participate fully to increase
employment opportunities for Pennsylvanians with disabilities.
1. Expand the availability of apprenticeships, internships and OJT for individuals with disabilities.
In order to expand the availability of these services OVR must continue to strengthen and increase
business partnerships. OVR will work to serve businesses through a Single Point of Contact (SPOC)
approach, modeled after the CSAVR use of a National Points of Contact network. OVR staff within BSOD
and local District Offices will continue to outreach to employers to increase opportunities for
apprenticeships, internships, and OJTs for individuals with disabilities. Identified OVR staff will also
participate in regional planning processes in partnership with local workforce development boards. Within
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each of Pennsylvania’s workforce development areas, data analysis will be conducted to identify
employment sectors that are most likely to account for job growth and expansion in the next five years.
OVR’s BSOD will be reviewing and establishing standard operating procedures (SOP) to ensure statewide
consistency of OJTs, internships, large-scale hiring/referral efforts, and other related initiatives. SOP will
also ensure that businesses engaging with OVR receive consistent and appropriate response to hiring
needs. Along with the development of SOP BSOD will conduct regional and statewide trainings to support
the field. One example of how a successful SOP for a large-scale hiring/referral effort increased OJT
availability is through the recent InspiriTec hiring initiative in 2021 for its Customer Service Representative
for Unemployment Compensation position. BSOD consulted with the business, crafted an SOP, and
trained and mobilized SPOCs for all local offices—ultimately supporting the referral of over 600 customers
with over 300 customers being hired with OJTs.
Identified OVR staff have been and will continue to partner with the Pennsylvania Apprenticeship &
Training Office (ATO), Keystone Development Partnership (KDP), and others to learn how to cultivate,
develop, and support apprenticeship opportunities. One example of this method is through the
Registered Apprenticeship Navigator course provided through KDP where three BSOD specialists are
physically participating in an apprenticeship geared towards the development of registered
apprenticeships. Upon the potential success of this program OVR will assess potential continued
enrollment of field staff in future cohorts.
Over the next two years, OVR intends to work collaboratively with DLI’s ATO Office. An agreement
between OVR and ATO to use matching funds to promote pre-apprenticeship and apprenticeship
pathways for OVR customers will allow customers to achieve quality employment outcomes at high
wages. This collaboration will include activities and services related to promoting opportunities, training
OVR staff on how to facilitate customer access to pre-apprenticeships and apprenticeships and forming
connections with registered apprenticeship sponsors.
In addition, HGAC is consulting with the ATO and OVR BSOD to develop a pre-apprenticeship training
program. A short-term, pre-apprenticeship training program will be designed to provide the necessary
preparatory safety skills and certifications for individuals who are interested in entering registered
apprenticeships. HGAC will provide the pre-apprenticeship training on site and registered employers will
provide the technical training. Specific preparatory skills and certifications will be determined by
participating employers, based on their industry’s respective needs for skilled workers. OVR intends to
explore an agreement between the Hiram G. Andrews Center and the Mon Valley Initiative to use
matching VR grant funds to create pre-apprenticeship pathways to traditional apprenticeship in trades as
well as non-traditional apprenticeships (e.g. IT, healthcare/Medical, Manufacturing, Customer Service and
Hospitality, Conservation, Renewable Energy & Natural Resources, Service Industries, Culinary and Food
Service).
HGAC also offers internship/externship opportunities for credit within nine of the existing CTI programs,
and additional externship opportunities with local businesses are in development.
2. Partner with the BWPO, local Workforce Development Boards (WDB), and individual CareerLink
administration bodies to ensure programmatic and physical accessibility of the PA CareerLink centers for
equal access for individuals with disabilities.
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OVR District Administrators and some Assistant District Administrators in OVR’s 21 District Offices
participate in their local Workforce Development Board meetings regularly to further collaboration of
efforts with the goal to lead to increased employment opportunities for Pennsylvanians with disabilities.
To promote programmatic accessibility, the BSOD has developed a comprehensive disability awareness
and etiquette training that is delivered across the commonwealth to interested PA CareerLink partners
and businesses. OVR has also made available to all Commonwealth employees an “Introduction to OVR”
training to inform staff about the services OVR can offer to individuals with disabilities. OVR staff has
received Leadership Training on the Americans with Disabilities Amendments Act to include strategies and
modules for training businesses and customers on the Act.
To promote physical accessibility within the CareerLink sites across the commonwealth, trained OVR
business services staff offer and conduct ADA accessibility assessments and offer recommendations based
on the findings to the local WDB’s and the CareerLink administration. OVR will also remain available to
assist with providing guidance to CareerLinks undergoing a move or renovation.
3. Increase SE and Customized Employment outcomes; evaluate and monitor OVR’s SE policy
implementation.
A monitoring procedure is being reviewed that will examine both internal and external factors of the SE
program with the goal of improving the program and ultimately increasing outcomes. Internal monitoring
will look at each OVR district office regarding utilization patterns of SE services: adherence to established
procedures for referral; authorizations; report acceptance; invoice processing; and customer satisfaction
and customer employment outcomes. Externally, OVR will monitor provider performance regarding
timeliness of service provision and billing, adherence to established procedures throughout the process,
customer and OVR satisfaction, and customer employment outcomes. Ongoing technical assistance and
training will be offered by OVR staff to providers based on monitoring outcomes.
Changes to OVR’s SE policy implemented in 2018 intended to increase/improve SE outcomes include:
requiring provider staff to be credentialed; increasing the communication between OVR and provider staff
working with a customer; offering a wider range of services to meet customer needs; and inclusion of
extended supports. Although the intentions of the current policy remain a goal of OVR, implementation
has been challenging for providers and staff due to the complex system rules, inflexibility of service
progression/timelines, and period of performance difficulties surrounding the processing of SE service
authorizations. OVR is in the process of revising the current SE policy to account for these challenges
through the use of an SE Workgroup and continued collaboration with CRPs.
Goal #2: Improve Transition Services for Students with Disabilities.
OVR staff will remain at the forefront working with PDE personnel to increase pre-employment transition
service opportunities for students with disabilities, as well as increasing opportunities for the
development of workplace skills and community integrated work experiences.
1. Update the Pre-Employment Transition Services program, including the case management
system, so that it provides services to students with disabilities in an efficient, documented, and
cost-effective manner that aligns with federal regulations.
2. Develop internal controls that ensure services are provided to students based on an assessment
of need.
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3. Develop and utilize a continuum of services based on evidence-based practices to demonstrate
student progress.
4. Develop monitoring and program evaluation procedures to identify best practices that can be
replicated throughout the state.
5. Add services to increase opportunities for students to gain workplace skills and community
integrated work experiences.
6. Enhance collaborative relationships with DHS, PDE and higher education institutions by:
a. ensuring that each secondary school in Pennsylvania has a point of contact;
b. participating in the Statewide Leadership Team;
c. collaborating in the development of the Pennsylvania Community on Transition
Conference each year; and
d. participating in cross-training and attending partner conferences.
Goal #3: Increase Community Education and Outreach.
1. Work with PaRC to identify and incorporate best practices and strategies to increase Customer
Satisfaction survey response data.
The customer satisfaction survey information is an important way for OVR to understand the needs of the
community and to outreach to customers. OVR will continue to work closely with PaRC on developing
ideas and plans to increase customer satisfaction. OVR provides PaRC with a monthly summary of the
results from the customer satisfaction surveys. In addition, OVR staff participate in PaRC Customer
Satisfaction Committee conference calls on a quarterly basis to discuss the results of these summaries.
There have been some technical changes made in CWDS in an attempt to increase customer participation
in this process, with minimal improvement. OVR is dedicated to working with PaRC to find additional
creative ways to improve customer participation in the survey process.
2. Continue to develop stronger awareness among OVR staff of the cultural and linguistic differences and
needs of unserved/underserved individuals with disabilities from cultural and ethnic minorities.
During 2018-2019, OVR conducted research on diversity and inclusion needs of unserved and underserved
populations through a contract with the Pennsylvania State University Research Team. The research
included three different phases: focus groups with representation from all 21 OVR District Offices; staff
surveys; and key informant interviews of individuals who have a special knowledge or perspective on OVR
and performance as it relates to diversity and inclusion. The outcome of this research, and associated
benchmarks, will be used to guide OVR in the development of in-service training for staff, as well as future
programmatic adaptations to stretch OVR’s reach to those identified as unserved or underserved in
Pennsylvania. OVR is in the process to create a diversity and inclusion task force to develop a plan for
continual implementation and monitoring of diversity and inclusion integration across the
commonwealth. OVR has also developed a variety of focus groups to explore issues related to diversity,
equality, and inclusion for marginalized groups of individuals within its employment. OVR’s goals during
this next two-year plan will be to complete staff training in diversity and inclusion, and to develop a task
force for continued implementation of a diversity and inclusion focus.
3. Promote accessibility and technology based upon universal design principles.
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An important part of the rehabilitation process is evaluating the accessibility and technology needs of OVR
customers. This takes place during the initial intake interview, continues throughout the life of the case,
and is most important at the time when the individualized plan for employment is developed. Each
customer has individualized needs and although not everyone will require assistive technology, this is an
important practice. OVR has an AT Specialist onboard to assist staff with maximizing the use of AT and
provide information about how AT can assist OVR customers to achieve their educational and
employment goals. This specialist also supports OVR staff who have accessibility needs on-the-job when
the organization is transitioning to new software or hardware devices.
OVR staff also supports community outreach by issuing grants for ATLL, the assistive technology lending
library facilitated through the Institute on Disabilities at Temple University, as well as to the Pennsylvania
Assistive Technology Foundation (PATF) which offers individuals with disabilities alternative financing to
purchase assistive technology, and home and vehicle modifications. These programs offer important
services to the disability community that might otherwise go unmet in terms of accessibility and assistive
technology.
Another way that OVR engages in community outreach and supporting universal design principles is by
offering to conduct ADA accessibility assessments at CareerLink locations. This service is offered through
the BSOD team upon request.
In addition, OVR collaborates with the DLI’s BWPO via PA CareerLink offices to better assist veterans who
have disabilities in obtaining assistive technology (AT) to remove barriers in locating and maintaining
employment. OVR staff attends Pennsylvania Cares meetings to learn about AT and training programs
offered by various community and state agencies and higher education institutions. OVR staff then
disseminate this information statewide to OVR Veteran Coordinators and Veteran Counselors who
provide AT equipment and training to OVR customers who are veterans with disabilities.
Finally, the OVR Training Division is also committed to accessibility by ensuring that all training materials
for OVR staff or external participants are available in accessible format before being released. In addition,
the OVR Training Director schedules a Communication Access Realtime Translation (CART) service for each
staff webinar or video conference training. CART service is also provided for any OVR scheduled public
meeting, in addition to sign language interpreter services being available at every OVR district office.
Goal #4: Initiate and Complete Capital Improvement Projects at HGAC.
In order to offer state-of-the-art educational training and rehabilitative services, the Hiram G. Andrews
Center must continue to repair, replace, enhance and expand services, technologies and physical plant
offerings to attract and retain students and offer the highest quality education and rehabilitation services.
There are specific projects the Hiram G. Andrews Center anticipates initiating and completing within the
scope of this plan. The specific projects planned are an upgrade to the existing building automation
system, upgrade and replacement of security cameras throughout campus, upgrade to existing, end-of-
life phone system, remodel and upgrade to all existing public restrooms within the Hiram G. Andrews
Center, repairs to the facility roof, replacement of end-of-life air handlers and cooling towers, repair to a
failing ADA ramp/egress which is pulling away from the facility, window replacement within the facility
kitchen and Dining Hall, repair to existing sidewalks to include repair and addition of curb-cuts and an
upgrade to the end-of-life wi-fi access points, with an upgrade to the staff network.
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Plans related to growth of the Hiram G. Andrews Center, and the expansion to serve more customers in
existing programs, and the establishment of short-term, high impact programming makes the capital
improvements necessary to ensure viability and continued growth and impact into the future.
The Hiram G. Andrews Center Executive Team annually establishes projects that are required to be
completed within the physical plant. All recommended projects are vetted through the OVR Executive
Team before any initiation. Prior approval will be sought when appropriate and necessary.
HGAC will be phasing the renovation of our seven dormitories over multiple years, renovating half-
dormitories at a time to modernize and revamp our student living areas. This renovation is long overdue,
with original fixtures, desks and cabinets still being used by current students.”
(2) How a broad range of assistive technology services and devices will be provided to individuals with
disabilities at each stage of the rehabilitation process and on a statewide basis.
In accordance with OVR’s policies, OVR purchases AT devices and services to support its customers in their
vocational goals. OVR also provides information and referral services regarding other resources when the
agency is unable to provide funding for AT devices and services. OVR’s Statewide AT Coordinator regularly
distributes information electronically to OVR’s District Offices regarding non-VR funded AT services,
programs, and resources.
The VR customer will be provided AT services and devices throughout the rehabilitation process. An
assessment will always precede the issuance and use of any AT device or service to ensure provision of
such items is appropriate and necessary to meet the vocational needs of the individual.
OVR works with vendors who are Rehabilitation Engineers and AT Specialists on a "fee-for-service" basis
throughout the commonwealth. Most providers, including staff from HGAC’s Center for Assistive and
Rehabilitative Technology, can travel to the OVR customer’s home and/or worksite to provide AT
evaluation and training services.
OVR also has specific AT policies including a Home Modification Policy, Vehicle Modification Policy and
the Farming and Agriculture Rehabilitation Management policy. These policies provide a wide range of AT
evaluation and services detailed to meet the needs of OVR customers in removing environmental barriers
to employment.
The Center for Assistive and Rehabilitative Technology at the HGAC in Johnstown, Pennsylvania is an
available AT resource to OVR customers throughout the commonwealth. Referrals to this program are
made as a service provided through the Individualized Plan for Employment (IEP) process. In particular,
CART services may be of assistance for customers that are current high school seniors preparing for
college, but is available to any individual with a disability. Highly trained professionals evaluate and
support people in the following areas of assistive technology: positioning and mobility; computer access;
augmentative communication; environmental controls; driver evaluation; vehicle modification; devices
for activities of daily living; devices for visual and/or auditory impairment; and home and work
modifications. The Learning Technology Program assesses student’s needs in the classroom and trains
them in the use of assistive technology, if necessary.
OVR collaborates with Pennsylvania’s Initiative on Assistive Technology (PIAT) at the Institute on
Disabilities at Temple University to participate in training, to support the Pennsylvania Assistive
Technology Lending Library, and to develop AT resources for Pennsylvanians with disabilities. PIAT’s
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Lending Library provides the opportunity for any Pennsylvanian to borrow and assess the usefulness of an
AT device prior to purchase. Devices may also be borrowed as a temporary accommodation (for
employment, post—secondary education, or similar purposes). The centralized inventory for this program
is located on the HGAC campus; devices are shipped to/from borrowers at no cost from this location as
part of the ATLL program. The regional subcontractors of PIAT facilitate the selection, borrowing, and use
of these devices across the state.
OVR customers are also informed about low interest loans that are available through the Pennsylvania
Assistive Technology Foundation for customers who have a disability or any older or state resident who
has need for AT.
OVR also collaborates with BWPO via the PA CareerLink sites to better assist veterans who have disabilities
obtain AT to remove barriers in locating and maintaining employment. The Statewide Veterans
Coordinator attends Pennsylvania Cares meetings monthly to learn about assistive technology/training
programs offered by various community and state agencies and higher education institutions. This
information is transmitted statewide to OVR Veteran Coordinators and Veteran Counselors in each field
office who provide AT equipment and training to OVR customers who are veterans with disabilities.
OVR has additionally collaborated with Penn State’s AgrAbility Program and the Department of Agriculture
in developing a policy to address the rehabilitation needs of farmers/ranchers with disabilities. This policy
is known as Farming and Agriculture Rehabilitation Management which is designed to assist farmers with
disabilities. VRCs, with technical assistance and guidance from Pennsylvania’s AgrAbility Program, are able
to assess the rehabilitation needs of farmers/ranchers with disabilities to provide the specialized
rehabilitative and assistive technologies they may need to maintain their employment.
Finally, OVR will explore an agreement with the Office of Administration’s Human Resources Office for
the development of a Career Transition Professional (CTP). The CTP may serve as the Commonwealth of
PA Employer Single Point of Contact (SPOC) in the recruitment, retention, and onboarding of all individuals
with disabilities that meet the employer identified requirements for employment.
(3) The outreach procedures that will be used to identify and serve individuals with disabilities who are
minorities, including those with the most significant disabilities, as well as those who have been unserved
or underserved by the VR program.
OVR has referenced information found in the 2016-2018 CSNA recommendations and strategies to
develop stronger awareness among OVR staff of the cultural and linguistic differences and needs for
individuals with disabilities from cultural and ethnic minorities within their community. OVR strives to
provide employees and customers with materials, resources, and services in languages other than English.
Depending on the cultural and ethnic composition of a community, some OVR offices employ bi-lingual
vocational counselors to increase outreach to unserved or underserved populations. This may include
arrangements by an OVR counselor to use a liaison site to work in the community as a means to offer
greater access to services. District Office staff also regularly look for opportunities in their community to
promote OVR services through participation in “Back to School” nights, job fairs, and community events.
(4) The methods to be used to improve and expand VR services for students with disabilities, including the
coordination of services designed to facilitate the transition of such students from school to postsecondary
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life (including the receipt of VR services, postsecondary education, employment, and pre-employment
transition services).
OVR will collaborate with LEAs to assist youth in the attainment of competitive, integrated employment
by increasing paid work experience opportunities and other career exposure experiences, such as job
shadowing, mentoring, and employer mock interviews, in addition to SE services.
OVR has experienced significant growth and interest in customer participation in its Summer Academy
programs. What started as an extended “freshman orientation” to college campus life for students with
disabilities has evolved into numerous highly specialized, short-term programs for students and youth.
The popularity of these programs has led OVR to the point where these programs need to be restructured,
to allow specialized service vendors to share with OVR and its customers their specialized programs and
curricula to meet OVR customer individual needs in the most community integrated and least restrictive
settings as possible.
Beginning with the 2019-2020 school year, OVR implemented a workflow to ensure the delivery of pre-
employment transition services to schools without supplanting services already occurring in the
classroom. OVR staff meet with school districts to assess their resources and the needs of their
students. Once it is determined what services are needed by the school, OVR will first work with their
district office staff to provide those pre-employment transition services. If we do not have the staff
available, OVR will seek a provider to complete the service.
(5) If applicable, plans for establishing, developing, or improving community rehabilitation programs
within the State.
OVR has also been working to improve CRPs through the monitoring of contracts and grants. The
monitoring of VR programs awarded through I&E contracts and/or AMs or provider agreements are
routinely monitored by OVR using a standardized process and standardized tool. This process is outlined
in the VR Services Manual. Both the vendor, as well as the local District Office, are afforded the
opportunity to provide input regarding issues that have an impact on projected customer outcomes. This
monitoring information is used by OVR to establish, develop, improve, and realign community vocational
rehabilitation services, and has been used to help with problem situations. This input is also of
fundamental importance when OVR reviews and considers programmatic existing service contract
renewals, amendments, and new service bids especially at the time of service and/or customer case
review.
In addition, an SE Provider Agreement will continue to streamline the approval and onboarding of new SE
(including Customized Employment) providers. Regular technical assistance and training calls, an SE
provider email list, and SE resource accounts for technical and policy questions have been established and
will be utilized for communication with and to support community rehabilitation programs. In recognition
of the challenges identified by CRPs related to the current SE policy (implemented in 2018), OVR will
continue the process of revising the SE policy to mitigate complex system rules, inflexibility of service
progression/timelines, and period of performance difficulties surrounding the processing of SE service
authorizations. Upon the adoption and implementation of a revised policy, efforts will then be made to
develop a standard monitoring tool and procedure with a timeline so that all of OVR’s SE providers can
benefit from direct feedback and technical support.
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Starting in 2017, OVR, in collaboration with ODP, investigated and put into place the Certified Employment
Support Professional (CESP™) ACRE, a credentialing process that recognizes individuals who have
demonstrated a sufficient level of knowledge and skill to provide integrated employment services to a
variety of populations. Specifically, ACRE certification endorses competency-based training in 2 areas:
1. Employment Services (basic and professional levels); and
2. Employment Services with an Emphasis on Customized Employment (basic and professional
levels).
OVR has been engaging CRPs for benefit counseling by using a Benefits Counseling Provider Agreement
to set rates and services, which allows OVR staff to authorize CRPs to provide this service directly to
customers. Benefits counseling services are provided by CRPs across Pennsylvania and are considered an
integral component in the development of employment goals. Individuals with disabilities seeking services
through Pennsylvania OVR who receive Supplemental Security Income or Social Security Disability
Insurance require skilled personnel to assist in the decision-making process. Certified benefits planners
are sought to assist customers in identifying the potential impact of employment in the pursuit of
independence. Having this type of support and individualized information can help individuals pursue
their career goals with a better understanding and less worry about their benefits. These certified benefits
planers are employed by CRPs. Information was disseminated to OVR field staff and CRPs through webinar
trainings, in an effort to establish these services in more CRPs across Pennsylvania. Currently, three
community rehabilitation programs have been approved and one community rehabilitation program is
awaiting approval. Field staff are additionally encouraged to enroll new CRPs and to encourage customer
engagement in the process.
(6) Strategies to improve the performance of the State with respect to the performance accountability
measures under section 116 of WIOA.
OVR has implemented a variety of measures to assist with the employment rate, measurable skills gains,
and credential attainment of people with disabilities as indicated in Section 116 of WIOA.
1. OVR has implemented a comprehensive revision of its SE and Customized Employment programs
in 2018 which offers additional assistance, services, and short and long term follow up services to
ensure that customers are placed appropriately and are able to maintain their employment. Due
to the identified challenges listed earlier in this plan OVR will continue to revise the policy through
the use of an SE Workgroup and regular CRP engagement.
2. OVR has required that SE and Customized Employment vendors have minimum standard
credentials to provide these services to ensure better quality outcomes for our customers.
3. OVR has developed a comprehensive measurable skills gain training and documentation process
within CWDS.
4. OVR routinely invests significant resources in training activities across the commonwealth to
ensure that customers are able to become employed in their chosen career field.
5. OVR has partnered with the Office of Administration in offering a Commonwealth Internship
program for our students in the Harrisburg area to work in a variety of Commonwealth agencies
related to their degree.
6. OVR has partnered with CIL partners to offer internship opportunities at a variety of CIL locations
across the state.
7. OVR has partnered with a variety of institutions of higher learning to offer supported education
programs for customers on the autism spectrum to ensure that they are able to successfully
complete their college degrees and obtain community integrated employment post-graduation.
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8. OVR continues to offer several summer activities that allow our customers to utilize AT and be
better prepared for college life and expectations which enables them to obtain credentials and
lead to community integrated employment post-graduation.
9. OVR is partnering with ODP to share data to better track shared services and utilize long term
supports to ensure mutual customers that become employed have the supports necessary to stay
employed long term.
10. OVR has also introduced a variety of customer satisfaction surveys related to transition, SE, status
26 and status 28 closures to learn from our customers what services or supports were most
impactful.
OVR has also implemented a comprehensive business services approach to serving the business
community.
1. OVR’s statewide business service team serves as a Single Point of Contact (SPOC) for staff and
businesses. In this role as a SPOC, business service staff offer training and technical assistance on
business engagement, ADA consultation, placement trends, and activities. A SPOC also interfaces
with business and industry to provide support and develop programs and partnership locations.
2. OVR will continue to implement local business SPOCs for businesses for ADA and reasonable
accommodation consultations, the placement of customers, etc.
3. OVR will continue to create and foster multiple partnerships with businesses that lead to
placements and long-term opportunities for training and measurable skill development, or
credential attainment for OVR customers.
4. OVR will develop standard operating procedures related to key business service offerings (i.e.
OJTs, large-scale hiring efforts, internships, etc.) along with staff training and support to improve
consistency and quality of services to customers and businesses.
5. OVR is working on an update to CWDS to track business engagement activities referred to as
“indicator” #6 in WIOA Title I-IV. These business engagement activities measure common program
effectiveness in serving employers and are currently being developed by DLI Workforce System
partners that include: OVR, PA CareerLink sites, the Statewide Workforce Development Board,
CWIA, and Title II Adult Education Programs.
(7) Strategies for assisting other components of the statewide workforce development system in assisting
individuals with disabilities.
WIOA has mandated that six federally funded programs work together to improve alignment,
coordination, cooperation and collaboration in services to businesses. Programs included in this alignment
include: Title I Workforce programs for Youth, Adults and Dislocated Workers; Title II Adult Education and
Literacy programs; Title III Wagner-Peyser Act of 1933 Employment Services (American Job Centers known
in Pennsylvania as PA CareerLink), and Title IV, the public VR program as defined by the Rehabilitation Act
of 1973, as amended. This has led to a greater emphasis on student/youth career pathways, competitive
integrated employment for persons with disabilities, and increased business engagement.
OVR will partner with PA CareerLink staff, Pennsylvania economic development partners, community
rehabilitation providers (CRPs), DHS ODP, OMHSAS, OLTL and other DLI BWPO multi–employer workforce
partnerships in an effort to increase employment opportunities for OVR customers. When an employer
works with the PA CareerLink or a CRP for example, it is because they have a need for qualified talent. By
coordinating with these agencies the available talent for referral to businesses expand with the addition
of potential OVR customers, meeting the needs of both the job seekers and the employers.
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OVR BSOD staff and District Office business services teams will review regional workforce trends to focus
on in-demand employment sectors expected to grow in the next five years to aid in the following:
1. Provide a high level of business engagement with targeted employers to increase awareness of
OVR services and to develop OJTs, work-based learning experiences, etc.
2. Share Labor Market Information (LMI) published monthly from DLI’s CWIA between business
services staff and local district office VRC’s to promote career-based IPEs likely to lead to
successful employment and skill training to prepare for expansion or ‘super’ sector jobs in each
region of Pennsylvania.
In response to an organization’s demand side workforce talent needs, OVR can offer a recruitment process
to bring qualified pre-screened individuals with a disability into their organization. OVR will work with
each business to target career ladders and pathways for quality competitive integrated employment in
career pathways matched to a VR customer’s financial needs, unique aspirations, capacities and the talent
succession plans of an employer. OVR will simplify the process by using a SPOC approach modeled after
CSAVR’s use of a national Points of Contact network when a business with multi-county or state operations
seek VR talent across several states and Pennsylvania Workforce regions.
BSOD specialists or combined bureau staff will provide no-cost consultation to employers on disability
etiquette, accessibility, accommodation needs and referral assistance to help retain an employer’s
workforce following an injury or the onset of a disability upon request. Some OVR business service staff
are trained in the mid-Atlantic TransCen ADA Leadership models from Cornell University, on the use of
the Misericordia University Comprehensive Accessibly Kit, and the Americans with Disability Act
Architectural Guidelines standards, and can provide non-legal, best practice disability etiquette training
and on-site accessibility compliance reviews to employers and State agencies, upon request.
(8) How the agency's strategies will be used to:
(A) Achieve goals and priorities by the State, consistent with the comprehensive needs assessment;
The 2015-2018 CSNA Report, jointly conducted by the Institute on Disabilities at Temple University, along
with OVR, and PaRC, was used to develop the goals and priorities for this plan, along with the strategies
that will contribute to the achievement of the goals for the 2020-2024 Pennsylvania WIOA Combined
State Plan. A steering committee, including seven OVR employees and nine members of PaRC, met to
discuss the requirements of the CSNA, and to develop the Statement of Work to guide the focus of the
CSNA. An essential factor of this CSNA plan was to encompass the overall rehabilitation needs of people
with disabilities throughout Pennsylvania, including those individuals served by other parts of the
statewide workforce investment system. The goals and strategies described above align with goals and
strategies recommended from the CSNA.
The continued focus on improving transition services for students with disabilities in this plan is consistent
with a goal recommended from the CSNA, that OVR work to develop more holistic and equitable
relationships and communication with school districts across the commonwealth. OVR transition staff,
including Early Reach Coordinators will continue to participate in activities in local school districts, work
with students, and attend transition planning meetings.
OVR’s goal to invest in a Diversity and Inclusion project is also supported in recommendations from the
CSNA. OVR will use the research from the recently completed Diversity and Inclusion project with Penn
State University to develop training for OVR staff beginning in 2020 directed toward: defining the concept
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of diversity and inclusion; understanding barriers for underrepresented/underserved populations; an
outline of the value and importance of diversity and inclusion; providing substantial resources and
strategies for our staff in providing services to the communities we serve. In addition, to develop stronger
awareness among OVR staff of the cultural and linguistic differences and needs for individuals with
disabilities from cultural and ethnic minorities, OVR will increase training in culturally competent
strategies for serving these communities. OVR will continue to strive to provide more staff, materials,
resources and services in languages other than English that may be the dominate languages of some
individuals with disabilities from cultural and ethnic minority communities as well as refugee
communities.
Customer Satisfaction continues to be an important topic from the CSNA and as described above in a
renewed goal to continue work with PaRC to evaluate and improve on customer satisfaction surveys. OVR,
in coordination with PaRC, will continue to evaluate ways the customer satisfaction surveys can be used
to identify trends and patterns for service provision, will share this information with PaRC during customer
satisfaction committee calls, and will work together to make improvements to the surveys and improve
customer response rates.
Finally, the strategies planned through OVR’s Business Services and HGAC to increase competitive
integrated employment opportunities aligns with goals and priorities in the CSNA and the Employment
First Act, Act 2018-36. OVR’s BSOD will continue to develop innovative partnerships with eligible
educational and workforce providers beyond what is already established.
(B) Support innovation and expansion activities; and
OVR has engaged in the provision of innovative and expansion activities through distinct I & E projects
designed to address the pre-employment and transition needs of students with the most significant
disabilities. Expiring I & E projects have demonstrated the ability to achieve established goals and improve
employment opportunities for students engaged in each program. Current I&Es are scheduled to expire
September 30, 2021 and September 30, 2022. These programs are engaging with local district offices to
continue services using provider agreements allowing for increased student engagement.
I & E project engagement has increased student engagement in the workforce through exploration of
post-secondary opportunities, participation in work readiness services and supports, while engaging in
employment opportunities in the community.
New I & E projects are being developed through the MOU with the Pennsylvania Department of Education
to increase engagement of students with the most significant disabilities. The MOU is being amended to
include the support of a Transition Employment & Agency Mentor – Navigators (Team Navigator) within
each Intermediate Unit (IU). OVR, subject to availability of funds, will jointly provide funding over four (4)
years to be used exclusively for the operation and administration of technical assistance.
In addition, OVR will explore agreements with 10 local Workforce Development Regions within the
Commonwealth’s Workforce Development Program to pilot a jointly funded Disability Employment
Initiative that will allow the creation of disability navigators to work closely with OVR Vocational
Rehabilitation Counselors to serve students, youth, and adults with disabilities.
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(C) Overcome identified barriers relating to equitable access to and participation of individuals
with disabilities in the State VR Services Program and the State Supported Employment Services
Program.
Transportation rose as the most significant barrier to service provision and employment in the CSNA for
both OVR customers and OVR staff. Many OVR customers live in rural counties with limited transportation
options and these rural counties present similar difficulty for OVR staff who may have to travel two to
three hours to visit a customer. OVR collaborates with employers to adjust work schedules and local
transportation authorities to adjust and/or expand service routes that better enable OVR customers to
get to work. OVR staff are encouraged to schedule multiple customer visits when traveling to rural
counties.
A second closely related barrier is the availability and use of technology in rural areas. Not all OVR
customer base have computers or use of internet service. In addition, some customers are reluctant to
use texting or e-mail to communicate with OVR. Some VR staff reported that many rural customers still
rely on paper mail as their primary form of communication. This is problematic in rural areas where the
postal system has stopped daily delivery of mail. Additional staff training on creative forms of
communication and more clearly defined expectations in OVR polices related to communication is being
considered.
OVR will explore an agreement with the Commonwealth’s Office of Administration to develop accessibility
testing through use of Information Technology Accommodation Personnel throughout all OVR combined
District Offices. Accessibility testing verifies that digital content and services are usable by people with
disabilities. Information Technology Accommodation Personnel will also coach, mentor, and train others
who are learning to do accessibility testing.
A third barrier identified is related to counselor caseload size. While the average caseload size within OVR
is 120 customers, some counselors have caseloads of 200 to 250 customers. With the closing of the OOS,
we are recognizing the challenges staff are facing with increasingly complex case-management. Staff
training is being planned to begin to address some of these challenges and offer improved case-
management strategies.
A final barrier identified in the CSNA is related to inconsistent practice among OVR District Offices in the
implementation of service provision to customers. Future staff training is again an avenue to improve the
delivery of equable and consistent services throughout Pennsylvania.
P. Evaluation and Reports of Progress: VR and Supported Employment Goals.
Describe:
(1) An evaluation of the extent to which the VR program goals described in the approved VR services
portion of the Unified or Combined State Plan for the most recently completed program year were
achieved. The evaluation must:
(A) Identify the strategies that contributed to the achievement of the goals.
VR Goal 1: Employment Opportunities for Individuals with Disabilities.
There are 3 parts to Goal 1:
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1. Expand the availability of apprenticeships, internships, and OJTs for individuals with disabilities.
a. Apprenticeship achievement:
i. During PY 2020 three BSOD Specialists began a 1-year Registered Apprenticeship
Navigator course provided through KDP where they are physically participating in
an apprenticeship geared towards the development of registered
apprenticeships. The knowledge gathered from this course will be used to assist
OVR in employing new strategies to developing future apprenticeship
opportunities.
ii. During PY 2020 OVR continued to partner with DLI’s Apprenticeship & Training
Office to increase apprenticeship opportunities however due to staffing
challenges and the remaining effects of COVID-19 mitigation results of increased
apprenticeships have yet to be assessed.
iii. OVR’s Business Services and Outreach Division staff continued to support the
Commonwealth Technical Institute/HGAC to explore eligibility of current
certification programs and certificate skill trainings to become registered
Apprenticeships or Pre-Apprenticeships.
b. Internship achievement: In PY 2020, 13 OVR customers participated in OJT-backed
internship experiences. Of those, 5 were identified as youth and 6 identified as students.
c. On-the-Job Training achievement: In program year 2020, approximately 1,721
customers participated in OJT wage reimbursement employment opportunities that
resulted in either:
i. 92 individuals completed an OJT as a work experience and job reference. This has
included temporary, summer, and seasonal time-limited employment in retail
establishments, amusement parks, health care, municipal maintenance,
customer service, and clerical positions.
ii. 75 individuals completed an OJT in support of a permanent job.
iii. InspiriTec CSR for UC Initiative: OVR partnered with InspiriTec, an AbilityOne
contractor, to refer at least 440 customers for a temporary job as Customer
Service Representatives for PA Unemployment Compensation. As of 6/30/2021,
OVR staff:
a. Referred 670 customers for the position where approximately
455 successfully applied
b. Supported the hiring of 308 customers (most of which had OJTs)
The numbers above do not reflect actual paid services as the OJT’s spanned across
PY 2020 and PY 2021
d. Strategies related to the achievement of part 1 of Goal 1:
i. Marketing OJT value to businesses and for those not interested in wage
reimbursement, OVR offered other services such as supported
employment, customized employment, ADA consultation, etc.
ii. Not applying Financial Needs Test (FNT) to the provision of OJT affords all
customers the benefit of OJT wage reimbursement services to an
employer regardless of their financial status.
iii. Marketing the value of internships to both employers and customers
through statewide, regional, and local means using the SPOC model and
business service connections.
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iv. Beginning the process of establishing SOP for statewide hiring initiatives
to serve the needs of both our employers and our customers as
referenced in the InspiriTec example above.
v. The COVID-19 pandemic likely impacted these internship numbers during
PY 2020 so strategies for promoting employment included education on
health and safety measures to customers, employers, and service
providers.
2. Partner with the BWPO and individual CareerLink administration bodies to ensure programmatic
and physical accessibility of the PA CareerLink centers for equal access for individuals with
disabilities.
a. A strategy related to achieving this goal in PY 2020 consisted of the virtual participation
of OVR staff in Workforce Development Board meetings both at a statewide and local
level.
b. As a result of the COVID-19 pandemic OVR has been able to assist with providing
consultation on the accessibility of the PA CareerLink/CWDS website.
c. BSOD staff continue to promote programmatic accessibility, through delivery of a
comprehensive disability awareness and etiquette training to interested PA CareerLink
partners and businesses.
d. OVR has also made available to all Commonwealth employees an “Introduction to OVR”
training to inform staff about the services OVR can offer to individuals with disabilities.
OVR staff has received Leadership Training on the Americans with Disabilities
Amendments Act to include strategies and modules for training businesses and customers
on the Act.
e. As a result of the COVID-19 pandemic and the PA Governor’s order to telework, OVR staff
have been unable to offer and conduct ADA accessibility assessments within the
CareerLink sites across the commonwealth during PY 2020.
3. Increase SE and Customized Employment outcomes; evaluate and monitor OVR’s SE policy
implementation.
a. Successful achievement of this goal did not occur in PY 2020. A decrease in SE and CE
outcomes is evident in the comparison of PY 2019 and PY 2020 data. As later referenced
in B of Section P1, this reduction is likely the result of a closed Order of Selection, reduced
customer interest in working during a pandemic, reduced employer demand while many
businesses were shut down in PA during PY 2020, and reduced CRP availability due to
staffing shortages. Despite the decrease in outcomes, OVR utilized the following
strategies to foster an increase in SE and CE outcomes during PY 2020:
i. Continuing monthly technical assistance calls with CRPs
ii. Adding the provision of virtual SE services (when appropriate) during the COVID-
19 pandemic
iii. Increasing SE and CE rates to mitigate the economic impacts related to COVID-19
and to help boost CRP availability
b. OVR continued to evaluate and monitor implementation of the SE policy through the use
of statewide reports and qualitative feedback received from OVR staff and CRPs during
regular technical assistance calls. Specialists provided on-going assistance on an
individual basis and continued to note the strengths and weaknesses of the current policy.
The challenges of the current SE policy as referenced earlier in this Plan started to be
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addressed through policy revision activities including a statewide SE Workgroup and
continued collaboration with CRPs.
Goal 2: Increase/Improve Transition Services for Students with Disabilities
A. Increase pre-employment transition services for students with disabilities.
1. OVR continues to approach pre-employment transition services implementation through three
avenues: staff, fee-for-service agreements, and contracts. The WIOA amendments to the Rehabilitation
Act require that a minimum of 15% of VR Funds must be used for pre-employment transition services. As
a result, OVR transition staff are increasing the amount of time spent providing direct services to the pre-
EST participants through school and group settings. Pre-employment transition funds for the PY 2019-
2020 are estimated to be $20 million. In the previous PY, OVR spent more than 15% of its VR funds on
pre-employment transition services. OVR has increased pre-employment transition services for students
by expanding the number of summer programs since the previous State plan. In addition to the Summer
Academies for Visual Impairment, Deaf and Hard of Hearing, and the AACHIEVE Program that is a
collaboration with BSE, most of the local district offices offer summer programs for post-secondary
training or work experiences. OVR has developed Pre-Employment Transition Services Provider
Agreements so that OVR can utilize over 150 providers to ensure as many students as possible are being
served, in addition to the services being provided by OVR staff.
2. Increase opportunities for students to gain workplace skills and community-integrated work
experiences. OVR works to increase customer outcomes (26 closures and work-based learning
experiences) through: increased engagement with multiple employers; use of permanent and non-
permanent OJT’s; increased awareness of internships, both paid and nonpaid, and apprenticeships; and
involvement with Work Partners at Career and Technology Centers
B. Enhance collaborative relationships with DHS, PDE, and higher education institutions.
Experience the Employment Connection – OVR partnered with DHS, ODP, OMHSAS, and PDE in 2019 to
develop and offer employees an interagency training opportunity known as Experience the Employment
Connection (EEC): Possibilities in Action. This collaborative effort was driven by the Governor's Executive
Order on Employment First. EEC’s goal is to increase competitive, integrated employment for
Pennsylvanians with disabilities, including students with disabilities, by connecting professionals across
these systems. Participants learned about staff roles, policies, procedures, funding requirements, and
emerging practices related to improving services to adults and high school students. Close to 4,000
interagency professional staff have participated in these training sessions aimed at identifying needs,
improving services and competitive employment opportunities for adults and students with
disabilities. This interagency program experienced a brief hiatus in 2020 and 2021 due to COVID-19
restrictions. Efforts are again under way between all of the partner agencies to develop a new and revised
interagency training to continue to enhance collaborative relationships.
C. Expand BBVS Overbrook School for the Blind Summer Transition Initiative to create summer
employment opportunities for transition age students who are blind.
The Overbrook Summer Transition Institute served a total of 21 students in 2018 and 2019. This program
provided opportunities for students who are blind or visually impaired to engage in paid work experiences
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not otherwise available to them. The Institute ran for three weeks using braided funding with BBVS and
Overbrook funds covering the program costs in 2019. Students participated in various career exploration
and work experience activities including a 4-day internship. The students worked at the following 5
locations: Lighthouse Café, Farm to Table Development Office, Couch Tomato Café, Cold Stone Creamery
and Weston School. Each student earned $164.00 for 16 hours of work experiences.
The Overbrook Summer Transition Institute was placed on a temporary hold in 2020 and 2021 due to the
social challenges and potential risk associated with the Covid-19 virus. OVR hopes to re-initiate this
program in future years if and when the risk is diminished.
D. Research best practices for the implementation of peer mentoring opportunities.
As of September 1, 2019, the Pennsylvania Certification Board is overseeing the certification process for
Certified Peer Support Specialists. Peer Support Training was provided to 137 individuals who were 18
years old & over during the period of July 1, 2017 through June 30, 2019. OVR is working with OMHSAS to
identify formal pathways within which to develop training and implementation of Peer Supports within
Pennsylvania.
Goal 3: Increase Community Education and Outreach
A. Work with PaRC to share best practices and outreach methods to increase participation in the Citizens
Advisory Committee meetings.
OVR District Office Administrators continue to be involved in supporting the organization and planning for
local Citizen Advisory Committee meetings. OVR Central Office representatives participate regularly on
the PaRC Citizen Advisory Committee conference calls and follow-up as needed with local planning.
B. Continue to grow OVR’s social media presence. In collaboration with DLI’s Press and Digital Teams,
OVR’s Communication Liaison Team works to share relevant updates, resources and successes via OVR’s
Facebook, Twitter, Instagram and LinkedIn accounts. As of August 2021, OVR has 9,314 followers across
all social media channels referenced below. From July 1, 2020, to June 30, 2021, OVR posts reached
123,427 individuals. OVR’s social media accounts are as follows – Facebook: @PAVocRehab; Twitter: @PA
OVR; LinkedIn: PA OVR; and Instagram: @PA OVR.
C. Educate staff on accessibility and technology based upon universal design principles.
Within OVR, we continue to promote accessibility by reviewing forms and presentation materials, revising
as needed. We’ve also advocated for, and achieved revisions to, Human Resource forms (e.g., the request
for accommodations), continuing to do so as issues are identified. In October 2018, all OVR staff were
invited to attend a virtual training session titled “Designing Accessible Presentations: An Ethical
Obligation.” To extend information beyond just OVR, OVR staff met with the Commonwealth’s Web-Based
Training (WBT) team in March 2019 to educate and advocate for accessibility of mandatory
Commonwealth trainings. Revisions and collaboration have been ongoing, enhancing the accessibility of
WBT training products. In May 2019, OVR extended information beyond Commonwealth staff by offering
a similar training to all scheduled presenters for the 2019 Community on Transition Conference to
enhance conference accessibility. OVR is an active participant in accessibility-based reviews of current and
upcoming Commonwealth WBTs. Since 2017, OVR has, and will continue to, offer web accessibility
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consultation to the Governor’s Office regarding the development of pa.gov and governor.pa.gov sites and
content. In 2019, OVR provided accessibility specific reviews of the employment.pa.gov site that hosts
employment opportunities for Pennsylvanians. OVR continues to support the ongoing development of
CWDS by working with developers to remediate existing accessibility failures and provide feedback
regarding future developments. OVR continues to support staff who use assistive technology by offering
in-house or contracted training opportunities to increase staff proficiency. OVR has also developed a
partnership with the Bureau of Administrative Services and the Office of Information Technology to
remediate in a timely manner DLI forms identified as inaccessible. Raising awareness of document
accessibility is an ongoing need that can be addressed one document, one website, one person at a time.
The OVR teams actively seize opportunities to enhance accessibility as they arise.
(B) Describe the factors that impeded the achievement of the goals and priorities.
Unique challenges appeared between 2019 and 2021 which included the closing of OVR’s Order of
Selection and the COVID-19 pandemic. The closure of OVR’s Order of Selection reduced the number of
customers being served by the agency, thus reducing the number of customers receiving the SE services.
A short time after the closing of the order, COVID-19 impacted service delivery. OVR staff were restricted
to telework status, service provider availability was limited, customers were reluctant to participate in on-
site work activities/services, and many employers were shut down and/or reduced operation. The
combined effects impeded the achievement of projected goals.
With the low unemployment rate over the past few years, there have been many entry level, lower wage
jobs available. However, Supplemental Security Income/Social Security Disability Insurance recipients are
reluctant to give up their benefits for a job that will not replace the income and benefits they are currently
receiving.
Transportation remains a difficult issue for many job candidates. Since many customers do not have a
driver’s license or do not own a vehicle, they are dependent upon family and friends, public transportation
or other special transportation services to get to and from work. OVR is collaborating with employers to
adjust work schedules and with transportation authorities to adjust and/or expand services that better
enable OVR customers to become gainfully employed. OVR staff participate on the local transit advisory
committees. For example, the Capital Area Transit Persons with Disabilities Advisory Committee has
developed a subcommittee related to Travel Training for elderly individuals and people with disabilities.
OVR is providing training consultation along with disability knowledge and expertise to this committee.
The Secretary of Labor and Industry sits on the Governor’s Employment First Cabinet Transportation
Committee. OVR staff also attend these meetings to support the need for accessible, affordable
transportation across the commonwealth for persons with disabilities seeking gainful employment.
Staff turnover and a Commonwealth hiring freeze, continues to adversely impact the agency’s job
placement expertise. OVR has renewed its emphasis on quality employment outcomes by reinstituting
targeted staff training regarding effective employment strategies. The six-part training webinar series
focuses on Basic Business Services, Labor Market Intelligence, Customer Job Readiness, Enhancing the Job
Search, Effective Business Outreach, and Business Services and Ethical Considerations. It is intended to
quickly advance the skills of newly hired VRCs and reinforce the knowledge skills of more experienced
staff.
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(2) An evaluation of the extent to which the Supported Employment program goals described in the
Supported Employment Supplement for the most recent program year were achieved. The evaluation
must:
(A) Identify the strategies that contributed to the achievement of the goals.
Successful achievement of this goal did not occur in PY 2020. A decrease in SE and CE outcomes is evident
in the comparison of PY 2019 and PY 2020 data. As later referenced in B of Section P1, this reduction is
likely the result of a closed Order of Selection, reduced customer interest in working during a pandemic,
reduced employer demand while many businesses were shut down in PA during PY 2020, and reduced
CRP availability due to staffing shortages. Despite the decrease in outcomes, OVR utilized the following
strategies to foster an increase in SE and CE outcomes during PY 2020:
1. Continuing monthly technical assistance calls with CRPs
2. Adding the provision of virtual SE services (when appropriate) during the COVID-19 pandemic
3. Increasing SE and CE rates to mitigate the economic impacts related to COVID-19 and to help
boost CRP availability
(B) Describe the factors that impeded the achievement of the goals and priorities.
Unique challenges appeared between 2019 and 2021 which included the closing of OVR’s Order of
Selection and the COVID-19 pandemic. The closure of OVR’s Order of Selection reduced the number of
customers being served by the agency, thus reducing the number of customers receiving SE services. A
short time after closing the order, COVID-19 impacted service delivery. OVR staff were restricted to
telework status, service provider availability was limited, and customers were reluctant to participate in
on-site work activities/services. The combined effects impeded the achievement of projected goals.
(3) The VR program’s performance on the performance accountability indicators under section 116 of
WIOA.
During Program Year (PY) 2018-19, OVR served nearly 70,000 individuals with disabilities, worked with
over 6,000 employers, and assisted more than 7,400 individuals with disabilities to obtain or maintain
competitive integrated employment. Additionally, OVR and our partner providers continue to deliver an
extensive array of pre-employment transition services to over 25,000 students with disabilities annually
across Pennsylvania.
In accordance with WIOA Section 506(b), the performance accountability system requirements of WIOA
Section 116 took effect July 1, 2016. However, the U.S. Department of Education exercised its transition
authority under WIOA Section 503 to ensure the orderly transition from the requirements under the
Workforce Investment Act to the requirements under WIOA. As such, the performance accountability
system requirements for the WIOA Title IV VR program went into effect July 1, 2017, at which time OVR
began collecting and reporting data related to certain performance indicators under WIOA through the
quarterly submission of the federal RSA-911 report.
When this State Plan was developed, only one of the six performance indicators was being reported and
published by the RSA in the WIOA Statewide and Local Performance Reports (WIOA Annual Reports):
Measurable Skill Gains. Data driving the remaining five performance indicators will be progressively
available and reported as part of OVR’s WIOA Annual Report over the next four years. As part of the PY
2018 WIOA Annual Reports, expected to be published by the RSA in Spring 2020, two additional
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performance indicators under WIOA Section 116 will be reported: Employment During the 2
nd
Quarter
after Exit and Median Earnings During the 2
nd
Quarter after Exit. For PY 2020, OVR’s published
Employment During the 2
nd
Quarter after Exit was 25.3% and the Median Earnings During the 2
nd
Quarter
after Exit were $5,946.
The RSA published PY 2019-2020 WIOA Annual Reports for each state in June 2020, which contained the
Title IV performance under the Measurable Skill Gains indicator. For PY 2020, OVR’s published Measurable
Skill Gains rate was 17.1% of participants who met the criteria to be included in the indicator.
The 6
th
indicator, “Effectiveness in Serving Employers,” will be piloted using 2 of the 3 approaches
identified by Section 116 of WIOA. The following 6 Measures will be used to develop the data needed to
report on the “Effectiveness in Serving Employers” indicator.
Measure #1. Employer Information and Support Services (future use of CWDS Business Design
Tool)
Total estimated number of employers that received annual OVR assistance with:
1. contacts regarding OVR talent pipeline for qualified pre-screened candidates – 4000;
2. job fairs and hiring events for OVR talent in collaboration with One-Stop staff and partners at
CareerLinks® and OVR District Offices - 100;
3. coordination of talent acquisition with OVR partners - 100;
4. OVR outreach to CSAVR VR-NET- 50;
5. job and task analysis - 100; and
6. ADA accessibility of worksite and accommodation reviews - 20.
Measure # 2. Engaged in Strategic Planning/Economic Development
Estimated number of employer planning meetings, outreach events, and trainings:
1. promoting collaboration on persons with disabilities employment - 100;
2. Business RoundTable discussions on finding talent, meeting business needs for growth and
human capital - 8; and
3. overcoming transportation barriers for persons with disabilities - 10.
Measure # 3. Accessing Untapped Labor Pools
Estimated number of inter-agency contacts, meetings, outreach events and trainings:
1. promoting collaboration on student paid work-based learning experiences - 2888;
2. hiring of veterans with disabilities - 5;
3. hiring of older workers with disabilities - 10; and
4. hiring of ex-offenders served by OVR - 25.
Measure # 4. Training Services
Estimated consultations or trainings on:
1. ADA as Amended accommodation, accessibility - 50;
2. disability awareness - 50;
3. Section 503 Federal Workforce diversity goals - 10;
4. OJT wage reimbursement - 1241;
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5. pre-employment transition services work-based learning experiences - 25,000;
6. supported or customized employment and business-based models to on-board qualified persons
with disabilities - 4000; and
7. use of Federal Schedule A in federal hiring and on-boarding - 10.
Measure # 5. Incumbent Worker Training Services, Rapid & Layoff Response
Incumbent workers must be Most Significant Disability and OVR eligible.
Estimated consultation to employer on referrals to OVR - 0.
Measure # 6 Employer Information and Support Services
Estimated number of workshops, presentations to businesses on:
1. state or Federal persons with disabilities hiring Tax Credits (WOTC-VR credit) - 300;
2. general availability of OVR talent pipeline on current status 20 job ready customers – 300; and
3. OVR local plan to assist business in talent acquisition of high volume or high demand positions
with One Stop CareerLink® and CRP collaboration - 1000.
All BSOD specialists and combined bureau staff will be trained in the use of the CWDS business design tool
to create a statewide OVR business services case management system to track the following: all employer
contacts, consultations on disability issues, ADA accessibility compliance, people with disabilities
recruitment, job fairs, job shadowing, development of work-based learning experiences, and
development of apprenticeship and pre-apprenticeship trainings. All apprenticeships and pre-
apprenticeships will be eligible for local workforce board approved Eligible Training Provider List
designation and individual training accounts that are also accessible to CareerLink served TANF, dislocated
workers, veterans, youth, and returning to work homemaker participants.
(4) How the funds reserved for innovation and expansion (I&E) activities were utilized.
Since January 1, 2016, OVR has awarded more than $11M to providers to support the development and
operation of 24 I&E projects. Of these projects, 23 provided pre-employment transition services to high
school students with significant disabilities. The remaining I&E project, supported by joint OVR and ODP
funds, provided for staff from 12 community rehabilitation providers to receive training and certification
in Discovery and Customized Employment.
To date, 4,801 students with significant disabilities received services through the 23 I&E projects: 302
students entered competitive employment; 74 students entered post-secondary education; and 3
students entered military service. Three I&E Projects provided “transition from school to work” related
education, information, support and services through informational sessions and workshops to a total of
4,146 students, parents/family members of transition aged youth, and transition professionals, to
facilitate the understanding of and participation in the “school to work transition” process. The
informational sessions and workshops were attended by 1,835 high school students with their parents or
a transition professional.
Ten I&E projects provided 2,680 high school students with a work-based learning experience and 2,081
students successfully completed a 90-hour work-based learning experience in a competitive employment
site in the community. For most of these students, this work experience was their first opportunity to
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learn work skills, specific job tasks, workplace safety and to interact with employers and co-workers on
the job. These 10 I&E contractors exceeded the expectation of providing students with a paid 90-hour
work-based learning experience; as successful outcomes, well beyond the scope of these projects,
resulted as 197 students obtained competitive employment, 55 students participated in post-secondary
education and 3 students entered the military.
Q. Quality, Scope, and Extent of Supported Employment Services.
Include the following:
(1) The quality, scope, and extent of supported employment services to be provided to individuals with the
most significant disabilities, including youth with the most significant disabilities.
OVR provides SE services to Pennsylvanians with disabilities, including youth up to age 25, through a
network of CRPs. Services provided through these vendor partners are described below.
Background Beginning in the early 1980s, OVR developed a system of SE services using a fee-for-service
payment system. Initially, 17 CRPs of SE services were funded through a 5-year, OSERS, Title III SE State
Change Grant. In the 1990s, SE services expanded to include transitional employment for individuals with
significant mental health disabilities through the Clubhouse model and the addition of contracts with CRPs
fluent in American Sign Language to serve OVR customers who are deaf. In 1999, OVR moved to a
milestone payment method of SE services called “Performance Based Job Coaching” (PBJC), the format of
which was developed based on research OVR conducted in the mid-1990s to determine best practices for
provision of SE services. PBJC went through review and revision in 2013-14 to improve the format. In
2015, OVR piloted Discovery and Customized Employment to further expand the range of SE services to
better serve individuals with the most significant disabilities. A complete overhaul of OVR’s SE policy and
procedures occurred from 2016-18 brought about by recommendations of a SE Workgroup and new
regulations stemming from WIOA. Changes included a revision of the PBJC milestones and pay structure
to correspond with a customer’s job stability, a move from LOUs with CRPs to a SE Provider Agreement,
the inclusion of Discovery/Customized Employment in SE policy, the addition of new SE services to better
meet the diverse support needs of OVR customers, and an enhancement of extended services to align
with WIOA regulations and improve long-range outcomes. The entire SE process, from referral to
reporting and invoicing, was moved to a computerized system which was rolled out July 1, 2018. As of
August 2021, there are 155 approved SE providers, with 25 providers approved to render Discovery/
Customized Employment services.
Quality Standards OVR provides extensive, ongoing training and technical assistance for internal staff and
CRP staff on the SE policy and procedures. Trainings are offered in-person and virtually through webinars,
videoconferences and conference calls.
Previously, CRPs became SE providers for OVR through an LOU. Monitoring of these CRPs was conducted
on a two- and four-year cycle by OVR’s Contracts and Grants division using provider report cards, staff
surveys, and both desk and on-site reviews. With the move to the new SE system, procedures are under
development for monitoring both internal processes and CRPs. Internal monitoring will involve OVR
statewide and District Office “report cards” based on data from electronic tracking of service
authorizations and payments and individual case reviews with a focus on SE processes and outcomes.
External monitoring will include: provider report cards, a District Office survey of provider performance,
and on-site monitoring visits.
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Scope and Extent SE services include assessment, planning/coordinating, job customization, placement,
coaching, mentoring, and retention. All services are provided on an individualized basis and specific
vocational goals are determined by the individual’s needs and preferences. Populations receiving SE
includes individuals with developmental and intellectual disabilities, mental illness, physical disabilities,
blindness, deafness, autism and traumatic brain injury. SE services are also available within the special
education, mental health and developmental disability service systems. OVR is actively engaged in
collaborative relationships with these systems to ensure the provision of effective services, to reduce
duplication of efforts, to share resources, and improve employment outcomes for those mutually served
by multiple systems.
In Pennsylvania, sources of funding for extended services are available to ensure long term supports for
those who require them. For example, ODP and OLTL have funding for extended services for those
customers who receive waiver funding through these agencies. Actual funding available from ODP and
OLTL varies from county to county. OVR also has a limited amount of funds through state VR money for
customers who do not have other sources of long-term funding. Other resources sought for extended
service funding are natural supports, SSA work incentives, and private foundations.
(2) The timing of transition to extended services.
The determination of an individual’s need for extended services begins during the initial assessment phase
of a case. At that time, the rehabilitation team – the customer, the customer’s family, OVR staff, Case
Manager/Supports Coordinator (if applicable), and others – determine possible long-term support needs
and resources. As the case progresses, the individual’s stability on the job informs the determination of
the need for extended services and the timing of provision. Those who reach 80% or better independence
on the job are generally considered job stable and the case is followed for 90 days to ensure the expected
progression to full independence with natural supports in place. For those at 80% or lower independence
on the job, there is an expectation of need for continued coaching and extended support services. If no
other source of funding is available for the individual, OVR can provide extended services up to 24 months
for adults using only state appropriated funds and 48 months for students with disabilities using federal
VR dollars. Regardless of alternative funding source, OVR continues to serve individuals for a minimum of
90 days after transitioning to extended services. For those individual’s with ODP funding, OVR entered
into a joint bulletin that dictates when the case can move to ODP-funded extended services and
documentation requirements.
Vocational Rehabilitation (Combined or General) Certifications
Certifications
States must provide written and signed certifications that:
1. The Office of Vocational Rehabilitation is authorized to submit the VR services portion of the Unified or
Combined State Plan under title I of the Rehabilitation Act of 1973 (Rehabilitation Act), as amended by
WIOA,14 and its supplement under title VI of the Rehabilitation Act;
Assurance(s) or Attachment(s): Yes
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2. As a condition for the receipt of Federal funds under title I of the Rehabilitation Act for the provision of
VR services, the Office of Vocational Rehabilitation agrees to operate and administer the State VR Services
Program in accordance with the VR services portion of the Unified or Combined State Plan, the
Rehabilitation Act, and all applicable regulations, policies, and procedures established by the Secretary of
Education. Funds made available under section 111 of the Rehabilitation Act are used solely for the
provision of VR services and the administration of the VR services portion of the Unified or Combined State
Plan;
Assurance(s) or Attachment(s): Yes
3. As a condition for the receipt of Federal funds under title VI of the Rehabilitation Act for supported
employment services, the designated State agency agrees to operate and administer the State Supported
Employment Services Program in accordance with the supplement to the VR services portion of the Unified
or Combined State Plan, the Rehabilitation Act, and all applicable regulations, policies, and procedures
established by the Secretary of Education. Funds made available under title VI are used solely for the
provision of supported employment services and the administration of the supplement to the VR services
portion of the Unified or Combined State Plan;
Assurance(s) or Attachment(s): Yes
4. The designated State agency and/or the designated State unit has the authority under State law to
perform the functions of the State regarding the VR services portion of the Unified or Combined State Plan
and its supplement;
Assurance(s) or Attachment(s): Yes
5. The State legally may carry out each provision of the VR services portion of the Unified or Combined
State Plan and its supplement.
Assurance(s) or Attachment(s): Yes
6. All provisions of the VR services portion of the Unified or Combined State Plan and its supplement are
consistent with State law.
Assurance(s) or Attachment(s): Yes
7. The (enter title of State officer below) has the authority under State law to receive, hold, and disburse
Federal funds made available under the VR services portion of the Unified or Combined State Plan and its
supplement;
The Office of Vocational Rehabilitation within the Pennsylvania Department of Labor & Industry. Shannon
Austin, OVR Executive Director
Assurance(s) or Attachment(s): Yes
8. The (enter title of State officer below) has the authority to submit the VR services portion of the Unified
or Combined State Plan and the supplement for Supported Employment services;
The Executive Director of The Office of Vocational Rehabilitation within the Pennsylvania Department of
Labor & Industry.
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Assurance(s) or Attachment(s): Yes
9. The agency that submits the VR services portion of the Unified or Combined State Plan and its
supplement has adopted or otherwise formally approved the plan and its supplement.
Assurance(s) or Attachment(s): Yes
Assurances
The designated State agency or designated State unit, as appropriate and identified in the State
certifications included with this VR services portion of the Unified or Combined State Plan and its
supplement, through signature of the authorized individual, assures the Commissioner of the
Rehabilitation Services Administration (RSA), that it will comply with all of the requirements of the VR
services portion of the Unified or Combined State Plan and its supplement, as set forth in sections 101(a)
and 606 of the Rehabilitation Act. The individual authorized to submit the VR services portion of the Unified
or Combined State Plan and its supplement makes the following assurances:
1. Public Comment on Policies and Procedures: The designated State agency assures it will comply with all
statutory and regulatory requirements for public participation in the VR Services Portion of the Unified or
Combined State Plan, as required by section 101(a)(16)(A) of the Rehabilitation Act.
Assurance(s) or Attachment(s): Yes
2. Submission of the VR services portion of the Unified or Combined State Plan and Its Supplement: The
designated State unit assures it will comply with all requirements pertaining to the submission and
revisions of the VR services portion of the Unified or Combined State Plan and its supplement for the State
Supported Employment Services program, as required by sections 101(a)(1), (22), (23), and 606(a) of the
Rehabilitation Act; section 102 of WIOA in the case of the submission of a unified plan; section 103 of WIOA
in the case of a submission of a Combined State Plan; 34 CFR 76.140.
Assurance(s) or Attachment(s): Yes
3. Administration of the VR services portion of the Unified or Combined State Plan: The designated State
agency or designated State unit, as appropriate, assures it will comply with the requirements related to:
(a) the establishment of the designated State agency and designated State unit, as required by
section 101(a)(2) of the Rehabilitation Act.
(b)the establishment of either a State independent commission or State Rehabilitation Council, as
required by section 101(a)(21) of the Rehabilitation Act. The designated State agency or
designated State unit, as applicable (Option A or B must be selected):
Pennsylvania selects option (B), a State Rehabilitation Council.
(c) consultations regarding the administration of the VR services portion of the Unified or
Combined State Plan, in accordance with section 101(a)(16)(B) of the Rehabilitation Act.
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(d) the financial participation by the State, or if the State so elects, by the State and local agencies,
to provide the amount of the non-Federal share of the cost of carrying out the VR program in
accordance with section 101(a)(3).
(e) the local administration of the VR services portion of the Unified or Combined State Plan, in
accordance with section 101(a)(2)(A) of the Rehabilitation Act. Select yes or no, as appropriate, to
identify if the designated State agency allows for the local administration of VR funds, (Yes/No)
(f) the shared funding and administration of joint programs, in accordance with section
101(a)(2)(A)(ii) of the Rehabilitation Act. Select yes or no, as appropriate, to identify if the
designated State agency allows for the shared funding and administration of joint programs,
(Yes/No)
(g) statewideness and waivers of statewideness requirements, as set forth in section 101(a)(4) of
the Rehabilitation Act. Is the designated State agency requesting or maintaining a waiver of
statewideness for one or more services provided under the VR services portion of the Unified or
Combined State Plan? (Yes/No) See Section 2 of this VR services portion of the Unified or Combined
State Plan.
(h)the descriptions for cooperation, collaboration, and coordination, as required by sections
101(a)(11) and (24)(B); and 606(b) of the Rehabilitation Act.
(i) all required methods of administration, as required by section 101(a)(6) of the Rehabilitation
Act.
(j) the requirements for the comprehensive system of personnel development, as set forth in
section 101(a)(7) of the Rehabilitation Act.
(k) the compilation and submission to the Commissioner of statewide assessments, estimates,
State goals and priorities, strategies, and progress reports, as appropriate, and as required by
sections 101(a)(15), 105(c)(2), and 606(b)(8) of the Rehabilitation Act.
(l) the reservation and use of a portion of the funds allotted to the State under section 110 of the
Rehabilitation Act for the development and implementation of innovative approaches to expand
and improve the provision of VR services to individuals with disabilities, particularly individuals
with the most significant disabilities.
(m)the submission of reports as required by section 101(a)(10) of the Rehabilitation Act.
Assurance(s) or Attachment(s): Yes
4. Administration of the Provision of VR Services: The designated State agency, or designated State unit,
as appropriate, assures that it will:
(a) comply with all requirements regarding information and referral services in accordance with
sections 101(a)(5)(D) and (20) of the Rehabilitation Act.
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(b) impose no duration of residence requirement as part of determining an individual's eligibility
for VR services or that excludes from services under the plan any individual who is present in the
State in accordance with section 101(a)(12) of the Rehabilitation Act.
(c) provide the full range of services listed in section 103(a) of the Rehabilitation Act as
appropriate, to all eligible individuals with disabilities in the State who apply for services in
accordance with section 101(a)(5) of the Rehabilitation Act? (Yes/No)
(d) determine whether comparable services and benefits are available to the individual in
accordance with section 101(a)(8) of the Rehabilitation Act.
(e) comply with the requirements for the development of an individualized plan for employment
in accordance with section 102(b) of the Rehabilitation Act.
(f) comply with requirements regarding the provisions of informed choice for all applicants and
eligible individuals in accordance with section 102(d) of the Rehabilitation Act.
(g) provide vocational rehabilitation services to American Indians who are individuals with
disabilities residing in the State, in accordance with section 101(a)(13) of the Rehabilitation Act.
(h) comply with the requirements for the conduct of semiannual or annual reviews, as appropriate,
for individuals employed either in an extended employment setting in a community rehabilitation
program or any other employment under section 14(c) of the Fair Labor Standards Act of 1938, as
required by section 101(a)(14)of the Rehabilitation Act.
(i) meet the requirements in sections 101(a)(17) and 103(b)(2) of the Rehabilitation Act if the State
elects to construct, under special circumstances, facilities for community rehabilitation programs
(j) with respect to students with disabilities, the State,
(i) has developed and will implement,
(A) strategies to address the needs identified in the assessments; and
(B) strategies to achieve the goals and priorities identified by the State, to improve
and expand vocational rehabilitation services for students with disabilities on a
statewide basis; and
(ii) has developed and will implement strategies to provide preemployment transition
services (sections 101(a)(15) and 101(a)(25)).
Assurance(s) or Attachment(s): Yes
5. Program Administration for the Supported Employment Title VI Supplement:
(a) The designated State unit assures that it will include in the VR services portion of the Unified
or Combined State Plan all information required by section 606 of the Rehabilitation Act.
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(b) The designated State agency assures that it will submit reports in such form and in accordance
with such procedures as the Commissioner may require and collects the information required by
section 101(a)(10) of the Rehabilitation Act separately for individuals receiving supported
employment services under title I and individuals receiving supported employment services under
title VI of the Rehabilitation Act.
(c) The designated state unit will coordinate activities with any other State agency that is
functioning as an employment network under the Ticket to Work and Self-Sufficiency program
under Section 1148 of the Social Security Act.
Assurance(s) or Attachment(s): Yes
6. Financial Administration of the Supported Employment Program:
(a) The designated State agency assures that it will expend no more than 2.5 percent of the State's
allotment under title VI for administrative costs of carrying out this program; and, the designated
State agency or agencies will provide, directly or indirectly through public or private entities, non-
Federal contributions in an amount that is not less than 10 percent of the costs of carrying out
supported employment services provided to youth with the most significant disabilities with the
funds reserved for such purpose under section 603(d) of the Rehabilitation Act, in accordance with
section 606(b)(7)(G) and (H) of the Rehabilitation Act.
(b) The designated State agency assures that it will use funds made available under title VI of the
Rehabilitation Act only to provide supported employment services to individuals with the most
significant disabilities, including extended services to youth with the most significant disabilities,
who are eligible to receive such services; and, that such funds are used only to supplement and not
supplant the funds provided under Title I of the Rehabilitation Act, when providing supported
employment services specified in the individualized plan for employment, in accordance with
section 606(b)(7)(A) and (D), of the Rehabilitation Act.
Assurance(s) or Attachment(s): Yes
7. Provision of Supported Employment Services:
(a) The designated State agency assures that it will provide supported employment services as
defined in section 7(39) of the Rehabilitation Act.
(b) The designated State agency assures that:
i. the comprehensive assessment of individuals with significant disabilities conducted
under section 102(b)(1) of the Rehabilitation Act and funded under title I of the
Rehabilitation Act includes consideration of supported employment as an appropriate
employment outcome, in accordance with the requirements of section 606(b)(7)(B) of the
Rehabilitation Act
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ii. an individualized plan for employment that meets the requirements of section 102(b) of
the Rehabilitation Act, which is developed and updated with title I funds, in accordance
with sections 102(b)(3)(F) and 606(b)(6)(C) and (E) of the Rehabilitation Act.
Assurance(s) or Attachment(s): Yes
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Section VII – PROGRAM-SPECIFIC REQUIREMENTS FOR COMBINED
STATE PLAN PARTNER PROGRAM
Career and Technical Education Programs Authorized under Perkins V(20 U.S.C.
2301 etseq.)).
(a) Plan Development and Consultation
1. Describe how the State plan was developed in consultation with the stakeholders and in accordance
with the procedures in section 122(c)(2) of Perkins V. See Text Box 1 for the statutory requirements for
State plan consultation under section 122(c)(1) of Perkins V.
The Pennsylvania Department of Education (PDE) engaged local stakeholders in Pennsylvania’s career and
technical education (CTE) community to gain their input regarding the 4-year state plan for Strengthening
Career and Technical Education for the 21st Century Act of 2018 (Perkins V). The selection of the
stakeholders began with the Department’s internal Perkins V Planning Committee (Committee)
identifying the required stakeholders group and determining who could assist in identifying the members
to invite. The Department identified 146 diverse stakeholders, as required under Section 122(C)(1)(A), to
serve on this cross-sector planning committee.
To ensure each category of stakeholder was invited, an excel spreadsheet was developed that includes
the agency the stakeholder represents, the category the stakeholder fulfills, name, title, email and phone
number. The internal PDE team during weekly meetings would review the list and work with partners to
ensure each category had multiple representatives on the stakeholder’s committee. All identified
stakeholders were invited to all scheduled meetings. Meetings were held at the statewide and regional
levels. Participation of stakeholders was tracked using two methods. An electronic registration was used,
which required each stakeholder to register their attendance at each meeting. The second method was
use of an on-site sign-in sheet at each meeting. The sign-in sheet listed each of the registrants and their
affiliation. Participants signed in at each meeting to verify attendance.
Once the stakeholders were identified and contact information was obtained, PDE invited stakeholders
to attend an initial convening on March 19, 2019 in State College, PA, to begin assisting the Department
with developing the State Plan. The invitation and initial communications noted stakeholders’ role in
determining how the state will implement the new regulations and use federal Perkins funds, as well as
provided background on the Perkins law for context. A total of 77 individuals from across the state
attended the initial Committee meeting on March 19. The agenda included numerous topics and sought
feedback on all areas of the plan.
In addition to the initial Committee meeting, PDE held three stakeholder sessions across the state:
1. • April 9, 2019: Butler County Community College, Butler, PA
2. • April 10, 2019: Bucks County Community College, Newtown, PA
3. • April 11, 2019: Harrisburg Area Community College, Harrisburg, PA
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Among the 255 individuals who attended the three sessions, 11 percent were business and community
members, 24 percent were postsecondary education representatives, and 5 percent were education
partners or agencies. Table 1 provides an overview of the attendees by type and location.
Table 1. Overview of Stakeholder Group Attendees by Type, by Location Stakeholder Group Types
Represented
Stakeholder Group Types Represented
Location
Business/
Community
Postsecondary
Education
Secondary
Education
Education
Partners
PDE Total
State College, PA
10
15
35
13
73
Butler, PA
7
19
22
6
3
57
New Hope, PA
5
10
31
4
50
Harrisburg, PA
7 18 35 6 9
75
At each meeting, attendees were asked for feedback on policy decisions related to program accountability
and defining meaningful progress. The stakeholders assisted in determining which program quality
indicator to select, how flow-through funds should be allocated to Perkins recipients, and whether the
state should reserve funds for subawards to eligible recipients in rural areas, areas with high percentages
of CTE concentrators or participants, and areas with high numbers of CTE concentrators or participants.
In addition to the Committee meeting and statewide stakeholder sessions, stakeholders had an
opportunity to review and submit comment to PDE on preliminary draft state determined performance
levels (SDPLs) from November 22-December 6, 2019. Stakeholder Committee members also were invited
to participate in a meeting on December 3, 2020 where PDE staff explained the process for establishing
the baseline for each indicator and for establishing the SDPLs. PDE used the feedback from the December
3 meeting and the written comment period to develop and establish the SDPLs. The final draft proposed
levels then were disseminated to the stakeholders for their review on December 17, 2019. As required
under Perkins V, stakeholders had until December 27, 2019 to review the process and baseline and submit
written comments regarding how the established levels of performance:
1. Meet the requirements of the law;
2. Support the improvement of performance for all CTE concentrators including each subgroup of
students and special population; and
3. Support the needs of the local education and business community.
PDE gathered written public comments on the SDPLs and baselines for each indicator through a
designated email account managed by the PDE Bureau of Career and Technical Education (BCTE). The
email account link was posted on the Department’s website and provided to all stakeholders.
Written stakeholder comments and the Department’s response are found in Appendix E.
2. Consistent with section 122(e)(1) of Perkins V, each eligible agency must develop the portion of the State
plan relating to the amount and uses of any funds proposed to be reserved for adult career and technical
education, postsecondary career and technical education, and secondary career and technical education
after consultation with the State agencies identified in section 122(e)(1)(A)-(C) of the Act. If a State agency,
other than the eligible agency, finds a portion of the final State plan objectionable, the eligible agency
must provide a copy of such objections and a description of its response in the final plan submitted to the
Secretary. (Section 122(e)(2) of Perkins V.)
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The Pennsylvania State Board for Career and Technical Education (State Board) is the eligible agency to
submit the Perkins V state plan. The State Board is responsible for adult career and technical education,
postsecondary career and technical education, and secondary career and technical education. The State
Board is responsible for the planning and development of the Perkins V state plan. Consultation with a
different state agency was not necessary.
The State Board was provided a copy of the preliminary draft plan January 8, 2020 which coincided with
the public comment period that began January 2, 2020. The State Board reviewed the preliminary draft
state plan and took action on the state plan March 18. The State Board did not have any objections. Other
state agencies were invited to review and provide comment. Other state agencies did not provide
comment or provide objections to the state plan during the public comment period or during the State
Board January and March meetings during their public comment period.
3. Describe opportunities for the public to comment in person and in writing on the State plan. (Section
122(d)(14) of Perkins V.)
In October 2019, Pennsylvania conducted regional hearings. The public and interested organizations and
groups were invited to attend the hearings and present their views and make recommendations regarding
the draft state plan. The hearings were held on October 15, 2019 at the Chester County Technical College
High School in West Grove, PA; on October 16, 2019 at Harrisburg Area Community College in Harrisburg,
PA; and on October 17, 2019 at Westmoreland County Community College in Youngwood, PA.
The Department carefully considered each comment and written statement provided at the hearings and
used that feedback to inform the next draft of the Perkins V state plan. The Department summary of the
recommendations made at the hearings are covered in the State Plan.
The Department posted the draft state plan on the Department’s website in an easily accessible, ADA-
compliant form. The Department then used a variety of communication methods to notify the field and
the public that the draft state plan was available for review (e.g., Pennsylvania Bulletin, email, website,
Penn*Link email system, statewide distribution lists, etc.). The Department also announced the
availability of the state plan at meetings of the State Board of Education, Commission for Agriculture
Education Excellence, the Pennsylvania Workforce Development Board, and the Governor’s Keystone
Workforce Development Command Center, and requested input from the attendees.
PDE accepted public comment on the proposed Perkins V State Plan from January 2-February 3, 2020
under the required 30-day comment period prescribed pursuant to Perkins V, sec. 122. Individuals also
had the opportunity to provide public comment in person during the State Board meeting on January 8,
2020.
All public comments were considered and, where applicable, used to inform development of the Perkins
V State Plan. The final revision of the draft Perkins V state plan incorporated public comments.
(b) Program Administration and Implementation
1. State’s Vision for Education and Workforce Development
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A. Provide a summary of State-supported workforce development activities (including education and
training) in the State, including the degree to which the State's career and technical education programs
and programs of study are aligned with and address the education and skill needs of the employers in the
State identified by the State workforce development board. (Section 122(d)(1) of Perkins V.)
State-supported workforce development activities can be characterized broadly in two ways: 1) the
activities cross various sectors of the economy and government, and 2) state efforts are targeted to the
specific places and populations which most need and benefit from state support in order for Pennsylvania
to have a thriving workforce. Career and Technical Education (CTE) exemplifies the cross-sector nature of
workforce preparation, bringing together education and industry to ensure students are prepared for in-
demand occupations. Other state agencies including PDE, the Pennsylvania Department of Labor and
Industry (L&I), and the Pennsylvania Department of Human Services (DHS) contribute to programs that
meet the needs of special populations in Pennsylvania, as will be described in more detail below.
The Pennsylvania Workforce Development Board (PAWDB) advises the Governor on building a strong
workforce development system aligned with state education policies and economic development goals.
The PAWDB is comprised of representatives of businesses as well as the leaders of state agencies who are
highly engaged in workforce development activities, including PDE and L&I. Among its activities, the
PAWDB supports CTE programs of study.
Career and technical education enables secondary, postsecondary, and adult students to pursue technical
education, in conjunction with a comprehensive academic education, that prepares them for high-quality
and high-priority occupations. In 2018-19, there were 140 schools and 84 career and technical centers
(CTCs) offering 1,723 approved secondary CTE programs statewide, with over 67,000 secondary CTE
students enrolled.
CTE is critical to workforce development because of the great number of students engaged, and because
all PDE-approved CTE programs lead to industry-recognized credentials. Schools use the PDE
Industry-
Recognized Certifications for Career and Technical Education Programs Guide to identify industry-
recognized credentials aligned to CTE programs in Pennsylvania’s career clusters. The list is reviewed
annually; in 2018-19, PDE added 12 certifications. In the same year, CTE students earned 39,235 industry
credentials.
Pennsylvania has a robust system of CTE Programs of Study
. CTE Programs of Study are designed at the
state level by PDE in collaboration with employers to provide students with the recommended academic
and technical courses needed for employment in an in-demand occupation within one of thirteen career
clusters. PDE works with secondary instructors and postsecondary faculty, as well as business and industry
representatives, to develop statewide technical task grids that must be taught as part of the Program of
Study.
By developing statewide technical standards aligned to industry expectations, Pennsylvania’s Statewide
Articulation Agreements (SOAR) allow qualified CTE students to receive postsecondary technical credit for
coursework completed in high school. Since 2011, a total of 285 qualifying SOAR program graduates have
been awarded 1,809 postsecondary credits. PDE has explored ways to expand students’ and institutions’
ability to take advantage of such articulation agreements in its plan for Perkins V, in order to decrease the
cost of a postsecondary degree for CTE students, and enable them to enter the workforce more quickly,
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fully prepared for the economy’s in-demand occupations.
CTE also exemplifies how different workforce development activities combine to better serve special
populations of Pennsylvanians. Collaboration among postsecondary career and technical education
programs and adult basic education programs encourages students without a high school diploma or
equivalent to enroll in eligible career pathway programs.
Other populations specifically served by Pennsylvania workforce development initiatives include
community college students, low-income postsecondary students, rural students, and students with
disabilities. The career-readiness needs of Pennsylvania residents with disabilities are addressed by the
L&I Office of Vocational Rehabilitation. Students attending any of Pennsylvania’s 14 community colleges
who are recipients of TANF or SNAP benefits can take advantage of holistic support to complete their
academic program and obtain high-quality employment through a program offered by DHS called
Keystone Education Yields Success (KEYS). A KEYS student facilitator assists eligible students with
identifying career goals, scheduling courses, navigating financial aid, and meeting transportation and
childcare needs.
The Pennsylvania Higher Education Assistance Agency (PHEAA) administers the PA-TIP program to provide
need-based financial awards to students enrolling in certificate programs less than two years in length for
high priority occupations (HPOs) in several industry sectors. PHEAA also has 14 Higher Education Access
Partners strategically located throughout the commonwealth to provide postsecondary services to
students, families, educators, schools, community partners, and the public. Services include free financial
aid presentations and completion sessions, programs to assist students with planning and preparing for
postsecondary education, and professional training for school counselors and advisors. The Pennsylvania
College Advising Corps also places recent college graduates as full-time advisors in underserved, rural high
schools across Pennsylvania to increase matriculation rates of their students.
A targeted regional approach to workforce development in rural areas, where fewer postsecondary
resources exist, is provided by Community Education Councils (CECs). These Councils provide program
development activities with postsecondary institutions to ensure that residents of rural communities have
access to credential-bearing training opportunities. CECs serve as an intermediary and broker of training
programs based on identified need and demand.
The cross-sector PAsmart workforce development initiative promotes the expansion of Registered
Apprenticeships and invests in postsecondary education and training in computer science and STEM fields.
The Pennsylvania Industry Partnership program, also supported at the local level through PAsmart state
grants, encourages trainings that result in a postsecondary credential by requiring all proposals to identify
credentials/certifications to be obtained and by making credentials a required outcome measure. These
state-funded grant initiatives reach pre-Kindergarten through 12
th
grade students, postsecondary
students, and adult learners, in addition to Pennsylvanians already in the workforce seeking to gain
relevant skills for an in-demand career in which they can earn a family-sustaining wage.
Finally, PDE has developed a long-term strategy to make workforce preparation available and equitable
statewide to the youngest generation of Pennsylvanians. All K-12 schools integrate the Academic
Standards for Career Education and Work (CEW standards) into curriculum, addressing career awareness
and preparation, career acquisition, career retention and advancement, and entrepreneurship.
Pennsylvania is the first state to include a true K-12 Career Readiness Indicator as part of its federal
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accountability system under the Every Student Succeeds Act. The Career Standards Benchmark identifies
career readiness activities aligned with the CEW standards in all public K-12 schools. This emphasis on
career readiness expands younger students’ understanding of the career opportunities, and the relevant
postsecondary education and training, available to them.
B. Describe the State's strategic vision and set of goals for preparing an educated and skilled workforce
(including special populations) and for meeting the skilled workforce needs of employers, including in
existing and emerging in-demand industry sectors and occupations as identified by the State, and how the
State's career and technical education programs will help to meet these goals. (Section 122(d)(2) of Perkins
V.)
Pennsylvania’s economic future depends on a strong, skilled workforce able to compete in today’s global
economy. To remain economically competitive, Pennsylvania must inform its workforce development
policies, strategies, and goals using current labor market information and an understanding of the future
workforce needs of workers and employers. The commonwealth has a diversified economy with
numerous competitive industry clusters and strives to develop a skilled workforce that aligns worker
career goals to employer needs and serves those with barriers to employment. The commonwealth’s
capacity to provide an educated workforce is evidenced by approximately 375 postsecondary educational
institutions which collectively enrolled more than 740,000 students in 2017-18. Pennsylvania is an ideal
location for families and businesses given its mix of urban, suburban, and rural areas, its proximity to
nearly one-half of the nation’s population, and strong job markets. While these characteristics of the
commonwealth’s labor market contribute to its economic strength, they also create an opportunity to
develop an increasingly skilled workforce to meet the demands of employers, the career goals of workers,
and the needs of our evolving economy.
Pennsylvania’s goals for preparing an educated and skilled workforce are expressed in the sub-goals of its
state WIOA plan:
• Expanding registered pre-apprenticeship and apprenticeship programs;
• Increasing efforts to recruit apprenticeship participants from non-traditional populations, such as
women, persons with disabilities, and re-entrants;
• Building a career pathways system by increasing public awareness of the career pathways model
and program design;
• Increasing exposure for K-12, postsecondary, and adult learners to career awareness and
exploration activities;
• Expanding access to programs that lead to credentials or certifications, such as career and
technical education, online education and training programs, dual enrollment programs, or
apprenticeships;
• Collaborating across state agencies on career readiness activities, building partnerships across
education and business and industry for both students and educators; and
• Identifying and promoting evidence-based models and effective practices for engaging
opportunity youth.
To achieve its workforce readiness goals for all Pennsylvania residents, commonwealth leaders recognize
that offering support services to special populations is not additional, but integral, to the plan. A priority
of the governor and of commonwealth agencies, as outlined in Governor Wolf’s PAsmart Grants
Framework: Principles and Funding Priorities, which was approved by the Pennsylvania Workforce
Development Board in 2018, is “equity, diversity, and inclusion.” Commonwealth workforce development
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efforts therefore seek to increase access to postsecondary and career and technical education specifically
for historically under-represented and under-served students. State-led workforce development
initiatives are a combination of meeting needs that already exist, and addressing foreseeable needs
proactively by transforming educational systems and providing tailored supports to learners and workers.
Information about workforce development efforts tailored to special populations is enumerated in
greater detail above in the summary of State-supported workforce development activities.
Over the past four years, commonwealth agencies have engaged thousands of stakeholders across the
commonwealth and worked with cross-sector partners from pre-K to postsecondary education, workforce
development, and human services to improve career readiness for all students. There are now established
structures that can continue to leverage the expertise and resources at the local, state, and federal levels
for Pennsylvania’s workforce development.
In 2017, Governor Wolf convened the Middle Class Task Force, comprised of leaders in education,
workforce, and economic development systems. The outcomes of the Task Force’s report led directly to
the development of the PAsmart initiative, which has invested $70 million in its first two years in education
and training needed for careers in high-growth industries. PAsmart supports the creation of regional
workforce development and education partnerships such as STEM Ecosystems, the training of educators
in computer science skills so that students are prepared for a high-tech digital economy, the expansion of
Registered Apprenticeships, and next-generation industry partnerships. The governor’s office also
launched the PAsmart website to serve as a resource for commonwealth residents to identify the tools
and resources they need to make education and career decisions.
The Task Force findings, and the governor’s commitment to the vision of “jobs that pay” and “government
that works,” also led the governor to establish the Keystone Economic Development and Workforce
Command Center. The Keystone Command Center is a group of state agency representatives from
education, labor, industry, human services, and others, as well as representatives of labor and business.
This cross-sector body elevates and seeks to align all workforce development efforts—whether the actions
take place under the purview of education, labor and industry, economic development, or private industry
partners—with the urgency that workforce issues demand in the current economic climate. The
collaborative nature of the body facilitates the identification and elimination of barriers that confront
residents of the state seeking to advance in their careers, as well as the barriers that face businesses and
education and training institutions seeking to develop the workforce.
Collaboration between the PA Departments of Labor and Industry and Education has leveraged state
workforce development policies and federal programs to initiate and grow self-sustaining local initiatives.
L&I has partnered with Pennsylvania community colleges to apply for federal grants to increase access to
post-secondary education for non-traditional, harder to serve individuals. Each of the community colleges
is a Perkins postsecondary recipient and each is expected to leverage investments to enhance access to
career pathways. Additionally, in 2019, PDE and L&I each contributed federal funding to a state initiative
called Teacher in the Workplace that drives greater work-based learning and career-ready skills
development in schools (including CTCs), while fostering self-sustaining local and regional partnerships
between educational institutions and businesses.
Building partnerships between the education and industry sectors has been and will continue to be a key
state strategy because it provides a mechanism for ensuring that education meets the skilled workforce
needs of employers. In career and technical education, there is already communication and collaboration
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with business and industry representatives, e.g. through the work of Occupational Advisory Committees,
making career and technical education programs models for other educational systems in the
commonwealth.
In an effort to achieve successful outcomes for Pennsylvania students, workers, businesses, and
communities:
• The commonwealth has examined disaggregated data to identify how postsecondary access and
affordability vary for different subsets of the population. It found that economically
disadvantaged families and single parent households faced some of the highest barriers to
accessing and completing a higher education credential, and as a result, committed $5 million in
the Parent Pathways initiative
to support low-income parents and families in pursuing higher
education. The Parent Pathways model uses a multi-generational approach to provide
wraparound services for parents pursuing a postsecondary credential. These supports may
include case management, housing assistance, family programming, high-quality childcare,
tutoring, help navigating the higher education landscape, and career counseling.
• Institutions that provide career and technical education have made concerted efforts to increase
the representation of students in non-traditional programs. These efforts have seen encouraging
results so far: the number of female students enrolled in non-traditional CTE programs (i.e., those
traditionally enrolled in by male students) rose 5.7 percent over the four years from 2014-15 to
2018-19. The efforts of CTE institutions are mirrored and supported by the efforts of the
Pennsylvania Department of Labor and Industry’s Apprenticeships and Training Office to increase
the participation of underrepresented apprentices in nontraditional fields.
• The commonwealth has developed a first-of-its-kind program to help members of the state
National Guard retrain and reenter the workforce. The Military Family Education Program, better
known as the PA GI Bill, provides college benefits to active Pennsylvania National Guard Members.
The PA GI Bill provides 10 semesters of tuition-free education to active members of the PA
National Guard and their family members. Pennsylvania’s commitment to serving National Guard
members and their families exemplifies the broader statewide initiative to prepare the citizenry
for an evolving workforce, while engaging adult learners and workers to actively drive
Pennsylvania’s economy forward.
And finally, Pennsylvania is committed to improving coordination and alignment of education and
workforce development programs, services, and funding.
• In 2015, the State Board of Education adopted the goal that 60 percent of Pennsylvania residents
have a postsecondary credential by 2025.
• CTE drives the commonwealth toward this goal. The number of industry credentials earned by
students enrolled in CTE programs increased 43 percent over the four-year period of 2014-15 to
2018-19.
• The Middle Class Task Force, which the governor convened in 2017 to break down silos among
education, workforce, and economic development systems, the PAsmart initiative, launched in
2018 to implement the recommendations of the Task Force, and the Keystone Economic
Development and Workforce Command Center, established in 2019 to carry on the work by
specifically addressing barriers across the state and across sectors, all have contributed to
increased collaboration and centralization of workforce development programs, services, and
funding. These initiatives have been led by the governor and have been supported by labor and
business leaders. They have given state agencies opportunities that did not exist before to explore
how programs, services, and funding can be better coordinated to serve specific populations.
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C. Describe the State’s strategy for any joint planning, alignment, coordination, and leveraging of funds
between the State's career and technical education programs and programs of study with the State's
workforce development system, to achieve the strategic vision and goals described in section 122(d)(2) of
Perkins V, including the core programs defined in section 3 of the Workforce Innovation and Opportunity
Act (29 U.S.C. 3102) and the elements related to system alignment under section 102(b)(2)(B) of such Act
(29 U.S.C. 3112(b)(2)(B)); and for programs carried out under this title with other Federal programs, which
may include programs funded under the Elementary and Secondary Education Act of 1965 and the Higher
Education Act of 1965. (Section 122(d)(3) of Perkins V.)
D. Describe how the eligible agency will use State leadership funds made available under section 112(a)(2)
of Perkins V for purposes under section 124 of the Act. See Text Box 2 for the required uses of State
leadership funds under section 124(a) of Perkins V. (Section 122(d)(7) of Perkins V.)
Federal Perkins V complements current state-supported workforce development activities including cross
agency collaboration to align activities. One includes planning initiatives such as expansion of pre-
apprenticeship, apprenticeship, educator-in-the-workplace, and computer science course offerings.
The commonwealth has embraced state-local collaboration, cross-sector partnerships, and a focus on
barrier remediation to achieve its vision of career pathways to self-supporting, family-sustaining careers.
Pennsylvania recognizes the importance of postsecondary credentials as part of such pathways. In 2015,
Governor Wolf established the goal that 60 percent of Pennsylvania residents have some form of
postsecondary education by 2025, to meet industry demand for skilled workers. In 2016, Pennsylvania’s
State Board of Education Council on Higher Education passed a Motion to Support this postsecondary
attainment goal. To meet this goal, Pennsylvania has aimed to produce nearly 820,000 additional
postsecondary credentials between 2017 and 2025. Pennsylvania employs many strategies to help more
residents earn recognized postsecondary credentials, including the following:
Pennsylvania employs many strategies to help more students of all ages earn recognized postsecondary
credentials, including the following:
• Fostering early awareness of postsecondary opportunities: K-12 schools in Pennsylvania
integrate the Academic Standards for Career Education and Work (CEW standards) into
curriculum, addressing career awareness and preparation, career acquisition, career retention
and advancement, and entrepreneurship. Pennsylvania is the only state to include a true K-12
Career Readiness Indicator as part of its federal accountability system under the Every Student
Succeeds Act. The Career Standards Benchmark identifies career readiness activities aligned with
the CEW standards in all public K-12 schools. This emphasis on career readiness expands younger
students’ understanding of the career opportunities, and the relevant postsecondary education
and training, available to them.
• Improving access to advanced coursework for all students: PDE will work to expand the number
of students enrolled in at least one advanced rigor course – including Advanced Placement (AP),
International Baccalaureate, and dual enrollment courses – each year, and to identify
opportunities to improve equitable access to such coursework. Governor Wolf established a goal
to increase the number of AP tests given in high schools by 46 percent by 2020.
• Leveraging networks and resources to guide postsecondary pathways: Under Pennsylvania’s
ESSA Consolidated State Plan, LEAs may use Title IV, Part A, and other federal funds, such as Title
I, Part A and Title II, Part A, to support college and career exploration and advising, including hiring
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school counselors and other support staff to help all students, and especially underrepresented
students, have the information and tools they need to gain awareness of college and career
pathways and make informed decisions regarding their postsecondary future. Recognizing the
critical role school counselors have on student success, PDE also partners with the Pennsylvania
Higher Education Assistance Agency (PHEAA), public and private postsecondary institutions, and
the Pennsylvania School Counselors Association to identify opportunities for K-12 school
counselors to explore data and connect with resources on postsecondary access and success.
• Improving awareness of college resources through regional partnerships: The Pennsylvania
Higher Education Assistance Agency (PHEAA) has 14 Higher Education Access Partners
strategically located throughout the commonwealth to provide postsecondary services to
students, families, educators, schools, community partners and the public. Services include free
financial aid presentations and completion sessions, programs to assist students with planning
and preparing for postsecondary education, and professional training for school counselors and
advisors. The Pennsylvania College Advising Corps also places recent college graduates as fulltime
advisors in underserved, rural high school schools across Pennsylvania to increase matriculation
rates of their students.
• Career and technical education as a path to industry-recognized credentials: All PDE-approved
career and technical education (CTE) programs lead to industry recognized credentials. Schools
use the PDE Industry-Recognized Certifications for Career and Technical Education Programs
Guide to identify industry-recognized credentials aligned to CTE programs in Pennsylvania’s
career clusters.
• Facilitating postsecondary credit transfer: The Pennsylvania School Code was amended shortly
in November 2019 to require all public institutions of higher education and all public school
districts to provide the Pennsylvania Department of Education with the institutions’ articulation
agreements for inclusion in an electronic database that is web accessible. The amendment also
requires the posting of all agreements that award credit for an industry-recognized credential.
The purpose of posting these agreements on the web-accessible electronic database is to increase
transparency to students and allow them the ability to better plan their educational career. This
will improve student’s movement among and between institutions and allow them to graduate
more quickly by removing the need to re-take courses.
PDE also was a partner with the WIOA Combined State Plan writing. The Department including CTE staff
were present at the weekly meetings to develop the WIOA state plan goals. There are five goals in the
WIOA state plan. The goals are focused on (a) career pathways, (b) sector strategies and employer
engagement, (c) youth, (d) continuous improvement of the workforce development system, and (e)
strengthening the One-Stop Delivery system. Each goal aligns with Perkins V activities as well as other
Department activities.
Specific Department CTE goals include:
• Increase academic achievement of students enrolled in CTE;
• Increase technical attainment of students enrolled in CTE;
• Increase business engagement in CTE; and
• Students enrolled in CTE have access to a minimum of one high value industry recognized
postsecondary credential.
State Leadership funds support the development and offering of targeted technical assistance that is
focused on improving the performance indicators associated with special populations, specifically
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nontraditional students. The technical assistance is designed for administrators with CTE programs and
assists them in examining local data to determine gaps in performance of special populations’ categories.
Funds also support regional professional development workshops that support local efforts to attract and
retain students in their non-traditional programs. This technical assistance is offered to those schools that
receive sanctions letters related to their nontraditional performance indicator. The goal is to provide tools
faculty and administrators can use to recruit and sustain to graduation students that are
underrepresented in career and technical education programs in both secondary and postsecondary
educational institutions.
The funds support individuals in state correctional institutions. Annually, 1 percent of the Perkins program
allocation is provided to the state corrections facilities in order to serve youth in Pennsylvania’s detention
and corrections facilities. The funds support instructional staff at two state correctional institutions (SCI)
and Carbon-Lehigh Intermediate Unit (IU) #21. The SCIs and the IU provide career and technical education
that leads to trade-based certifications in programs that offer employment opportunities in high demand
occupations throughout Pennsylvania. Both provide occupational training, applied academics,
employability training, and assessment with the goal of improving the youths’ chances of finding
employment upon release. The grant recipients provide an annual report that outlines their
accomplishments.
The State Leadership Funds also support the recruitment, preparation and retention of CTE teachers,
faculty, specialized instructional support personnel and paraprofessionals. The Department has
developed and implemented CTE teacher and administrator certification programs through contractual
agreements with three state universities. Each university (Indiana University of Pennsylvania, The
Pennsylvania State University, and Temple University) operates a Professional Personnel Development
Center to focus on the CTE teacher and administrator certifications. Annually, the Centers provide pre-
service and in-service professional personnel development services for career and technical educators in
the respective regions of the Commonwealth. Each university ensures the certification programs are
based on research and cover topics including curriculum development, integration, instructional practices,
parental and community involvement, PDE initiatives, and current trends in education.
In Pennsylvania, all teachers and administrators must hold either an instructional or career and technical
instructional certification to be employed in a secondary school entity. State standards exist for teacher
preparation programs and the teacher preparation programs must align to state standards and ensure
the certification programs meet state statutes or regulations. The three Professional Personnel
Development Centers prepare CTE teachers and administrators and recommend them to the Department
for certifications.
In all three regions of the state, Center staff meetings were held regularly to share “notes from the field”
and discuss topics of interest to the schools. Also, professional development experiences are developed
based on a comprehensive needs assessment with input from the following sources:
• Advisory groups made up of volunteers from the group for which the experience is intended; and
• Evaluative data collected from previous participants in similar activities.
Professional development activities include:
• Opportunities to acquire new knowledge and skills related to the instructors’ occupational area
so they can provide dynamic, innovative CTE instruction;
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• Discussions related to educational delivery methods and instructional techniques;
• Resources and current information on PDE BCTE initiatives; and
• Collaborations and networking opportunities with other education professionals.
In addition, CTE educators are provided technical training on how to access, select, develop, and
implement curricula materials that support statewide programs of study and rigorous challenging
programs; career pathways; scope and sequence of courses, in accordance with Chapter 339; industry
standards; articulation agreements; and other state and federal mandates. The professional development
activities are designed to enhance the knowledge, academic integration proficiency, and skills or
capabilities of career and technical instructors.
State Leadership Funds support the Pennsylvania Technical Assistance Program (TAP). This is a statewide
initiative to increase the quality and impact of career and technical education in secondary schools and
postsecondary recipients. The Department of Education offers a variety of high-quality, research- based
activities, and professional education opportunities at no cost to the participating schools. A critical
component of the TAP program, as assessed by the participating school administrators, is the deployment
of on-site consultants who assist with the implementation of the professional education opportunities.
These consultants are called Career and Technical Distinguished School Leaders (CTDSLs). These
distinguished leaders are retired superintendents and CTC administrators. They assist schools in increasing
the academic and technical rigor of career and technical programs based on practical approaches learned
because of authentic experience leading schools. The range of expertise has included high academic and
technical curriculum standards, strategies for the delivery of quality instruction, connections to external
resources, internal performance accountability, and promoting a culture of learning and professional
behavior.
Integrating Mathematics into CTE Content
Integrating Math-in-CTE enhances the mathematical concepts that exist where math naturally intersects
with CTE concepts and applications. Research shows that this model has a significant positive impact on
student learning in mathematics with no loss to career and technical area content. Integrating math into
CTE courses does not add more to the teachers’ workload but enhances the rigor and quality of the
instruction. Specialized training and coaching will be provided.
Integrating Pennsylvania Core Standards for Reading and Writing
The Pennsylvania Core Standards for Reading and Writing in Science and Technical Subjects provide the
foundation for the work. The 20 standards, targeted toward technical reading and writing, are applicable
across all program areas. However, in contrast to mathematics, the standards are broader and have a
wider range of applications than, for instance, the mathematical concept of scope. Specialized training
and coaching will be provided.
2. Implementing Career and Technical Education Programs and Programs of Study
A. Describe the career and technical education programs or programs of study that will be supported,
developed, or improved at the State level, including descriptions of the programs of study to be developed
at the State level and made available for adoption by eligible recipients. (Section 122(d)(4)(A) of Perkins
V.)
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Under Perkins V, Pennsylvania will update the 43 state-developed Programs of Study (POS) using the
following criteria:
• The POS is developed by stakeholders (business, postsecondary faculty and secondary teachers);
• The POS is based on Classification of Instructional Program (CIP) codes;
• The POS is aligned to industry standards to ensure relevancy to the workforce and to identify the
required technical skills;
• The POS provides students with an opportunity to earn an industry credential;
• The POS is aligned to state academic standards;
• The POS is aligned to employability skills;
• The POS is aligned to labor market needs;
• The POS progresses in specificity;
• The POS includes multiple entry and exit points;
• The POS operates with credit articulation agreement; and
• Completion of the POS leads to a recognized postsecondary credential.
For each POS, a committee will be established which includes statewide representation from business and
industry, secondary and postsecondary instructors and administrators, and other interested parties.
Details of each POS are found on the PDE
website
1
.
Each POS is based on a CIP title and description. The POS begins with general information that covers all
aspects of the industry associated with the POS and progresses to increased occupationally specific
information throughout the duration of the program.
Each POS is designed to align to industry standards and credentialing requirements. PDE defines industry
standards as standards established by state or national trade or professional organizations or state or
federal regulatory bodies accepted by the Department that describe what learners should know and be
able to do and describe how well learners should know or be able to perform a task in a specific
occupation. PDE works with Perkins recipients to identify applicable industry credentials and certifications
that add value to the CTE enrollees’ opportunity to become employed. If students do not earn industry
credentials/ certifications at the secondary level of the POS, they can earn the industry
credentials/certifications at the postsecondary level.
Each POS competency task grid
2
will provide a link to the Pennsylvania In-Demand Occupations as well as
a link to the Industry-Recognized Credentials for Career and Technical Education Programs
guidebook. At
the local level, if a CIP is not aligned to state or regional HPO, not on the Pennsylvania In-Demand
Occupations List, or not identified as a Priority or Opportunity Occupation in the Local Workforce
Development Board (LWDB) regional plan, the local recipient must provide the results of the
comprehensive needs assessment and how the program(s) meets local economic and education needs
including in-demand industry sectors and occupations.
The Department works with academic and CTE instructors to align Pennsylvania Core Academic Standards
to each POS. The POS-validated competency task grids include the academic crosswalk. Pennsylvania
1
Development of Pennsylvania POS Framework
2
Pennsylvania Program of Study Competency Task Grids
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academic standards include the state academic standards for Career Education and Work (CEW), as
adopted by the State Board of Education. Each POS addresses career preparation, career acquisition
(getting a job), career retention, and advancement and entrepreneurship. Each POS competency task grid
will include links to the academic PA Common Core standards, CEW academic standards, and recently
released Career Ready Skills. The Department will ensure the POS, secondary through postsecondary, are
inclusive of the academic standards and course work during monitoring reviews.
The Department collaborates with L&I to annually prepare labor market data including in-demand
occupations. In-demand occupations are those with a large number of job openings or an above-average
growth rate without already having an over-supply of existing workers. These occupations offer a qualified
jobseeker a reasonable expectation of obtaining employment in the field.
Occupations on the Pennsylvania In-Demand Occupation List (PA IDOL)
are presented in three categories:
Today, Tomorrow, and Future. Jobs of Today require a short period of on-the-job training to become
proficient and no formal postsecondary training. With some postsecondary training (i.e., certificate,
apprenticeship or Associate degree), an individual can obtain employment in a Tomorrow occupation.
Jobs of the Future require at least four years of postsecondary education resulting in a bachelor’s degree
or higher.
After students enroll in a POS, they progress through general information regarding all aspects of the
industry associated with a POS to more specific occupational skills and knowledge. As students complete
sections of the POS, they can sit for industry certification exams. As students earn recognized
postsecondary credentials, they can exit and enter low-skill, semi-skill, middle skill, or advance skill
positions. The design of the POS also allows students who exit prior to the advanced skill positions to
reenter the POS where they exited.
Each secondary entity (school district, charter school, or CTC) may apply to PDE for approval to offer the
state-developed program of study. The Perkins postsecondary entities have been partners in the
development of the statewide articulation agreement and alignment of secondary and postsecondary
coursework. Through this process, the secondary completers may earn postsecondary credit once
enrolled in the postsecondary component of the program of study. Articulation agreements allow high
school students to receive postsecondary credit that counts toward graduation for their technical
coursework.
The process used to develop the Programs of Study includes the following elements:
1. Incorporate and align secondary and postsecondary programs to workforce needs as follows:
a. Using Pennsylvania approved Standard Occupational Classification (SOC) Codes;
b. By developing a competency list based on an occupational analysis using resources such
as O*NET;
c. By aligning with Pennsylvania recognized industry-based credentials or certifications; and
d. By securing validation of the local Occupational Advisory Committee.
2. Include coherent and rigorous academic content aligned with the Pennsylvania Core Academic
Standards and relevant CTE content integrated in a coordinated, non-duplicative progression of
courses that align secondary and postsecondary education to adequately prepare students to
succeed in careers.
3. Include the opportunity for secondary education students to earn postsecondary education
credits though dual or concurrent enrollment, articulated credit, or other avenues which lead to
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a Pennsylvania recognized, industry-based credential, credit bearing certificate or associate or
baccalaureate degree.
4. Establish all new state developed CTE programs of study based upon the current PA IDOL lists.
5. Develop articulation agreements between secondary and postsecondary educational institutions
which shall include:
a. Content specified in courses offered by the secondary institution that aligns with course
content at the postsecondary educational institution. Syllabi and/or competency lists of
courses from the institutions involved must be maintained in the appropriate offices.
b. The operational procedures and responsibilities of each party involved in the
implementation of the articulation agreement.
c. A student evaluation plan and process including descriptions of required proficiency levels
and criteria for measurement.
d. An evaluation plan that includes a review of the agreement, and renewal date not to
exceed three years.
e. A description of student admission requirements.
f. Signatures of authorized representatives of participating institutions.
g. On an individual basis, provide options for out of county students to articulate without
sanction if equivalent articulation elements are satisfied.
Each of Pennsylvania’s 43 programs of study was developed in phases and is reviewed every three years.
Phase III Programs of Study were revised for the 2018-19 program year. Through this revision process,
Pennsylvania ensures Programs of Study are aligned to key elements of Perkins V and meet the federal
Perkins V definition.
Each POS offers a planned, non-duplicative sequence of academic and technical courses. Technical
courses provide occupational skill and work-related tasks that would be performed in the workplace. The
PDE-approved sequence is planned, non-duplicative technical instruction (simple courses to increasingly
complex courses) within a specific CIP that progresses from general technical program knowledge of all
aspects of an industry to occupationally specific content. A random menu of electives does not meet state
or Perkins V requirements for a POS. Introductory competency tasks will be identified on each POS
competency task grid. Students, parents, teachers, school counselors, and others will be able to identify
postsecondary partners with programs of study aligned to secondary programs of study. To view current
advanced credit opportunities articulated with postsecondary educational institutions, go to the
equivalency search results at CollegeTransfer.net.
Each POS has multiple entry and exit points. Secondary students can enter and exit a POS throughout high
school. Upon graduation, students who complete a POS exit with a high school diploma and an industry
credential. Articulation agreements between secondary and postsecondary CTE programs of study allow
students to continue with their POS after graduation and earn an advanced credential or degree.
Under Perkins V, the POS will be revised, where appropriate, to include technical dual enrollment or
concurrent enrollment courses at the high school that lead to postsecondary credit or advanced standing
in a postsecondary educational institution. Each Local Application will demonstrate how the federal
Perkins funds will be used to expand opportunities for CTE concentrators to participate in accelerated
learning programs that include dual and concurrent enrollment, early college high school, or early
postsecondary opportunities.
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Locally developed and implemented articulation agreements will be recognized in addition to the
statewide articulation agreement. Articulation agreements are defined by the regulation as
(4) ARTICULATION AGREEMENT.-- The term ``articulation agreement'' means a written commitment--
(A) that is agreed upon at the State level or approved annually by the lead administrators of--
(i) a secondary institution and a postsecondary educational institution; or
(ii) a subbaccalaureate degree granting postsecondary educational institution and a
baccalaureate degree granting postsecondary educational institution; and
(B) to a program that is--
(i) designed to provide students with a nonduplicative sequence of progressive
achievement leading to technical skill proficiency, a credential, a certificate, or a degree;
and
(ii) linked through credit transfer agreements between the 2 institutions described in
clause (i) or (ii) of subparagraph (A) (as the case may be).
The local agreement must be developed by the secondary schools and postsecondary educational
institutions that recognize secondary technical education for postsecondary credit that counts toward
graduation. Secondary recipients will report dual credit earned in the Pennsylvania Information
Management System.
The Department will maintain the current statewide articulation agreement that provides students
enrolled in CTE with the opportunity to earn college credit that counts toward graduation for their
secondary coursework if they enroll at the postsecondary partner. This aligns with the state requirement
to implement articulation agreements as part of a CTE program of study. The criteria for the statewide
agreement have changed and now require credit articulation with a minimum of 9 credits for secondary
technical coursework that count toward graduation and CIP to CIP-related offering.
When a state-developed program of study does not exist, local articulation agreements will be developed
by the secondary and postsecondary recipient. Each local articulation agreement will meet the federal
definition of program of study and operate under a credit articulation agreement. The local agreement
can award any credit amount greater than or equal to 6 credits, of which at least 3 credits must be for
technical coursework. All credits included in the agreement must count toward postsecondary graduation.
The local agreement can be CIP to CIP or CIP-related. This should expand the opportunity for students
who seek to pursue postsecondary education.
When both the statewide and local agreements are not possible due to restrictions set by third party
accreditors or lack of a secondary program, postsecondary institution(s) will engage secondary school(s)
in alignment activities to ensure secondary students are ready to enroll in entry-level postsecondary
coursework. Alignment activities may include, but are not limited to, the following:
• The postsecondary institution provides secondary students with the postsecondary entrance
exam at the end of their junior year.
• The postsecondary institution provides a curriculum for low-performing students to take in the
secondary setting in preparation to enroll directly in first-level courses at the postsecondary level.
• The secondary and postsecondary institutions develop a dual enrollment agreement.
• The institutions develop an articulation agreement that awards fewer than six credits which count
toward students’ postsecondary graduation.
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The demonstrated alignment activities must be designed to ensure that CTE students are able to enroll in
entry-level postsecondary coursework in their major of choice.
In summary, there are three avenues that lead to greater secondary and postsecondary alignment. The
following is intended as a guide to secondary and postsecondary entities.
If
• the secondary and postsecondary POS are an exact CIP to CIP match, or a CIP to CIP-related match,
and
• a minimum of 9 technical credits can be articulated, and
• all articulated credits count toward the student’s postsecondary graduation,
then use the statewide articulation agreement.
If
• the secondary and postsecondary POS are an exact CIP to CIP match, or a CIP to CIP-related match,
and
• a minimum of 6 credits can be articulated, and
• at least 3 of the articulated credits are technical credits, and
• all articulated credits count toward the student’s postsecondary graduation,
then use the local articulation agreement.
If
• fewer than 6 credits that count toward postsecondary graduation can be articulated, or
• fewer than 3 technical credits can be articulated (e.g., if an external accreditation or licensing
body precludes the articulation of secondary technical credits),
then develop a local agreement that demonstrates alignment activities to ensure that secondary
completers are prepared to enroll in the entry-level postsecondary courses.
B. Describe the process and criteria to be used for approving locally developed programs of study or career
pathways (see Text Box 3 for the statutory definition of career pathways under section 3(8) of Perkins V),
including how such programs address State workforce development and education needs and the criteria
to assess the extent to which the local application under section 132 will:
i. Promote continuous improvement in academic achievement and technical skill attainment;
ii. Expand access to career and technical education for special populations; and
iii. Support the inclusion of employability skills in programs of study and career pathways. (Section
122(d)(4)(B) of Perkins V).
PDE will continue to use the existing secondary program approval process. Each secondary entity that
seeks program approval must provide evidence that the CTE POS or CTE program aligns with local
workforce development needs and that the program prepares students for employment and is supported
by local employers.
3
The Department will look for alignment to local workforce needs and representation
from local or regional employers from the program related industries on the Occupational Advisory
Committee (OAC). To receive funding, each Perkins recipient must offer programs of study in at least three
different career fields.
During the 2021-2022 year, Perkins postsecondary recipients will seek approval through the electronic
3
Program Approval – Section 339.4 (22 Pa. Code § 339.4)
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approval system. Until the system is finalized, the Department will utilize an existing postsecondary
database that provides a list of Programs of Study that postsecondary educational institutions offer and
are recognized as approved occupational programs. The occupational programs must meet the Perkins V
definitions of Career and Technical Education and “Program of Study.” The list demonstrates that the
programs have been approved by the institutions Board of Trustees, accrediting authorities (national,
regional or program specific [NAECP] accrediting authorities), and PDE/State Board for Career and
Technical Education.
The criteria found in the postsecondary electronic approval system include Labor Market Need, Summary
of Comprehensive Needs Assessment, Program Content and Industry Standards, Student to Instructor
Ratio, Equipment and Supplies, Safety Practices, Performance Indicators, Certifications Available to
Students, and Instructor Credentials.
Since each CIP is aligned to Pennsylvania in-demand occupations, the postsecondary portion of the POS
is aligned to workforce needs.
According to PDE regulation, each secondary CTE program and POS is approved for a 5-year period. At the
end of the 5-year cycle, the secondary school must seek re-approval. As part of the re-approval process,
the secondary school must document the workforce needs and provide evidence that the program is
supported by local employers and the local workforce development board. For each approved program
the school also must provide data that demonstrates the program meets local economic and education
needs including in-demand industry sectors and occupations. Schools must provide report(s) prepared by
the local workforce development board demonstrating that the program prepares graduates for regional
in-demand occupations.
Another standard that must be met for re-approval of a state secondary CTE program is to establish and
meet levels of performance on several accountability indicators, as determined by the levels established
for the Perkins local application. Each secondary recipient reports annually on the level of performance
and examines the status of meeting the targets. Four of the indicators used for program approval and re-
approval at the secondary level focus on academic and technical skill attainment. The school examines
data related to challenging state academic standards adopted under the Every Student Succeeds Act
(ESSA) as measured by the academic assessment and CTE concentrators who graduate high. In addition,
the school examines data related to the state mandated end-of CTE POS assessment which measures
student technical achievement. If they do not meet levels of performance, they must provide a
compliance plan that indicates how they will meet levels of performance and promote continuous
improvement over the coming year.
For state program re-approval, each secondary Perkins recipient’s performance on accountability
measures is reviewed at the recipient and program level. This review and analysis ensure the Perkins
recipient is meeting the targets and allow the recipient to ensure the needs of each special populations
category is being met. This method also allows the Department to determine if it needs to direct resources
to address a category of special population to ensure all special populations’ needs are being met. The
Perkins recipient provides evidence of this when they submit their local application and during on-site
reviews.
Additional state secondary CTE program approval criteria include:
1. Description of the program or POS and demonstration of standards-based philosophy;
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2. Evidence that the instructional equipment is comparable to industry needs;
3. Evidence of the length of time students will be scheduled into a program;
4. Evidence that each secondary CTE teacher will hold a valid certificate for the teacher’s assigned
position;
5. Evidence that adequate resource material will be available to support the instructional program
plan as required by program accrediting authorities, if applicable, or recommended by the OAC;
6. Evidence that supports, services, and accommodations will be available to disadvantaged,
disabled, or limited English-speaking students;
7. Evidence that school entities will provide students adequate supports to meet academic
standards; are consistent with the student’s individual education plan (IEP), when applicable; and
that instruction in these academic areas at all school entities where the student is enrolled is
appropriate to the chosen area of occupational training;
8. Evidence of articulation between secondary and postsecondary educational institutions within a
service area and system promoting seamless transition to ensure the maximum opportunity for
student placement including opportunities for concurrent enrollment or dual enrollment or other
strategies that promote acquisition of postsecondary credit while still in high school;
9. Evidence of program sponsorship or involvement, or both, in Career and Technical Student
Organizations (CTSOs);
10. Evidence, if a program submitted for reapproval is reduced in hours, that the reduction in hours
will not result in a less effective education program being offered;
11. Evidence that joint planning occurs between the CTC and school district of residence around the
academic and other needs of attending students; and
12. Evidence that students are following an educational plan and have a career objective.
As part of the annual local application submission, each recipient is required to address special
population’s student academic performance, technical skill attainment, and access to high-skill, high
wage, high-demand education and training. The recipients indicate how Perkins funding accommodates
students with disabilities, English Learners, and students who are economically disadvantaged as well as
each category of special populations, as required under Perkins V. Department staff then ensure each
Perkins recipient’s local plan addresses the areas of need.
PDE is responsible for reviewing and approving Adult CTE programs. Similar to the secondary program
approval process, Perkins recipients offering Adult CTE programs must demonstrate how each program
meets local or regional labor market need. The program curriculum must be planned and developed in
consultation with the community and business representatives. Each program must provide evidence that
it is aligned to industry standards and that students are eligible to sit for industry credential exams. Each
program also must have instructional materials and equipment that sufficiently meet industry standards.
Specific criteria for assessing the extent that the local application will promote continuous improvement
in academic achievement and technical skill attainment are as follows:
The criteria for assessing the extent that the local application will promote continuous improvement in
academic achievement and technical skill attainment are as follows.
Secondary Application Review Criteria:
1. The action plan demonstrates meaningful progress on performance indicators including all
subgroups. These are the activities that will be carried out during the current fiscal year.
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2. The end-of-year performance report demonstrates meaningful progress on performance
indicators including all subgroups. The performance report explains how the grant recipient
implemented activities to demonstrate meaningful progress.
Postsecondary Application Review Criteria:
1. Review the academic achievement and technical attainment objectives and ensure the activities
support meaningful progress.
2. Review the academic achievement and technical attainment objective and review the outcome
measures the recipient identifies, which can include graduation rate, completion rate, transfer
out rate, occupational license or technical certificate earned, academic achievement, technical
skill attainment.
Beginning with the 2020-21 school year, postsecondary Perkins recipients also will enter program
information in the Department’s electronic approval system and provide information on each program
that Perkins V funds will support. PDE will review and act on each postsecondary program the 2021-2022
program year. Program approval includes information on: Labor Market Need, Summary of
Comprehensive Needs Assessment, Program Content and Industry Standards, Student to Instructor Ratio,
Equipment and Supplies, Safety Practices, Performance Indicators, Certifications Available to Students,
and Instructor Credentials.
As the Department approves and re-approves secondary CTE programs, secondary Perkins recipients must
demonstrate compliance with equity and access standards. This includes providing evidence that services
and accommodations will be available to disadvantaged, disabled, or limited English-speaking students
enrolled in CTE programs and supported by the district of residence, in accordance with applicable law,
service agreements, and student IEPs. Re-approval requires evidence that school entities provide students
with adequate support to meet academic standards, as determined by Pennsylvania State Board of
Regulation Title 22, Chapter 4, and, when applicable, are consistent with the student’s IEP, and that
instruction in these academic areas at all school entities where the student is enrolled is appropriate to
the chosen area of occupational training.
Review of the special populations section of the application will require the recipient to describe how the
recipient is addressing the expansion of access to special populations.
The Department will use the following criteria for assessing the extent by which a Perkins recipient is
expanding access to CTE for special populations:
1. Targeted activities support expansion of access for special populations to CTE, as demonstrated
in the special population objectives and activities section of the application; and
2. Outcomes demonstrate meaningful progress to increase expanded access to special populations
into CTE programs, as presented in the special populations objectives and activities and outcome
measures sections of the application.
Pennsylvania collects data on special populations categories by Perkins recipient and by program. Based
on the past three years of data, the overall enrollment in the special populations categories associated
with Perkins V continues to increase. See Tables 2 and 3. Following are a list of specific state strategies
used to approve CTE programs locally and the criteria used to determine the extent a local application will
expand access to CTE for special populations:
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1. Department emphasis on special populations and analysis of performance levels on each of the
Perkins V indicators by Perkins recipient.
Through the Comprehensive Local Needs Assessment, the local Perkins recipients will conduct an
evaluation of the use of Perkins funds, using both qualitative and quantitative methods. The evaluation
will be part of the local application. Department staff will analyze each Perkins recipient’s impact on each
of the special populations categories including meeting locally determined levels of performance.
As part of the annual local application submission, each recipient is required to address special
population’s student academic performance, technical skill attainment, and access to high-skill, high
wage, high-demand education and training. Recipients indicate how their use of funds accommodates
students with disabilities, English Learners and economically disadvantaged students. Staff then ensures
each Perkins recipient’s local application addresses the areas of need.
2. Department review of Perkins performance levels during state re-approval of CTE POS and programs.
For state program re-approval, each Perkins recipient’s performance on accountability measures is
reviewed at the building and program level. This review and analysis ensure the Perkins recipient is
meeting the targets and allow the recipient to ensure the needs of each special populations category is
being met. This method allows the Department to determine if it needs to direct resources to address a
category of special population to ensure all special populations’ needs are being met.
3. Department emphasis on equal access during on-site reviews.
PDE staff visit Perkins recipients to ensure compliance with federal and state regulations. The regulations
outline the expected standards of development, admission, and operation of quality CTE programs. The
qualitative review ensures recipients designed CTE programs to enable special populations to enroll
without discrimination and to prepare for further education and training in occupations aligned to
Pennsylvania industry sectors.
4. Department emphasis on equity in technical assistance and professional development.
The Department has a partnership with the Pennsylvania Association of Career and Technical
Administrators (PACTA). PACTA representatives serve on the BCTE strategic planning committee and assist
in identifying action steps the Bureau, with PACTA’s assistance, can take to improve student academic and
technical achievement, increase business engagement, develop K-12 pathways, serve special populations
students, address academic and technical proficiency, and expand career development. Department
provides PACTA with support and input into professional development and technical assistance for
instructors and administrators in CTE settings.
Each year BCTE holds the statewide “Integrated Learning Conference: The School to Career Connection”
to highlight academic and technical integration strategies. The conference has concurrent sessions and
consists of six strands focused on the following educational topics: 1) programs of study; 2) school
counselor; 3) special populations (non-traditional, English Learners, economically disadvantaged,
homeless, youth aged out of foster care, etc.); 4) academic integration; 5) teacher effectiveness; and 6)
instructional leader.
The Department also supports the Pennsylvania Association of Career and Technical Education Special
Populations (PACTESP) annual conference. The purpose of the conference is to provide professional
development to CTE and regular education personnel to increase and align support and services to special
populations students. Sessions are designed for secondary and postsecondary settings. BCTE annually
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provides a pre-conference workshop on supporting special populations students so that they can be
successful in CTE programs and future employment.
The Department’s annual Data Summit
offers attendees an opportunity to learn, network, ask questions
about, and discuss education data with peers and leaders from across the state and nation. Keynote
speakers and breakout sessions are strategically coordinated to provide attendees with information,
resources, and tools on a wide variety of topics that change each year. Each year attendees explore topics
such as data governance, data reporting and quality, data-informed decision making, and more. The goal
is for each attendee to experience impactful professional learning opportunities, gain technical skills, and
return to their school community with a better understanding of data and how they can use it to support
and benefit the students they serve.
Regional professional development workshops are provided to support local efforts to attract and retain
students in their non-traditional programs. These programs provide faculty and administrators with tools
they can use to recruit and sustain to graduation students that are underrepresented in CTE programs in
both secondary and postsecondary recipients.
5. Department participation on the State Leadership Transition Committee.
The State Leadership Transition Committee is an interagency committee comprised of representatives
from the Pennsylvania Departments of Education, Human Services, Health, and Labor and Industry. The
committee established a Memorandum of Understanding (MOU) to promote interagency collaboration
and cooperation to assist students and young adults with any type of disability as they transition to a job,
postsecondary education, or independent living. The Transition Committee supports 70 Local Transition
Coordinating Councils (LTCC) across Pennsylvania with identifying potential supports and services for
transitioning students.
6. Department support and alignment of Nontraditional Occupations to POS.
Nontraditional occupations refer to jobs that have been traditionally filled by one gender. Within
nontraditional occupations individuals from one gender comprise less than 25 percent of the individuals
employed. Examples are males in nursing and childcare or females in technologies and plumbing.
Promoting nontraditional career opportunities opens doors for every individual. A list of
Non-Traditional
Occupations by POS is located on the PDE website.
The Department has worked with Commonwealth Media Services to develop recruitment materials that
can be used by the Perkins recipients. The recruitment materials will be completed by June 2020 and
disseminated by August 2020.
In conjunction with the Pennsylvania Department of Labor and Industry, which has sought to expand the
representation of nontraditional workers in apprenticeships, PDE has sought to expand access to, and
equity and inclusion in, nontraditional fields for learners. A state workforce development initiative called
PAsmart has invested $70 million since 2019 in apprenticeships, industry partnerships, and STEM
education, with an emphasis on expanding access and inclusion to nontraditional populations in technical
career fields. $40 million of PAsmart funds have been granted to pre-Kindergarten through postsecondary
educational entities for projects designed to increase the participation of underrepresented students,
including girls and women, in STEM and computer science.
Table 2: Secondary Enrollment in CTE by Special Populations Category by School Year
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2015-16 2016-17 2017-18
Overall
Increase or
Decrease
Total Secondary Enrollment (9-12
th
Grade)
546,617
541,921
538,117
-1.6%
Secondary CTE Enrollment
67,648
67,294
67,248
-0.6%
Percent Enrolled in CTE
12.4%
12.4%
12.5%
1.0%
CTE Participants (At least 10% of the program
earned)
64,166 63,847 63,601 -0.9%
Female
26,714
26,574
26,562
-0.6%
Male
37,452
37,273
37,039
-1.1%
Race/Ethnicity
American Indian/Alaskan Native
147
163
165
12.2%
Asian
820
872
884
7.8%
Black or African American
8,304
8,439
8,071
-2.8%
Hispanic
6,868
7,247
7,366
7.3%
Multi-Racial
1,089
1,114
1,230
12.9%
Native Hawaiian or Other Pacific Islander
34
38
48
41.2%
White
46,904
45,974
45,837
-2.3%
Disabilities Status
17,825
17,899
17,975
0.8%
Economically Disadvantaged
31,849
33,644
33,640
5.6%
Single Parents
302
231
213
-29.5%
Displaced Homemakers
N/A
Limited English Proficient
1,192
1,301
1,651
38.5%
Migrant Status
30
37
31
3.3%
Nontraditional Enrollees
8,255
8,183
8,295
0.5%
Sources: PA Enrollment Reports, CTE Enrollment, Consolidated Annual Perkins Report
Table 3: Postsecondary CTE Enrollment at Perkins-Allocated Institutions by Special Populations
Category by School Year
2015-16 2016-17 2017-18
Overall
Increase or
Decrease
Postsecondary CTE Enrollment
75,563
72,804
70,627
-6.5%
CTE Participants (At least one credit of the program
earned)
70,247
67,088
65,656
-6.5%
Female
40,697
37,375
38,024
-6.6%
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Male
29,550
29,713
27,632
-6.5%
Race/Ethnicity
American Indian / Alaskan Native
214
195
193
-9.8%
Asian
1,821
1,814
2,265
24.4%
Black or African American
12,248
10,719
12,150
-0.8%
Hispanic
5,803
5,938
6,760
16.5%
Multi-Racial
1,320
1,451
1,643
24.5%
Native Hawaiian or Other Pacific Islander
92
81
79
-14.1%
White
41,715
40,140
37,344
-10.5%
Unknown
7,034
6,750
5,222
-25.8%
Disabilities Status
3,521
3,495
3,511
-0.3%
Economically Disadvantaged
32,382
30,087
31,279
-3.4%
Single Parents
5,865
5,391
5,695
-2.9%
Displaced Homemakers
618
614
452
-26.9%
Limited English Proficient
1,400
1,606
1,552
10.9%
Migrant Status
N/A
Nontraditional Enrollees
12,240
11,828
11,191
-8.6%
Sources: PA Enrollment Reports, CTE Enrollment, Consolidated Annual Perkins Report
Employability skills are addressed in each program of study through existing state regulation. At the
secondary level each school district, charter school, and CTC must include the CEW
academic standards
adopted by the Pennsylvania State Board of Education. These academic standards include knowledge and
skills of career awareness and preparation, career acquisition or getting a job, and career retention and
advancement.
The state also developed a K-12 continuum for career readiness skills, in cooperation with the
Department’s Office for Safe Schools and cross-sector committee comprised of representatives from
Pennsylvania Office of Child Development and Early Learning (OCDEL), PA Keys, Pennsylvania Training and
Technical Assistance Network, Berks Intermediate Unit, and L&I. The Career Readiness Skills (CRS) include
self-awareness and self-management, establishing and maintaining relationships, social problem-solving
skills. All schools are asked to incorporate the CRS into existing curriculum, and are found on
Career Ready
PA
All postsecondary Perkins recipients also must include employability skills in the CTE program of study.
The state will collect and disseminate promising practices to assist postsecondary recipients to include
employability skills in the CTE POS. The Department will provide a link to the employability skills on the
finalized technical skills task grids.
Below are the criteria the Department will use to assess the extent to which the local application supports
the inclusion of employability skills in programs of study and career pathways:
1. Review of the employability skills section and ensure the activities support inclusion of
employability skills in the CTE program of study.
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2. Review the employability skills section and review the outcome measures the recipient identifies
as supporting the inclusion of employability skills in the CTE program of study.
C. Describe how the eligible agency will:
i. Make information on approved programs of study and career pathways (including career exploration,
work-based learning opportunities, early college high schools, and dual or concurrent enrollment program
opportunities) and guidance and advisement resources, available to students (and parents, as
appropriate), representatives of secondary and postsecondary education, and special populations, and to
the extent practicable, provide that information and those resources in a language students, parents, and
educators can understand.
Pennsylvania has numerous resources that address programs of study and provide related guidance and
advisement on careers. The materials are available to students, families, and secondary and
postsecondary education partners in a variety of formats and languages and are ADA compliant.
Resources include:
a. Information on college credits earned through the CTE POS
4
b. SOAR Flyer
c. SOAR Bulletin
d. Spanish SOAR Bulletin
e. Career Ready PA
Each resource notes the availability of college credit for time spent in the secondary CTE program of study.
Pennsylvania will revise the resources to reflect the revisions to programs of study required under Perkins
V. The resources then will be disseminated by email and posted on the Department of Education’s and
partner websites. These materials are also duplicated and sent to secondary and postsecondary
educational institutions offering the CTE POS.
The Department developed several toolkits to assist schools with providing Advanced Placement, dual
enrollment, and work-based learning opportunities for students. The following toolkits are available on
the PDE website:
a. Advanced Placement Program Toolkit
b. Dual Credit Program Toolkit for Pennsylvania School Entities
c. Independent Study Program Toolkit
d. International Baccalaureate (IB) Program Toolkit
e. Work-Based Learning Toolkit
Pennsylvania is developing information on career pathways that will be used during the 2019-20 school
year. The template can be used by the recipients with parents/guardians, student and others.
Pennsylvania Career Pathways
Family and Consumer Sciences Scope and Sequence
The Department continues to work with instructors, and career and school counseling staff as they
4
POS Articulation
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implement the state CEW academic standards. Local schools are developing and finalizing comprehensive
K-12 guidance plans that have been approved by the district school board. The Department also maintains
a number of resources for counselors
5
to use and are found on the Department website.
In addition, the Career Education and Work assessment continues to be available through NOCTI to
address student understanding of the CEW academic standards areas – Career Awareness and
Preparation, Career Acquisition, Career Retention and Advancement, and Entrepreneurship.
The Department provides resources to assist all K-12 schools in Pennsylvania with implementing the CEW
standard strand of career awareness and preparation.
PA Career Zone
is a free, interactive website that middle school and high school students can use to
explore the careers of interest and develop an individualized portfolio. The website has a skills profiler for
students to assess their skills and interests and then connect with careers aligned to those strengths. They
also can use the site develop a printable resume, find postsecondary programs, and determine if a given
salary will support a preferred lifestyle.
In 2019, the Department expanded PA Career Zone to include an elementary section called Up the Ladder
.
Up the Ladder using gaming elements and badges to encourage young students to exploring career
pathways. The animated interface is especially colorful, interactive, and responsive. Students can go in
depth into various careers and learn what it takes to succeed in each of them. The young students’
experience is guided with an optional voice narration for lower reading levels. Up the Ladder is an
excellent way to begin career discussions in the elementary grade levels and sets students up for success
as they start exploring the rest of the PA Career Zone offerings in middle school.
The Pennsylvania Academic Standards for Career Education and Work
are fully integrated into Up the
Ladder and PA Career Zone. As such, they provide teachers essential tools to show the relevance of each
student’s educational experiences to their individually chosen career pathways.
In November 208, Pennsylvania launched a new data dashboard called Future Ready PA Index
to provide
the public with a more comprehensive look at how Pennsylvania's schools are educating students. The
dashboard illustrates student and school success using the following measures:
• State Assessment measures demonstrate student performance on state assessment exams and
include data from the Pennsylvania Value-Added Assessment System (PVAAS), which represents
the academic growth of students.
• On-Track measures highlight regular attendance and indicate progress in reading and math and
in English Language proficiency.
• College and Career-Ready measures illustrate how well students are being prepared for
postsecondary success by showing access to rigorous coursework (i.e., Advanced Placement, dual
credit and CTE SOAR programs) and by identifying industry-based credentials earned by all public
high school graduates. The Postsecondary Outcomes indicator shows the percent of high school
graduates enrolling in postsecondary education, enlisting in the military and entering the
5
Counselor Resources
Page | 248
workforce within 16 months of graduations.
The data for each indicator is disaggregated by student group – including economically disadvantaged
students, English Learners, students receiving special education services, and racial and ethnic groups.
This allows parents and their communities to better understand student performance among the different
groups and for schools to identify student groups where additional support may be needed.
Based on a meeting with Community College representatives, the Department will design a strand for the
Integrated Learning Conference for Perkins Postsecondary recipients that focus on promising practices on
student engagement, Local Comprehensive Needs Assessment, data collection, sharing data, non-
traditional, ADA, student retention.
ii. Facilitate collaboration among eligible recipients in the development and coordination of career and
technical education programs and programs of study and career pathways that include multiple entry and
exit points.
Programs of Study are developed at the state level. The Department organizes statewide committees
comprised of secondary instructors and postsecondary faculty along with business representatives for
each POS content area. The members of the statewide committees discuss their respective program
content and define the technical content of POS, with particular focus on the needs of business and how
the technical content is delivered at the secondary level and aligns to the postsecondary technical content.
The Department continues to better align courses to increase flexibility of the courses and experiences so
they can be shared across multiple Programs of Study and to shift with industry needs in general. During
the statewide Programs of Study committee members identify potential courses and how the courses b
align to increase flexibility for students.
The Department continues to examine needs around the development and coordination of the Programs
of Study. During state plan development process, stakeholders recommended developing or identifying
resources that help students understand the full scope of careers within a pathway, the multiple entry
and exit points, and how the full career pathway affects personal finances. The Department will ask the
statewide committee to recommend resources that Perkins recipients can use to assist students in
understand the full scope of careers within a pathway. The resources will be disseminated to the schools
and postsecondary educational institutions.
The Department provides multiple opportunities for schools and postsecondary partners to highlight
promising practices regarding collaboration. One example is the annual Integrated Learning Conference,
which includes a Program of Study strand. The annual Standards Aligned Systems Conference also brings
together secondary and postsecondary representatives to share their promising practices. The annual
Department run Data Summit provides the opportunity for secondary and postsecondary to collaborate
and meet to discuss the use of data to increase opportunities for students and improving student
achievement.
The Department collects promising practices related to career development and postsecondary
preparation, such as college and career pathways, employability skills, work-based learning,
postsecondary transitions, and engagement of business, community, workforce provides these promising
practices. The resources then are made available via the CTE Resources
.
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During August 2019, the Department held a statewide meeting that examined the existing Program of
Study development process and statewide articulation agreement. Based on the statewide meeting the
Department is making the following changes that will lead to higher quality CTE as well as increase
collaboration among secondary, postsecondary and business in the development and coordination of
statewide Programs of Study.
Based on the August 14 postsecondary meeting and request for postsecondary to develop local
articulation agreements, the Department will recognize locally developed and implemented credit
articulation agreements in addition to the statewide articulation agreement. The local agreement must
be credit articulation agreements as defined in Perkins V and recognize secondary technical education for
postsecondary credit that counts toward postsecondary graduation. The local agreement can award any
credit amount but not less than 6 credits, of which 3 credits must be technical credits. The local agreement
can be CIP to CIP or CIP-related. This should expand the opportunity for students who seek to pursue
postsecondary education. Secondary recipients will report dual credit earned in the Pennsylvania
Information Management System.
Under Perkins V, the program of study will be revised, where appropriate, to include technical dual
enrollment or concurrent enrollment courses at the high school that lead to postsecondary credit or
advanced standing in a postsecondary educational institution. The articulation agreements will be limited
to the programs of study and direct connection of classification of instructional program (CIP) to CIP or
CIP-related program and the awarding of a minimum of 9 transcripted credits for secondary technical
coursework that count toward postsecondary graduation.
iii. Use State, regional, or local labor market data to determine alignment of eligible recipients' programs
of study to the needs of the State, regional, or local economy, including in-demand industry sectors and
occupations identified by the State board, and to align career and technical education with such needs, as
appropriate.
PDE asks each recipient to demonstrate how each program that benefits from federal Perkins funds meets
workforce needs. The purpose is to set a standard of measure to determine the alignment of the POS to
real-world industry need. The Department provides database links in the local application to ensure
consistency in the alignment and has established a benchmark.
Below are the questions related to workforce need that recipients must complete as part of the local
application:
a) What are the occupations for which this partnership will prepare participants?
Applicants should use the link to cite SOC codes
for the relevant occupations:
Benchmark:
Evidence the occupation is connected to the Program of Study.
b) What is the anticipated Entry Annual Wage that an employee can receive by entering a specific
occupation listed in question a.?
Applicants should use the link to cite the wages for the relevant occupations
:
Benchmark:
Evidence that the state Entry Annual Wage for each identified occupation is $25,000 or higher.
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c) What is the projected number of new job openings that are expected for the occupations listed in
question a., between 2016 and 2026?
Applicants should use the link to cite the projected number of job openings
for the relevant
occupation:
Benchmark:
Demonstrate that the projected enrollment and graduate numbers meet or exceed workforce
needs in the Workforce Development Board region.
iv. Ensure equal access to approved career and technical education programs of study and activities
assisted under this Act for special populations.
The Department ensures each secondary POS meets state and federal regulations. All secondary schools
that offer Department-approved Programs of Study must have an admissions policy regarding entrance
to a CTE program. The policy must state whether enrollment is unlimited or limited. If enrollment is
limited, the admissions policy must include nondiscriminatory eligibility requirements for the purpose of
predicting a student’s success in a program. The admissions policy must include a nondiscriminatory
selection procedure, as required by current federal and state statutes, regulations and guidelines.
Postsecondary recipients have open admissions policies where the only requirement is students have a
high school diploma or a high school equivalency credential.
During on-site reviews, Department staff review the secondary school’s admissions policy to confirm one
exists and that it provides equitable access to the Programs of Study. When it is discovered that an
admissions policy does not exist, the Department provides a sample admissions policy for secondary
schools to use to develop their School Board approved admissions policy.
The Department also conducts Civil Rights reviews that ensures Programs of Study are accessible and that
individuals are not discriminated against based on the ground of race, color, or national origin. The
Department developed a review process to measure the compliance of publicly funded programs with
Title VI of the Civil Rights Act of 1964 (race, color, national origin), Title IX of the Education Amendments
of 1972 (sex), Section 504 of the Rehabilitation Act of 1973, amended in 1990 (handicap) regulations
(nondiscrimination requirements in the provision of career and technical education programs) and the
Age Discrimination Act of 1975. Guidelines explain the civil rights responsibilities of recipients of federal
financial assistance that offer or administer CTE programs.
Conducting these on-site reviews at secondary and postsecondary sites allows the Department to focus
attention on the above issues. As a result of the visits, subrecipients reevaluate their policies and practices
in these areas, increase their compliance with requirements set by the Office of Civil Rights, and improve
access to educational benefits and services for all beneficiaries.
Disaggregating data by special populations category and by POS will allow the Department to examine
data to ensure there is equal access provided to each special populations category by POS. The Needs
Assessment used by the Local Recipients includes a chart that looks at race and special populations by
program. The chart will allow recipients to dentify possible areas of restricted access and substantiate the
need to look at processes of recruitment.
The local application requires recipients to examine data by each special populations category. The
reviewer asks them to establish areas of priority and to determine the strengths and improvement steps
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for each special populations category.
The Department also provides a special populations strand during the annual Integrated Learning
Conference. Annually, the topics ensure equal access is covered and remains a focus.
v. Coordinate with the State Board to support the local development of career pathways and articulate
processes by which career pathways will be developed by local workforce development boards, as
appropriate.
The Department worked with L&I to develop the Combined WIOA state plan. Primary goals of
Pennsylvania’s Combined WIOA state plan is developing a comprehensive career pathways system in
Pennsylvania and expanding career pathways as the primary model for skill, credential, degree
attainment, with an emphasis on those with barriers to employment, to earn a family-sustaining wage
and advance their career. The Local Workforce Development Boards (LWDB) are supported by the
Departments as they develop the career pathways.
The local Perkins recipients are required to work with the LWDBs. Secondary recipients include LWDB
members on their school wide local advisory committees and on the individual Programs of Study advisory
committees. Under Perkins V, the Perkins recipients also include LWDB representation on the
stakeholders committee. Perkins postsecondary recipients partner with the LWDB on the One-Stop
Centers, and the Department has LWDB representation on the state Perkins Stakeholders Committee.
The State Board for Career and Technical Education meets eight times a calendar year. Department staff
request input from and provide reports to the Board as well as the board’s CTE committee. The reports
are provided during each Committee and Board meeting. Committee and Board members are actively
engaged in the meetings and provide input into the direction the Department pursues.
vi. Support effective and meaningful collaboration between secondary schools, postsecondary institutions,
and employers to provide students with experience in, and understanding of, all aspects of an industry,
which may include work-based learning such as internships, mentorships, simulated work environments,
and other hands-on or inquiry-based learning activities.
The Department also administers competitive grant programs in which career and technical education
providers can participate, in collaboration with other community partners, and which often benefit career
and technical education students. One such initiative, the PAsmart Computer Science and STEM
Advancing Grant, provides up to $500,000 per award for regional, cross-sector, collective impact
approaches to expanding computer science and STEM education following the national STEM Ecosystem
model. Funded projects have included a postsecondary-secondary-industry partnership in which high
school students earn computer science credentials by high school graduation, and a postsecondary-
secondary-industry partnership in which rural students in a regional robotics network apply drone
operations skills to needs in agriculture. Another career readiness initiative is Teacher in the Workplace,
which provides local education agencies with funding and technical assistance for educators to establish
and maintain relationships with regional businesses, to engage in hands-on career experiences, and to
modify their educational offerings to better prepare students for high-priority occupations. Outcomes of
Teacher in the Workplace include more project-based learning relevant to career skills for pre-
kindergarten through twelfth grade students, and students’ increased awareness, especially at the
elementary level, of available careers and the career applications of the core curriculum.
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All local applications address all aspects of an industry with each Perkins secondary and postsecondary
recipient responding how they use Perkins funds to support all aspects of an industry. Activities include,
but are not limited to, the following: purchasing equipment that is recommend by the Occupational
Advisory Council (OAC) and is used in industry; job shadowing; field trips/site visits to businesses related
to the POS; internships, externships, pre-apprenticeships and industry mentoring programs; and
cooperative education.
Pennsylvania requires all secondary Programs of Study to provide students the opportunity to participate
in work-based learning and to acquire experience in appropriate work situations related to their POS.
When the traditional shop or laboratory cannot simulate the work situation, the classroom may be
extended to a cooperating agency or business if the educational objectives are being met. Health
occupations curriculum preparing individuals for direct patient care must provide clinical experience as
an integral part of the curriculum.
Postsecondary recipients require internships, field placement, and service learning as part of their portion
of the POS. Pennsylvania is supporting all aspects of an industry, which includes work-based learning
opportunities for postsecondary students. Therefore, only programs that provide all aspects of an industry
are eligible for Perkins funds.
The Department assists secondary schools and postsecondary institutions with developing and offering
all aspects of an industry including work-based learning.
The Department is committed to providing regular updates on the implementation of its approved ESSA
Consolidated State Plan and the Future Ready PA Index. The Industry-Based Learning Indicator – one of
six College and Career Measures on the Future Ready PA Index – evaluates how students are engaging in
work- and classroom-based activities by 12
th
grade. Effective the 2017-18 school year, all LEAs began
reporting student level data for this indicator; prior to 2017-18, data was limited to CTE students.
The Department supports the implementation of all aspects of the industry by providing guidelines and
promising practices to schools.
• The Department has guidelines to help educators connect to business and establish advisory
committees for CTE program. Business partners can help educators on program improvement and
curriculum content, and support CTE programs through work-based learning experiences.
Advisory Committee Guidelines
• The Department developed guidelines for implementing work-based learning to assist
administrators and cooperative education teacher-coordinators in complying with federal and
state laws regarding cooperative education
. The guidelines address regulations and operational
issues that should be followed to ensure an effective work-based learning environment for all
students.
• The Department’s Work-based Learning Toolkit provides teachers and school administrators with
a basic understanding of the many types of experiential learning and how to implement those
programs into their schools.
Other resources are found on the CTE Resources website that support local collaboration such as
promising practices on engagement of business
.
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Forums such as the PDE Standards Aligned System (SAS) Institute highlight how education is connecting
with employers and establishing career pathways that include work-based learning experiences. The SAS
Institute has general and breakout sessions designed for postsecondary, secondary and business
collaboration. The Department also uses state funds to support the development of business education
platforms that connect students with employers. This includes speakers, work-based opportunities, and
career exploration.
vii. Improve outcomes and reduce performance gaps for CTE concentrators, including those who are
members of special populations. (Section 122(d)(4)(C) of Perkins V.)
The Department will review the disaggregated data by Perkins recipient and by POS. This will allow the
Department to identify POS areas that are successful and those that would benefit from Department
resources. Targeted technical assistance will be designed and focused on improving the performance
indicators and educational outcomes associated with special populations.
The Department is providing the special populations subgroup data to each Perkins recipient. This will
enable the recipients to evaluate their learners’ performance on federal accountability measures and to
review the data with their stakeholders. The Local Comprehensive Needs Assessment template will
request information regarding special populations subgroup data. The recipients will identify the areas of
strength and challenge. The recipients will identify action steps that will lead to improvement of student
performance.
D. Describe how the eligible agency, if it opts to do so, will include the opportunity for secondary school
students to participate in dual or concurrent enrollment programs, early college high school, or
competency-based education. (Section 122(d)(4)(D) of Perkins V.)
State regulation requires every approved secondary CTE program to articulate with a postsecondary CTE
program. Each approved secondary CTE program demonstrates a planned process of curriculum
development, instructional strategies and administrative procedures, which link educational agencies
with other education agencies and with industries. The linkage helps students transition from a secondary
school to postsecondary educational institution, or a registered apprenticeship without experiencing
delays in or duplication of learning. During program evaluation and Perkins visits, the Department looks
for seamless transition to ensure the maximum opportunity for student placement including
opportunities for dual enrollment that promote acquisition of postsecondary credit while still in high
school. Evidence includes articulation agreements and dual enrollment agreements. Because this is part
of Department regulations and is a measure under the ESSA Career Ready Indicators, the Department will
continue to support dual enrollment opportunities under Perkins V.
When the postsecondary Perkins recipient submits a local application, it will identify which Program(s) of
Study it offers and identify dual enrollment agreements associated with the Programs of Study. The
compliance visits will examine each dual enrollment agreement and student transcripts.
Current monitoring process looks for dual enrollment opportunity. When dual enrollment does not exist,
the Department recommends that the Perkins recipient pursue the development of dual enrollment
agreements/programs. Resources have been developed by the Department that can assist secondary and
postsecondary recipients to develop dual enrollment agreements. The Department will work with
recipients to identify promising practices around dual enrollment and disseminate the promising
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practices. Currently, the Department has developed a toolkit that has been disseminated on establishing
dual enrollment.
CTCs may become postsecondary private licensed schools in Pennsylvania. Once the CTC obtains approval
through the State Board of Private Licensed Schools, the CTC may establish dual enrollment opportunities
for the students enrolled in the secondary CTE programs. The Department will continue to support CTCs
that seek private licensure and will engage other CTCs to seek private licensure in areas where
postsecondary opportunities are limited or do not exist.
The Department will continue to encourage current dual enrollment activities. Perkins postsecondary will
work on dual enrollment with regional Perkins secondary recipients.
The Department will allow Perkins secondary recipients in areas where Perkins postsecondary recipients
do not exist to work with non-Perkins postsecondary recipients to establish dual enrollment agreements.
During Department on-site visits, the Department will verify that local dual enrollment agreements exist.
The Department collects data on dual enrollment, which is an indicator that is displayed on the Future
Ready PA Index. Dual enrollment credit falls under the Rigorous Courses of Study
indicator and is
applicable to all secondary education.
E. Describe how the eligible agency will involve parents, academic and career and technical education
teachers, administrators, faculty, career guidance and academic counselors, local business (including small
businesses), labor organizations, and representatives of Indian Tribes and Tribal organizations, as
appropriate, in the planning, development, implementation, and evaluation of its career and technical
education programs. (Section 122(d)(12) of Perkins V).
The Perkins V Statewide and Regional meetings held in 2019 engaged the required stakeholders. The
participants provided input into the planning of the Perkins V 4-year state plan which also supports the
planning and development of the CTE Programs of Study. The input received during the meetings has led
to a revision of the statewide articulation agreement and method of developing the statewide Programs
of Study. The State Plan process also provides opportunity for the stakeholders to provide public comment
on the State Plan as well as the hearings.
Continued engagement of the required stakeholders will occur in a number of ways. After the 4-year state
plan has been implemented for a 2-year period, the stakeholders will be re-engaged to evaluate the plan
and actions taken during the first 2 years of implementation.
The local application guidelines ensure that at the local level each recipient engages the required
stakeholders. The Department’s review of the application as well as conducting on-site visits will ensure
the required stakeholders are engaged in the planning, development, implementation and evaluation of
the CTE Programs of Study.
The Department engages secondary teachers, postsecondary faculty and administrators in the
development and revisions of the CTE Programs of Study. During the revision process, the committee
members evaluate the implementation of the POS and plan the next steps in the revision of the POS.
Department staff participate in several conferences (academic counselor/career guidance, CTE
administrators, academic teachers, CTE teachers, paraprofessionals, parents, special education
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educators) to provide updates on the CTE Programs of Study and solicit their input in the planning,
development and implementation. The input received during the update sessions leads to improved
processes.
Department staff also participate on the Pennsylvania Apprenticeship Council and provide updates on the
POS. The Council is comprised of labor union and business representatives. They are provided the
opportunity to provide input into the planning, development and implementation of the POS.
F. Include a copy of the local application template that the eligible agency will require eligible recipients to
submit pursuant to section 134(b) of Perkins V. See Text Box 4 for the statutory requirements for local
applications under section 134(v) of Perkins V.
See Appendix B for the Secondary Local Application template.
See Appendix C for the Postsecondary Local Application template.
G. Include a copy of the comprehensive local needs assessment template and/or guidelines that the eligible
agency will require of eligible recipients to meet the requirements of section 134(c) of Perkins V. See Text
Box 3 for the requirements of the comprehensive local needs assessment under section 134(c) of Perkins
V. See Text Box 5 for the requirements for the comprehensive local needs assessment under section 134(c)
of Perkins V
See Appendix D.
H. Provide the eligible agency’s definition for “size, scope, and quality” that will be used to make funds
available to eligible recipients pursuant to section 135(b) of Perkins V.
Size
Size is based on the number of CTE Programs of Study available at the eligible recipient, not on enrollment
in a specific CTE program. To be eligible for funding, a Perkins recipient must have at least three CTE
Programs of Study in not fewer than three different career fields, each of which must serve a minimum of
eight students. An eligible recipient also must have laboratories and classrooms that are readily accessible
to all students, as well as a non-discriminatory admissions policy that is board approved and implemented.
Scope
The scope of a CTE Program of Study is defined as a curriculum that covers all aspects of the industry and
meets the criteria listed in the POS definition of Perkins V, including:
1. One secondary technical course per year is offered (definition of a course is 240 technical
instructional hours);
2. Postsecondary programs will not have less than 50 percent occupational credit hours;
3. Secondary and postsecondary academic and technical content are aligned, leading to a sequence
of courses that lead to nonduplicative course content offering;
4. Work-based learning opportunities are available to students; and
5. A credit articulation agreement exists between the secondary CTE Program of Study, and the
corresponding postsecondary portion of the CTE Program of Study. A transcript review fee is
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acceptable, but a charge for the credits is not acceptable. When a statewide or local articulation
agreement is not an option (i.e., due to restrictions set by a third party accreditor or lack of a
secondary CIP), postsecondary institution(s) will engage secondary institution(s) in early
postsecondary opportunities that prepare students to enroll in entry-level postsecondary
coursework in their chosen major.
Quality
Quality of secondary programs of study is based on the state regulations for approved programs. See Title
22 Education, Chapters 4 and 339.
Quality is determined by examining the postsecondary database maintained by the Department for the
2021-2022 program year. Programs listed in the database have been approved by the institutions’ Board
of Trustees, accrediting authorities (national, regional or program specific accrediting authorities, and
PDE/State Board for Career and Technical Education).
Perkins postsecondary then will begin to enter program information in the electronic approval system and
provide information on each program that Perkins V funds will support. This includes information on:
Labor Market Need, Summary of Comprehensive Needs Assessment, Program Content and Industry
Standards, Student to Instructor Ratio, Equipment and Supplies, Safety Practices, Performance Indicators,
Certifications Available to Students, Instructor Credentials.
I. Meeting the Needs of Special Populations
1. Describe the eligible agency’s program strategies for special populations, including a description of how
individuals who are members of special populations:
i. Will be provided with equal access to activities assisted under this Act.
ii. Will not be discriminated against on the basis of status as a member of a special population.
iii. Will be provided with programs designed to enable individuals who are members of special
populations to meet or exceed State determined levels of performance described in section 113
and prepare special populations for further learning and for high-skill, high-wage, or in-demand
industry sectors or occupations.
iv. Will be provided with appropriate accommodations.
v. Will be provided instruction and work-based learning opportunities in integrated settings that
support competitive, integrated employment. (Section 122(d)(9) of Perkins V.
Department regulations require Perkins recipients to have nondiscriminatory admissions policies, that
state whether enrollment is unlimited or limited. If enrollment is limited, an admissions policy must
include nondiscriminatory eligibility requirements for the purpose of predicting a student’s success in
each program. When the number of students predicted to be successful in each program is less than the
number of openings available in that given program, the openings may be available to adults or students
at another school district. When the number of students predicted to be successful in each program
exceeds the number of openings available, the admissions policy must include a nondiscriminatory
selection procedure, as required by current federal and state statutes, regulations, and guidelines. During
compliance and technical assistance visits, Department staff verify admissions policies exist.
Additionally, if a selection procedure is necessary to select and reject qualified applicants, as judged by
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established and publicized eligibility requirements, the procedure shall be nondiscriminatory under the
federal and state statutes and regulations and guidelines.
Recipients must develop a recruitment program and the program must include announcements
concerning CTE and must exemplify freedom from occupational stereotypes and to the extent possible
the philosophy of equal access.
The Department also requires guidance personnel to provide students the information necessary to make
informed decisions regarding the selection of appropriate occupational programs and discuss the
importance of high school academic achievement and postsecondary education and training to career
success.
The Department visits recipients to ensure compliance with federal and state regulations. The regulations
outline the expected standards of development, admission, and operation of quality career and technical
education programs. The qualitative review ensures the Perkins recipients have designed the CTE
programs to enable the special populations categories to enroll without discrimination and to prepare for
further education and training in occupations that are aligned to Pennsylvania industry sectors.
The Department’s strategies also ensure technical assistance activities and professional development are
inclusive of special populations and equity. These activities have been outlined in an earlier section.
The Department’s review of Perkins recipients includes the on-site evaluation to determine that the
admissions policy is nondiscriminatory. The Department also conducts Civil Rights reviews. The
Department works with the U.S. Office for Civil Rights and has developed a review process that measures
the compliance of the publicly funded programs with Title VI of the Civil Rights Act of 1964, Title IX of the
Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973 amended in 1990
regulations and the Age Discrimination Act of 1975. The guidelines explain the civil rights responsibilities
of recipients of federal financial assistance that offer or administer CTE programs. The Civil Rights on-site
reviews focus on the identified Department regulations require approved secondary CTE programs to
provide services and accommodations to disadvantaged, disabled or limited English-speaking students
enrolled in CTE programs. The district of residence is required to provide services and accommodations in
accordance with applicable law, service agreements and student IEPs. The Department examines specific
evidence during on-site reviews and program evaluations, which includes student IEPs and service
agreements.
Members of special populations are provided equal access to CTE Programs of Study (POS) and to the
services available at the secondary schools and institutions of higher education. Each Perkins recipient has
demonstrated that the POS they offer is preparing students for high-skill, high-wage or in-demand
industry sectors or occupations. Department staff verify the alignment during the review of the
applications as well as during on-site reviews. Annually, data will be provided to the Perkins recipients.
They will review the data and ensure individuals in each special populations category are meeting or
exceeding the SDLPs. If the individuals are not meeting SDLP the Perkins recipient identifies actions, it will
take in the local application to improve performance of individuals who are members of special
populations. The Department will review the actions, which could be the development or implementation
of programs designed specifically for a category of special populations. If the actions appear to address
the needs of the individuals, the local application will be approved. On-site monitoring of the Perkins
recipient will ensure the approved program/actions are implanted and individuals are making meaningful
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progress. The recipients’ annual performance report requires the recipient to explain how the SDLP was
or was not met and what further actions will be taken to continue to demonstrate meaningful progress.
Additionally, the Department requires entities with approved secondary CTE programs to provide
students adequate supports to meet academic standards as determined by Title 22, Chapter 4 Academic
Standards and Assessments and, when applicable, consistent with the student’s IEP, and that instruction
in these academic areas at all school entities where the student is enrolled is appropriate to the chosen
area of occupational training. Evidence that the Department examines during on-site reviews and
approved program evaluations includes transcripts, course sequences, student IEPs, support plans, and
operating agreements.
The Department will require the same expectations for any postsecondary recipient applying for a Perkins
V grant. The postsecondary recipient must provide evidence that appropriate services and
accommodations are available and provided to each special populations category.
Integrated setting means work in a job where the person with a disability is more likely to engage with
the co-workers who are not disabled. This contrasts to a job where most co-workers are persons with a
disability as traditionally found in in sheltered employment settings or federal/state ‘set-aside’ contracts
for agencies that use and hire individuals with disability to perform the work. On-site monitoring will
ensure the Perkins recipients include work-based learning for students and that students are in an
integrated setting. The Department’s approved program evaluation and approval/reapproval at the
secondary level requires approved programs to provide work-based learning, which is learning associated
with the CTE POS and is in an integrated setting. The approved program evaluation and Perkins on-site
monitoring visits will ensure students with disability are engaged in integrated employment.
J. Preparing Teachers and Faculty
i. Describe how the eligible agency will support the recruitment and preparation of teachers, including
special education teachers, faculty, school principals, administrators, specialized instructional support
personnel, and paraprofessionals to provide career and technical education instruction, leadership, and
support, including professional development that provides the knowledge and skills needed to work with
and improve instruction for special populations. (Section 122(d)(6) of Perkins V).
The Department has developed and implemented CTE teacher and administrator certification programs
through contractual agreements with three state universities: Indiana University of Pennsylvania, The
Pennsylvania State University, and Temple University. Each university operates a Professional Personnel
Development Center to focus on the CTE teacher and administrator certifications. The Centers provide
pre-service and in-service professional personnel development services for career and technical educators
in the respective regions of the commonwealth. Each university ensures the certification programs are
based on research and cover topics including curriculum development, integration, instructional practices,
students with disabilities, English learners, parental and community involvement, Department initiatives,
and current trends in education.
All teachers and administrators must hold either an instructional or career and technical l instructional
certification to be employed in a Pennsylvania secondary school entity. State standards exist for teacher
preparation programs and the programs must align to state standards and ensure the certification
programs meet state regulations. The three Professional Personnel Development Centers prepare CTE
teachers and administrators and recommend them to the Department for career and technical
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instructional certifications.
In all three regions of the state, Center staff hold regular meetings to share notes from the field and discuss
topics of interest to the school. Also, professional development experiences are developed based on a
comprehensive needs assessment with input from the following sources:
a. Advisory groups made up of volunteers from the group for which the experience is intended.
b. Evaluative data collected from previous participants in similar activities.
Professional development activities include:
a. Opportunities to acquire new knowledge and skills related to the instructors’ occupational area
so they can provide dynamic, cutting-edge CTE instruction.
b. Addressing the needs of special populations students.
c. Discussions related to educational delivery methods and instructional techniques.
d. Resources and current information on PDE BCTE initiatives.
e. Collaborations and networking opportunities with other education professionals.
In addition, career and technical educators are provided with technical training on how to access, select,
develop, and implement curricula materials that support statewide programs of study and rigorous
challenging programs; career pathways; scope and sequence of courses, in accordance with Chapter 339;
industry standards; articulation agreements; and other state and federal mandates.
The professional development activities are designed to enhance the knowledge, academic integration
proficiency, and skills or capabilities of career and technical instructors. For example, the following
objectives are important in determining professional development programming:
a. Engage the teacher-learner, rather than rely on PowerPoint presentations.
b. When possible, conduct on-going group activities, rather than stand-alone workshops.
c. Create events that meet the needs of all teachers, including incumbents.
d. Promote teacher involvement in Domain 4 (Professional Responsibilities) of the PA Framework
for Effective Educators.
e. Complement, but not duplicate, PDE BCTE initiatives and objectives of the Technical Assistance
Program or the Integrated Learning Conference.
The Department continues its partnership with PACTA. The partnership includes the Department’s
support and input into professional development that leads to viable professional development and
technical assistance for instructors and administrators in CTE settings. PACTA representatives also serve
on the BCTE’s strategic planning committee and assist in identifying action steps for the BCTE, with
PACTA’s assistance, can take to improve student academic and technical achievement, increase business
engagement, develop K-12 pathways, serve special populations students, address academic and technical
proficiency, and expand career development.
The Department’s BCTE conducts the annual Integrated Learning Conference: The School to Career
Connection. This conference highlights academic and technical integration strategies. The conference is
designed to share successful strategies that encourage the implementation of educational initiatives that
enhance learning opportunities for all students. Over 75 concurrent sessions, three pre-conference
workshops, and a variety of meetings and professional development activities are scheduled during the
conference.
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More than 500 participants attend the conference including instructors, administrators, counselors,
postsecondary partners, and exhibitors. Presenters cover instructional strategies and showcase promising
practices of career and technical education programs that improve the academic and technical skills of
students through the integration of academics with career and technical education.
The Technical Assistance Program provides sustained professional development to postsecondary and
secondary recipients. The sessions are inclusive of paraprofessionals, teachers, administrators and
postsecondary faculty.
C. Fiscal Responsibility
1. Describe the criteria and process for how the eligible agency will approve eligible recipients for funds
under this Act, including how:
A. Each eligible recipient will promote academic achievement;
B. Each eligible recipient will promote skill attainment, including skill attainment that leads to a recognized
postsecondary credential; and
C. Each eligible recipient will ensure the local needs assessment under section 134 takes into consideration
local economic and education needs, including, where appropriate, in-demand industry sectors and
occupations. (Section 122(d)(5) of Perkins V)
Each eligible agency will submit a local application to the Department that includes a section focused on
academic achievement. The eligible recipient will use information from the local needs assessment to
identify needs specific to the recipient’s students’ academic achievement and determine action steps that
will increase student performance. Academic achievement is not a postsecondary performance measure
but will still be part of the local application and requirement for receipt of Perkins V funding. The
Department’s process includes program approval outlined in the previous section and data collection
related to student attainment for each Perkins recipient.
Approved CTE programs are required to be aligned to industry standards. The standards are those
established by state or national trade or professional organizations or state or federal regulatory bodies
accepted by the Department that describe what learners should know and be able to do and describe how
well learners should know or be able to perform a task in a specific occupation.
The Department’s process includes program approval outlined in the previous section and annual data
collection related to student skill attainment including the collection of students earning a recognized
postsecondary credential for each Perkins recipient.
The results of the comprehensive local needs assessment (CLNA) are part of the local application. The
criteria the Department will use to ensure recipients are meeting local economic and education needs will
be based on the review of the results of the CLNA.
Specific criteria for assessing the extent that the local application will promote continuous improvement
in academic achievement and technical skill attainment are as follows:
Secondary Criteria
• The action plan demonstrates meaningful progress on performance indicators including all
subgroups. These are the activities that will be carried out during the current fiscal year.
• The end-of-year performance report demonstrates meaningful progress on performance
indicators including all subgroups. The performance report explains how the grant recipient
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implemented activities to demonstrate meaningful progress.
Postsecondary Criteria
• Student learning outcomes are demonstrating continuous improvement in academic
achievement and technical skill attainment. E-grant/local application include student learning
outcomes provided to accreditor(s).
2. Describe how funds received by the eligible agency through the allotment made under section 111 of
the Act will be distributed:
a. Among career and technical education at the secondary level, or career and technical education at the
postsecondary and adult level, or both, including how such distribution will most effectively provide
students with the skills needed to succeed in the workplace; and
b. Among any consortia that may be formed among secondary schools and eligible institutions, and how
funds will be distributed among the members of the consortia, including the rationale for such distribution
and how it will most effectively provide students with the skills needed to succeed in the workplace.
(Section 122(d)(8) of Perkins V)
Funds received under Section 111 for allocations to secondary and postsecondary eligible recipients are
divided as follows: 70 percent to secondary recipients, 30 percent to postsecondary recipients. This
funding ratio was determined by the following criteria.
1. History of set aside amounts.
2. Number of career and technical enrollees.
3. Number of career and technical programs.
4. Consideration of full-time and part-time enrollment.
5. Consideration of overlap of facilities for programs.
6. Amounts of other state/federal reimbursement.
7. Stakeholder input.
During the state and regional stakeholders meeting the current split of funds was discussed. The
discussion included how the secondary and postsecondary recipients are supported by state funds, local
tax dollars, and tuition funds. The Department has accepted the conclusion of the discussion and is
retaining the current split of funds. Secondary Perkins recipients will receive 70 percent of the allocation
and postsecondary recipients including the adult recipients will receive 30 percent of the allocation.
Secondary CTE begins with the all aspects of the industry and leads to technical skills that enable
secondary students to sit for credential exams. Secondary students also learn and gain technical skills to
the extent that through the POS, they earn college credits for the high school technical courses. The
funding amounts serve a greater geographical area and is a greater means of developing a pipeline to
postsecondary experiences (apprenticeship, certificate, or degree) for high school graduates
(apprenticeship, certificate, or degree).
All Perkins recipients (secondary and postsecondary) must align the academic and technical programs.
The alignment is accomplished through the Department’s statewide articulation agreements and through
local articulation agreements where statewide agreements do not exist. The statewide agreement allows
a high school graduate in eastern Pennsylvania to enroll in an institution of higher education located
anywhere in the state if there is a direct program to program (carpentry to carpentry) offering. Therefore,
there isn’t a need for local or regional consortia to form. Statewide and local agreements and early
postsecondary opportunities provides additional opportunities for students. This means each eligible
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Perkins recipient (secondary and postsecondary) remains an eligible agency and consortia are not formed.
Because consortia are not formed, a consortia formula will not be developed and implemented.
3. For the upcoming program year, provide the specific dollar allocations for each eligible recipient made
available by the eligible agency for career and technical education programs and programs of study under
section 131(a)-(e) of the Act and describe how these allocations are distributed to local educational
agencies, areas career and technical education schools and educational service agencies within the State.
(Section 131(g) of Perkins V)
Allocation total will be updated once USDE releases a state allocation amount.
During the 2020-2021 program school year, $26,843,412 will be made available to secondary consortia.
Pennsylvania will continue to utilize the current formula to allocate Perkins funds to the local consortia,
as USDE approved the formula and deemed it to be an objective and equitable means of allocating the
funds.
Allocations are calculated based on the following formula:
a. After elimination criteria, calculate the percentage of individual population age 5-17 by dividing
the individual population age 5-17 by state total population age 5-17.
b. Calculate the percentage of poverty age 5-17 by dividing individual poverty for age 5-17 by state
total poverty for age 5-17.
c. 70% allocation = poverty percentage × (allocation amount × 0.7)
d. 30% allocation = individual population percentage × (allocation amount × 0.3)
e. Total allocation = 70% allocation + 30% allocation
Allocations are summed and enrollments collected using PIMS, the state longitudinal data system for
education data, and a unique identification number for each student.
Percentages of total student enrollments for each member of the consortia are collected by dividing each
individual member of the consortia against the total number of all enrollments within the consortia to get
a final percentage for each school. Total allocation then is divided by this percentage and allocated to the
consortium fiscal agent. A consortia file is generated from the PDE Office of Data Quality, which drives the
distribution to the fiscal agent.
Fiscal Agent
Tentative Allocation 2019-
2020
A W Beattie Career Center
$292,611
Admiral Peary AVTS
$138,133
Beaver County CTC
$320,444
Bedford County Technical Center
$83,351
Berks CTC
$513,200
Bermudian Springs SD
$18,883
Bethlehem AVTS
$343,406
Bradford Area SD
$49,315
Bucks County Technical High School
$419,335
Butler County AVTS
$264,859
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Fiscal Agent
Tentative Allocation 2019-
2020
Carbon Career & Technical Institute
$136,681
Career Institute of Technology
$278,129
Carlisle Area SD
$68,954
Central Montco Technical High School
$282,996
Central PA Institute of Science & Technology
$107,341
Central Westmoreland CTC
$340,666
Chester County IU 24
$770,368
Clarion County Career Center
$102,407
Clearfield County CTC
$128,226
Columbia-Montour AVTS
$176,099
Connellsville Area Career & Technical Center
$104,921
Corry Area SD
$54,756
Crawford County CTC
$168,142
CTC of Lackawanna County
$517,183
Cumberland Perry AVTS
$470,302
Dauphin County Technical School
$658,965
Delaware County Technical High School
$1,066,579
Delaware Valley SD
$47,480
Eastern Center for Arts & Technology
$268,854
Eastern Westmoreland CTC
$110,134
Erie City SD
$407,395
Erie County Technical School
$338,736
Fayette County Career & Technical Institute
$256,623
Forbes Road CTC
$439,358
Franklin County CTC
$352,573
Fulton County AVTS
$32,523
Gettysburg Area SD
$108,860
Greater Altoona CTC
$289,451
Greater Johnstown CTC
$115,826
Greater Johnstown SD
$108,668
Greene County CTC
$85,590
Hazleton Area Career Center
$237,386
Huntingdon County CTC
$102,604
Indiana County Technology Center
$165,586
Jefferson County-DuBois AVTS
$188,579
Jersey Shore Area SD
$38,781
Keystone Central CTC
$91,663
Lancaster County CTC
$918,684
Lancaster SD
$220,841
Lawrence County CTC
$214,190
Lebanon County CTC
$303,790
Lehigh Career and Technical Institute
$909,040
Lenape Tech
$142,090
Page | 264
Fiscal Agent
Tentative Allocation 2019-
2020
Lycoming CTC
$100,500
McKeesport Area Tech Center
$97,541
Mercer County Career Center
$258,136
Middle Bucks Institute of Technology
$286,594
Mifflin County Academy of Science and Tech
$179,256
Milton Area SD
$35,418
Mon Valley CTC
$143,471
Monroe Career & Tech Inst $367,047
$367,047
North Montco Tech Career Center
$315,298
Northern Bedford County SD
$15,789
Northern Tier Career Center
$185,538
Northern Tioga SD
$36,536
Northern Westmoreland CTC
$135,064
Northumberland County CTC
$99,246
Parkway West CTC
$351,927
Philadelphia City SD
$5,394,673
Pittsburgh SD
$695,763
Pottstown SD
$71,279
Reading Muhlenberg CTC
$525,047
Saint Marys Area SD
$29,021
Schuylkill Technology Centers
$294,032
Selinsgrove Area SD
$30,049
Seneca Highlands IU 9
$120,700
Somerset County Technology Center
$134,788
State College Area SD
$74,168
Steel Center for Career and Technical Education
$328,555
SUN Area Technical Institute
$168,510
Susquehanna County CTC
$119,738
Tunkhannock Area SD
$25,118
Tyrone Area SD
$16,699
Universal Audenried Charter School
$366,764
Upper Bucks County Technical School
$132,222
Upper Dauphin Area SD
$27,621
Venango Technology Center
$169,051
Wallenpaupack Area SD
$43,779
Warren County AVTS
$97,443
Wayne Highlands SD
$40,011
Wellsboro Area SD
$34,853
West Side CTC
$227,029
Western Area CTC
$214,665
Western Montgomery CTC
$131,255
Wilkes-Barre Area CTC
$436,562
Williamsport Area SD
$141,168
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Fiscal Agent
Tentative Allocation 2019-
2020
York Co School of Technology
$767,891
TOTAL
$27,862,822
4. For the upcoming program year, provide the specific dollar allocations for each eligible recipient made
available by the eligible agency for career and technical education programs and programs of study under
section 132(a) of the Act and describe how these allocations are distributed to eligible institutions and
consortia of eligible institutions within the State.
During the 2020-2021 program year, $11,504,320 will be made available to postsecondary institutions.
Allocation distribution is based on a percentage derived by dividing the individual number of each
institution’s student career and technical Pell count by the total number of career and technical Pell
counts for all postsecondary and adult CTE programs. The percentage of career and technical Pell per
institution is then applied against the total allocation awarded to the state producing a percentage of the
total to be allocated to each individual postsecondary and adult CTE program.
Allocation = (# of student career and technical Pell students at the institution ÷ Sum of career and technical
Pell students for all postsecondary and adult CTE programs) × Allocation Amount
Fiscal Agent
Tentative Allocation 2019-
2020
Bucks Co CC/ Main
$135,052
Butler County Community Coll
$143,514
Central PA Institute of Science & Technology
$123,544
Community Coll of Allegheny Co
$1,058,075
Community College of Beaver Co
$263,334
Community College of Phila
$1,929,310
Delaware County Community Coll
$320,198
Greater Altoona CTC
$106,620
HACC/ Main
$1,082,783
Harcum College
$359,461
Johnson College
$89,019
Lackawanna College
$258,595
Lancaster County CTC
$225,086
Lehigh Carbon Community Coll
$648,858
Lenape Tech
$174,653
Luzerne County Community Coll
$493,497
Manor College
$69,387
Mercyhurst University
$145,883
Montgomery County CC/ Main
$615,010
Mount Aloysius College
$74,465
Northampton Community College/ Main
$667,474
Orleans Technical College
$99,850
Peirce College
$171,946
Penn College/PSU Affiliate
$371,308
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Fiscal Agent
Tentative Allocation 2019-
2020
Pennsylvania Highlands Community College
$145,206
Pennsylvania Inst of Tech
$149,945
Pittsburgh Technical College
$545,284
Reading Area Community College
$527,006
Rosedale Technical College
$121,174
Thaddeus Stevens Coll of Tech
$189,546
Westmoreland County CC
$522,945
Wilkes-Barre Area CTC
$93,419
TOTAL
$11,921,447
5. Describe how the eligible agency will adjust the data used to make the allocations to reflect any changes
in school district boundaries that may have occurred since the population and/or enrollment data was
collected, and include local education agencies without geographical boundaries, such as charter schools
and secondary schools funded by the Bureau of Indian Education. (Section 131(a)(3) of Perkins V.)
Distribution of funds is based on the formula. When a school district boundary changes, the formula is
adjusted to reflect the changes. The formula is adjusted for the following program year and reflects the
correct Census and enrollment data associated with the changed boundary.
The Department does not have local education agencies with Department approved CTE programs
without geographical boundaries.
6. If the eligible agency will submit an application for a waiver to the secondary allocation formula
described in section 131(a):
a. Include a proposal for such an alternative formula; and
b. Describe how the waiver demonstrates that a proposed alternative formula more effectively targets
funds on the basis of poverty (as defined by the Office of Management and Budget and revised annually
in accordance with section 673(2) of the Community Services Block Grant Act (42 U.S.C. 9902(2)) to local
educational agencies with the State. (Section 131(b) of Perkins V.)
Also indicate if this is a waiver request for which you received approval under the prior Carl D. Perkins
Career and Technical Education Act of 2006 (Perkins IV).
Pennsylvania’s current funding process meets the federal requirements and is viewed as the most
equitable means of distributing the funds. Therefore, the Department is not seeking a waiver to the
secondary allocation and did not request a waiver under Perkins IV.
7. If the eligible agency will submit an application for a waiver to the postsecondary allocation formula
described in section 132(a):
a. Include a proposal for such an alternative formula; and
b. Describe how the formula does not result in a distribution of funds to the eligible institutions or consortia
with the State that have the highest numbers of economically disadvantaged individuals and that an
alternative formula will result in such a distribution. (Section 132(b) of Perkins V)
Also indicate if this is a waiver request for which you received approval under the prior Carl D. Perkins
Career and Technical Education Act of 2006 (Perkins IV).
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Pennsylvania’s current process meets the federal requirements and is viewed as the most equitable way
of serving the students who can benefit from the allocation. Therefore, the Department is not seeking a
waiver to the postsecondary allocation and did not seek a waiver under Perkins IV.
8. If the eligible agency will award reserve funds to eligible recipients under section 112(c) of Perkins V,
describe the process and criteria for awarding those funds.
Pennsylvania is not electing to award reserve funds.
9. Provide the State’s fiscal effort per student, or aggregate expenditures for the State, that will establish
the baseline for the Secretary’s annual determination on whether the State has maintained its fiscal effort
and indicate whether the baseline is a continuing level or new level. If the baseline is new, please provide
the fiscal effort per student, or aggregate expenditures for the State, for the preceding fiscal year. (Section
211(b)(1)(D) of Perkins V)
The 2017-18 fiscal effort per student was $974.27.
Due to an increase in the 2019-20 Perkins State Allocation and based on guidance from USDE,
Pennsylvania is not seeking to establish a new baseline for fiscal effort.
(d) Accountability for Results
(1) Identify and include at least one (1) of the following indicators of career and technical education
program quality—
(A) the percentage of CTE concentrators (see Text Box 6 for the statutory definition of a
CTE concentrator under section 3(12) of Perkins V) graduating from high school having
attained a recognized postsecondary credential;
(B) the percentage of CTE concentrators graduating high school having attained
postsecondary credits in relevant career and technical education programs and programs
of study earned through a dual or concurrent enrollment program or another credit
transfer agreement; and/or
(C) the percentage of CTE concentrators graduating from high school having participated
in workbased learning. (Section 113(b)(2)(A)(iv)(I) of Perkins V)
(2) Include any other measure(s) of student success in career and technical education that are
statewide, valid, and reliable, and comparable across the State. (Section 113(b)(2)(A)(iv)(II) of
Perkins V) Please note that inclusion of “other” program quality measure(s) is optional for States.
(3) Provide the eligible agency’s measurement definition with a numerator and denominator for
each of the quality indicator(s) the eligible agency selects to use.
The Department, working with the state and regional stakeholders committee, has decided to
select the program quality indicator that examines the percentage of CTE concentrators
graduating from high school having attained a recognized postsecondary credential.
Numerator: Number of CTE concentrators who graduated from high school having attained a
recognized postsecondary credential
Denominator: Number of CTE concentrators who graduated from high school.
Calculation: Match the 2018-19 CTE students with 480 or more cumulative hours who
graduated to the last four years of CTE Industry Certification data. Determine the percent of
students with a credential.
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Source: CTE Industry Certification and CTE Student Fact in PIMS
The Department has also decided to retain the Perkins IV indicator for technical skill attainment.
This indicator examines the percentage of CTE concentrators who successfully achieve
competency levels at or above the Competent level on the NOCTI Job Ready Occupational
Assessments, or other PDE approved tests in the reporting year.
Numerator: Number of graduating career and technical education concentrators who
successfully achieve competency levels at or above the Competent level on the NOCTI Job Ready
Occupational Specific Assessments or achieve competency on other PDE approved tests in the
reporting year.
Denominator: Number of graduating career and technical education concentrators who
complete the NOCTI Job Ready Occupational Specific Assessments or other PDE approved tests
in the reporting year.
Calculation: Match the 2018-19 CTE students with 480 or more cumulative hours who
graduated to the NOCTI-NIMS data. Determine the percent of students who achieved a level of
competent or advanced.
Source: NOCTI-NIMS Collection and CTE Student Fact in PIMS
(4) Provide on the form in Section V.B, for each year covered by the State plan beginning in FY
2020, State determined performance levels or each of the secondary and postsecondary core
indicators, with the levels of performance being the same for all CTE concentrators in the State.
(Section 113(b)(3)(A)(i)(I) of Perkins V)
(5) Describe the procedure the eligible agency adopted for determining State determined levels of
performance described in section 113 of Perkins V, which at a minimum shall include—
(A) a description of the process for public comment under section 113(b)(3)(B) of Perkins
V as part of the development of the State determined levels of performance (see Text Box
7 for the statutory requirements for consultation on State determined performance levels
under section 113(b)(3)(B) of Perkins V);
(B) an explanation for the State determined levels of performance that meet each of the
statutory requirements in Text Box 8; and
(C) a description of how the State determined levels of performance set by the eligible
agency align with the levels, goals and objectives other Federal and State laws, (Section
122(d)(10) of Perkins V).
(6) As part of the procedures for determining State determined levels of performance, describe
the process that will be used to establish a baseline for those levels.
1. To determine the State Determined Levels of Performance, the Department and assessment
specialists met and developed an hour-based definition of a course. Completion of a course is
defined as completing 240 technical instructional hours. A concentrator then is a CTE student
who has completed two CTE courses or 480 technical instructional hours in a Department
approved secondary CTE program. The school year in Pennsylvania is 990 instructional hours,
and CTE enrollment is defined as more than one hour per day for full-time study.
The team decided to present the SDLP as percentages. The team ensured the data provided are
objective, quantifiable and measurable.
In order to ensure the state makes meaningful progress, the team assisted the Department in
defining meaningful progress. To determine meaningful progress, the Department formed a
team of assessment professionals who had worked on the ESSA Plan. The work included
performance level targeting using the meaningful progress standard. This team performed
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various scenarios using student level data from the Pennsylvania Information Management
System (PIMS) data from previous years to model indicator methodology and meaningful
progress targeting. Upon review of the scenarios, the team recommended to use the halfway to
100 percent over 12 years as the meaningful progress standard to apply to all Perkins V indicator
baselines.
As required data from states that have similar CTE programs, instruction, services, and
comparable CTE concentrators was reviewed. The review considered how their levels of
performance aligned to Pennsylvania’s level of performance on the Perkins IV indicators. Data
from New York, Ohio, Oklahoma, Virginia, and West Virginia were examined.
These states were chosen because they established area CTCs, programs offered, definitions
used, calculations and methodologies used. New York and Virginia have over 250,000
concentrators. West Virginia has approximately 20,000 concentrators compared to 40,000 to
100,000 concentrators in Oklahoma, Ohio and Pennsylvania. Pennsylvania has a student level
data collection system. Methodology used by each state appears to be similar. The levels of
performance vary except for Pennsylvania and Oklahoma. Based on the comparison, the
Department’s established the SDPLs.
Stakeholders were consulted pursuant to Section 113 of Strengthening Career and Technical
Education for the 21st Century Act in order to develop the levels of performance. The
Department provided proposed state levels of performance for Career and Technical Education
(CTE) required indicators on November 22, 2019 and through December 6, 2019, requested
written comments and input on the proposed goals for each indicator. The materials provided to
the stakeholders explained the process for establishing the baseline for each accountability
indicator and included the baseline for each indicator.
Additionally, the stakeholders group was invited to participate in a meeting where the
Department explained the process for establishing the baseline for each indicator and for
establishing the SDPL. For those interested in discussing, raising questions or concerns, or
offering comments on the process and baselines, they attended the meeting on December 3,
2019. During the meeting each of the performance indicators and the method used for
establishing a baseline for each indicator was reviewed and discussed.
The Department reviewed the initial comments on the preliminary SDPLs to develop and
establish the levels. The SDPLs were subject to the public comment process described in Section
113 and the Department includes in this plan written response to commend provided by the
stakeholders.
The final draft proposed levels were disseminated to the stakeholders for their review on
December 17, 2019. Stakeholders were asked to review each indicator and provide written
comment by December 27, 2019. The stakeholders were asked to review the process and
baseline and provide written comment regarding either. Stakeholders were asked to submit
written comments regarding how the established levels of performance:
1. Meet the requirements of the law;
2. Support the improvement of performance for all CTE concentrators including each subgroup of
students and special population; and
3. Support the needs of the local education and business community.
The Department gathered written public comments on the SDPL and baseline for each indicator
through designated PDE email account. The email address was posted on the Department’s
website and was provided to all stakeholders. Written stakeholder comments and the
Department’s response are found in Appendix E. As a result of stakeholder comments, the
Department revised the SDPLs before bringing forward a final set of proposed goals for a second
Page | 270
opportunity for public comment when the full draft state plan was released.
The SDLPs also reflect the Department’s Perkins V goals.
(7) Provide a written response to the comments regarding State determined performance levels received
during the public comment period pursuant to section 113(b)(3)(B) of Perkins V. (Section
113(b)(3)(B)(iii) of Perkins V). As part of the written response, include a description of any the
changes made to the State determined performance levels as a result of stakeholder feedback.
Written stakeholder comments and the Department’s response are found in Appendix E.
The Department modified three SDPL based on stakeholder feedback. Academic Proficiency in Science is
not an accountability measure under Perkins V, nor are results on the Science assessment included in
the federal accountability system required by ESSA, so it will not be required. Working with the U.S.
Department of Education, it was determined to establish 25 percent as the target for the non-traditional
indicators. For both the secondary and postsecondary Non-traditional Program Concentration indicator,
the Department has developed a Performance Target Increment of .43 for Secondary Non-Traditional
Program Concentration and .15 Performance Target Increment for Postsecondary Non-Traditional
Program Concentration.
(8) Describe how the eligible agency will address disparities or gaps in performance as described in section
113(b)(3)(C)(ii)(II) of Perkins V in each of the plan years, and if no meaningful progress has been achieved
prior to the third program year, a description of the additional actions the eligible agency will take to
eliminate these disparities or gaps. (Section 122(d)(11) of Perkins V) As part of the written response, and
pursuant to the Report of the Senate Committee on Health, Education, Labor, and Pensions (HELP),26 the
eligible agency could indicate that it will analyze data on the core indicators of performance to identify
gaps in performance, explain how they will use evidence-based research to develop a plan to provide
support and technical assistance to eligible recipients to address and close such gaps, and how they will
implement this plan. The eligible agency is not required to submit a new State plan prior to the third
program year in order to address this requirement.
1. The Department will analyze state level data to determine gaps and disparities between
subgroups. The Department will also analyze secondary and postsecondary recipient data to
determine which fiscal agents have the smallest and largest disparities to determine relevant
best practices to publish and present at the Perkins workshops and technical assistance efforts.
The Technical Assistance Program (TAP) will include activities that support closing gaps in
performance for the subgroups. Currently the Department looks at each special populations
category by accountability measure. The TAP activities are focused on closing the gaps and
disparities among the various subgroups. TAP has been described in an earlier section of the
State plan, and TAP services are evidence based.
þ The eligible agency assures that:
1. It made the State plan publicly available for public comment[2]
for a period of not less than 30
days, by electronic means and in an easily accessible format, prior to submission to the Secretary
for approval and such public comments were considered in the development of this State plan.
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(Section 122(a)(4) of Perkins V.)
2. It will use the funds to promote preparation for high-skill, high-wage, or in-demand industry
sectors or occupations and non-traditional fields, as identified by the State. (Section 122(d)(13)(C)
of Perkins V.)
3. It will provide local educational agencies, area career and technical education schools, and eligible
institutions in the State with technical assistance, including technical assistance on how to close
gaps in student participation and performance in career and technical education programs.
(section 122(d)(13)(E) of Perkins V.)
4. It will comply with the requirements of this Act and the provisions of the State plan, including the
provision of a financial audit of funds received under this Act, which may be included as part of
an audit of other Federal or State programs. (Section 122(d)(13)(A) of Perkins V.)
5. None of the funds expended under this Act 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 acquiring entity or the employees of the acquiring
entity, or any affiliate of such an organization. (Section 122(d)(13)(B) of Perkins V.)
6. It will use the funds provided under this Act to implement career and technical education
programs and programs of study for individuals in State correctional institutions, including
juvenile justice facilities. (Section 122 (d)(13)(D) of Perkins V.)
1.
þ By submitting a Perkins V State Plan, consistent with 34 CFR 76.104, the eligible agency certifies that:
1. It is eligible to submit the Perkins State plan.
2. It has authority under State law to perform the functions of the State under the Perkins program(s).
3. It legally may carry out each provision of the plan.
4. All provisions of the plan are consistent with State law.
5. A State officer, specified by title in Item C on the Cover Page, has authority under State law to receive,
hold, and disburse Federal funds made available under the plan.
6. The State officer who submits the plan, specified by title in Item C on the Cover Page, has authority to
submit the plan.
7. The entity has adopted or otherwise formally approved the plan.
8. The plan is the basis for State operation and administration of the Perkins program.
1.
þ The eligible agency certifies and assures compliance with the following enclosed forms:
1. Assurances for Non-Construction Programs (SF 424B) Form (OMB Control No. 0348-0040).
2. Disclosure of Lobbying Activities (SF LLL) (OMB Control No. 4040-0013).[3]
3. Certification Regarding Lobbying (ED 80-0013 Form).
4. General Education Provisions Act (GEPA) 427 Form (OMB Control No. 1894-0005).
[1] See page 11 of the Committee Report
.
[2] An eligible agency that submits a 1-Year Transition Plan in FY 2019 is not required to hold a public
comment period on the 1-Year Transition Plan. Such agency must assure that it meets this public comment
requirement prior to submitting its Perkins V State Plan in FY 2020.
[3]https://apply07.grants.gov/apply/forms/sample/SFLLL_1_2-V1.2.pdf
D. Accountability for Results
1. Identify and include at least one (1) of the following indicators of career and technical education
program quality:
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A. The percentage of CTE concentrators (See Text Box 6 for the statutory definition of a CTE concentrator
under section 3(12) of Perkins V) graduating from high school having attained a recognized
postsecondary credential;
B. The percentage of CTE concentrators graduating high school having attained postsecondary credits
in relevant career and technical education programs and programs of study earned through a dual or
concurrent enrollment program or another credit transfer agreement; and/or
C. The percentage of CTE concentrators graduating from high school having participated in work-based
learning. (Section 113(b)(2)(A)(iv)(I) of Perkins V)
2. Include any other measure(s) of student success in career and technical education that are statewide,
valid, and reliable, and comparable across the State. (Section 113(b)(2)(A)(iv)(II) of Perkins V) Please
note that inclusion of “other” program quality measure(s) is optional for States.
3. Provide the eligible agency’s measurement definition with a numerator and denominator for each of
the quality indicator(s) the eligible agency selects to use.
The Department, working with the state and regional stakeholders committee, has decided to select the
program quality indicator that examines the percentage of CTE concentrators graduating from high school
having attained a recognized postsecondary credential.
Numerator: Number of CTE concentrators who graduated from high school having attained a recognized
postsecondary credential (industry-recognized certificate, apprenticeship completion certificate,
professional license, or degree).
Denominator: Number of CTE concentrators who graduated from high school.
Calculation: Match the 2018-19 CTE students with 480 or more cumulative hours who graduated to the
last four years of CTE Industry Certification data. Determine the percent of students with a credential.
Source: CTE Industry Certification and CTE Student Fact in PIMS
The Department has also decided to retain the Perkins IV indicator for technical skill attainment. This
indicator examines the percentage of CTE concentrators who successfully achieve competency levels at
or above the Competent level on the NOCTI Job Ready Occupational Assessments, or other PDE approved
tests in the reporting year.
Numerator: Number of graduating career and technical education concentrators who successfully
achieve competency levels at or above the Competent level on the NOCTI Job Ready Occupational Specific
Assessments or achieve competency on other PDE approved tests in the reporting year.
Denominator: Number of graduating career and technical education concentrators who complete the
NOCTI Job Ready Occupational Specific Assessments or other PDE approved tests in the reporting year.
Calculation: Match the 2018-19 CTE students with 480 or more cumulative hours who graduated to the
NOCTI-NIMS data. Determine the percent of students who achieved a level of competent or advanced.
Source: NOCTI-NIMS Collection and CTE Student Fact in PIMS
4. Provide on the form in Section V.B, for each year covered by the State plan beginning in FY 2020,
State determined performance levels or each of the secondary and postsecondary core indicators, with
the levels of performance being the same for all CTE concentrators in the State. (Section
113(b)(3)(A)(i)(I) of Perkins V)
Text Box 6: Statutory Definition of CTE Concentrator
The term ‘CTE concentrator’ means—
•
(A) At the secondary school level, a student served by an eligible recipient who has completed at
least 2 courses* in a single career and technical education program or program of study; and
•
(B) At the postsecondary level, a student enrolled in an eligible recipient who has—
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Text Box 6: Statutory Definition of CTE Concentrator
o
(i) Earned at least 12 credits within a career and technical education program or program
of study; or
o (ii) Completed such a program if the program
encompasses fewer than 12 credits or the
equivalent in total. (Section 3(12) of Perkins V)
* This means that once a student completes 2 courses in a single CTE program or program of study, they
are counted as a CTE concentrator.
(Section 3(12) of Perkins V)
5. Describe the procedure the eligible agency adopted for determining State determined levels of
performance described in section 113 of Perkins V, which at a minimum shall include:
A. A description of the process for public comment under section 113(b)(3)(B) of Perkins V as part of
the development of the State determined levels of performance. (See Text Box 7 for the statutory
requirements for consultation on State determined performance levels under section 113(b)(3)(B) of
Perkins V).
B. An explanation for the State determined levels of performance that meet each of the statutory
requirements in Text Box 8.
C. A description of how the State determined levels of performance set by the eligible agency align with
the levels, goals and objectives other Federal and State laws. (Section 122(d)(10) of Perkins V.)
6. As part of the procedures for determining State determined levels of performance, describe the
process that will be used to establish a baseline for those levels.
To determine the State Determined Levels of Performance, the Department and assessment specialists
met and developed an hour-based definition of a course. Completion of a course is defined as completing
240 technical instructional hours. A concentrator then is a CTE student who has completed two CTE
courses or 480 technical instructional hours in a Department approved secondary CTE program. The
school year in Pennsylvania is 990 instructional hours, and CTE enrollment is defined as more than one
hour per day for full-time study.
The team decided to present the SDLP as percentages. The team ensured the data provided are objective,
quantifiable and measurable.
In order to ensure the state makes meaningful progress, the team assisted the Department in defining
meaningful progress. To determine meaningful progress, the Department formed a team of assessment
professionals who had worked on the ESSA Plan. The work included performance level targeting using the
meaningful progress standard. This team performed various scenarios using student level data from the
Pennsylvania Information Management System (PIMS) data from previous years to model indicator
methodology and meaningful progress targeting. Upon review of the scenarios, the team recommended
to use the halfway to 100 percent over 12 years as the meaningful progress standard to apply to all Perkins
V indicator baselines.
As required data from states that have similar CTE programs, instruction, services, and comparable CTE
concentrators was reviewed. The review considered how their levels of performance aligned to
Pennsylvania’s level of performance on the Perkins IV indicators. Data from New York, Ohio, Oklahoma,
Virginia, and West Virginia were examined.
Page | 274
These states were chosen because they established area CTCs, programs offered, definitions used,
calculations and methodologies used. New York and Virginia have over 250,000 concentrators. West
Virginia has approximately 20,000 concentrators compared to 40,000 to 100,000 concentrators in
Oklahoma, Ohio and Pennsylvania. Pennsylvania has a student level data collection system. Methodology
used by each state appears to be similar. The levels of performance vary except for Pennsylvania and
Oklahoma. Based on the comparison, the Department’s established the SDPLs.
Stakeholders were consulted pursuant to Section 113 of Strengthening Career and Technical Education
for the 21st Century Act in order to develop the levels of performance. The Department provided
proposed state levels of performance for Career and Technical Education (CTE) required indicators on
November 22, 2019 and through December 6, 2019, requested written comments and input on the
proposed goals for each indicator. The materials provided to the stakeholders explained the process for
establishing the baseline for each accountability indicator and included the baseline for each indicator.
Additionally, the stakeholders group was invited to participate in a meeting where the Department
explained the process for establishing the baseline for each indicator and for establishing the SDPL. For
those interested in discussing, raising questions or concerns, or offering comments on the process and
baselines, they attended the meeting on December 3, 2019. During the meeting each of the performance
indicators and the method used for establishing a baseline for each indicator was reviewed and discussed.
The Department reviewed the initial comments on the preliminary SDPLs to develop and establish the
levels. The SDPLs were subject to the public comment process described in Section 113 and the
Department includes in this plan written response to commend provided by the stakeholders.
The final draft proposed levels were disseminated to the stakeholders for their review on December 17,
2019. Stakeholders were asked to review each indicator and provide written comment by December 27,
2019. The stakeholders were asked to review the process and baseline and provide written comment
regarding either. Stakeholders were asked to submit written comments regarding how the established
levels of performance:
1. Meet the requirements of the law;
2. Support the improvement of performance for all CTE concentrators including each subgroup of
students and special population; and
3. Support the needs of the local education and business community.
The Department gathered written public comments on the SDPL and baseline for each indicator through
designated PDE email account. The email address was posted on the Department’s website and was
provided to all stakeholders. Written stakeholder comments and the Department’s response are found in
Appendix E. As a result of stakeholder comments, the Department revised the SDPLs before bringing
forward a final set of proposed goals for a second opportunity for public comment when the full draft
state plan was released.
The SDLPs also reflect the Department’s Perkins V goals.
7. Provide a written response to the comments regarding State determined performance levels received
during the public comment period pursuant to section 113(b)(3)(B) of Perkins V. (Section
113(b)(3)(B)(iii) of Perkins V). As part of the written response, include a description of any the changes
made to the State determined performance levels as a result of stakeholder feedback.
Page | 275
Written stakeholder comments and the Department’s response are found in Appendix E.
The Department modified three SDPL based on stakeholder feedback. Academic Proficiency in Science is
not an accountability measure under Perkins V, nor are results on the Science assessment included in the
federal accountability system required by ESSA, so it will not be required. Working with the U.S.
Department of Education, it was determined to establish 25 percent as the target for the non-traditional
indicators. For both the secondary and postsecondary Non-traditional Program Concentration indicator,
the Department has developed a Performance Target Increment of .43 for Secondary Non-Traditional
Program Concentration and .15 Performance Target Increment for Postsecondary Non-Traditional
Program Concentration.
8. Describe how the eligible agency will address disparities or gaps in performance as described in
section 113(b)(3)(C)(ii)(II) of Perkins V in each of the plan years, and if no meaningful progress has been
achieved prior to the third program year, a description of the additional actions the eligible agency will
take to eliminate these disparities or gaps. (Section 122(d)(11) of Perkins V.) As part of the written
response, and pursuant to the Report of the Senate Committee on Health, Education, Labor, and
Pensions (HELP)
6
, the eligible agency could indicate that it will analyze data on the core indicators of
performance to identify gaps in performance, explain how they will use evidence-based research to
develop a plan to provide support and technical assistance to eligible recipients to address and close
such gaps, and how they will implement this plan. The eligible agency is not required to submit a new
State plan prior to the third program year in order to address this requirement.
The Department will analyze state level data to determine gaps and disparities between subgroups. The
Department will also analyze secondary and postsecondary recipient data to determine which fiscal
agents have the smallest and largest disparities to determine relevant best practices to publish and
present at the Perkins workshops and technical assistance efforts.
The Technical Assistance Program (TAP) will include activities that support closing gaps in performance
for the subgroups. Currently the Department looks at each special populations category by accountability
measure. The TAP activities are focused on closing the gaps and disparities among the various subgroups.
TAP has been described in an earlier section of the State plan, and TAP services are evidence based.
Assurances, Certifications, and Other Forms
Statutory Assurances
The eligible agency assures that:
1. It made the State plan publicly available for public comment
7
for a period of not less than 30 days,
by electronic means and in an easily accessible format, prior to submission to the Secretary for
approval and such public comments were considered in the development of this State plan.
(Section 122(a)(4) of Perkins V.)
2. It will use the funds to promote preparation for high-skill, high-wage, or in-demand industry
sectors or occupations and non-traditional fields, as identified by the State. (Section 122(d)(13)(C)
of Perkins V.)
3. It will provide local educational agencies, area career and technical education schools, and eligible
6
See page 11 of the Committee Report.
7
An eligible agency that submits a 1-Year Transition Plan in FY 2019 is not required to hold a public comment period
on the 1-Year Transition Plan. Such agency must assure that it meets this public comment requirement prior to
submitting its Perkins V State Plan in FY 2020.
Page | 276
institutions in the State with technical assistance, including technical assistance on how to close
gaps in student participation and performance in career and technical education programs.
(section 122(d)(13)(E) of Perkins V.)
4. It will comply with the requirements of this Act and the provisions of the State plan, including the
provision of a financial audit of funds received under this Act, which may be included as part of
an audit of other Federal or State programs. (Section 122(d)(13)(A) of Perkins V.)
5. None of the funds expended under this Act 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 acquiring entity or the employees of the acquiring
entity, or any affiliate of such an organization. (Section 122(d)(13)(B) of Perkins V.)
6. It will use the funds provided under this Act to implement career and technical education
programs and programs of study for individuals in State correctional institutions, including
juvenile justice facilities. (Section 122 (d)(13)(D) of Perkins V.)
EDGAR Certifications
By submitting a Perkins V State Plan, consistent with 34 CFR 76.104, the eligible agency certifies
that:
1. It is eligible to submit the Perkins State plan.
2. It has authority under State law to perform the functions of the State under the Perkins
program(s).
3. It legally may carry out each provision of the plan.
4. All provisions of the plan are consistent with State law.
5. A State officer, specified by title in Item C on the Cover Page, has authority under State law to
receive, hold, and disburse Federal funds made available under the plan.
6. The State officer who submits the plan, specified by title in Item C on the Cover Page, has authority
to submit the plan.
7. The entity has adopted or otherwise formally approved the plan.
8. The plan is the basis for State operation and administration of the Perkins program.
Other Forms
The eligible agency certifies and assures compliance with the following enclosed forms:
1. Assurances for Non-Construction Programs (SF 424B) Form (OMB Control No. 0348-0040).
2. Disclosure of Lobbying Activities (SF LLL) (OMB Control No. 4040-0013).
8
3. Certification Regarding Lobbying (ED 80-0013 Form).
4. General Education Provisions Act (GEPA) 427 Form (OMB Control No. 1894-0005).
Budget
Instructions
1. On the form in Item IV.B below, provide a budget for the upcoming fiscal year. As you prepare
your budget, refer to the statutory descriptions and assurances in Section II.C and Section III.A,
respectively, of this guide.
2. In completing the budget form, provide:
a. Line 1: The total amount of funds allocated to the eligible agency under section 112(a)
of Perkins V. This amount should correspond to the amount of funds noted in the
Department’s program memorandum with estimated State allocations for the fiscal year.
8
https://apply07.grants.gov/apply/forms/sample/SFLLL_1_2-V1.2.pdf
Page | 277
b. Line 2: The amount of funds made available to carry out the administration of the State
plan under section 112(a)(3). The percent should equal not more than 5 percent of the
funds allocated to the eligible agency as noted on Line 1, or $250,000, whichever is
greater.
c. Line 3: The amount of funds made available to carry out State leadership activities under
section 112(a)(2) of Perkins V. The percent should equal not more than 10 percent of the
funds allocated to the eligible agency as noted on Line 1.
d. Line 4: The percent and amount of funds made available to serve individuals in State
institutions, such as: (a) correctional institutions; (b) juvenile justice facilities; and (c)
educational institutions that serve individuals with disabilities pursuant to section
112(a)(2)(A) of Perkins V. The percent of funds should equal not more than 2 percent of
the funds allocated to the eligible agency as noted on Line 1.
e. Line 5: The amount of funds to be made available for services that prepare individuals
for non-traditional fields pursuant to section 112(a)(2)(B) of Perkins V. The amount of
funds should be not less than $60,000 and not more than $150,000.
f. Line 6: The amount of funds to be made available for the recruitment of special
populations to enroll in career and technical education programs pursuant to section 112
(a)(2)(C) of Perkins V. The percent of funds shall not be less than the lesser of an amount
equal to 0.1 percent of the funds made available by the eligible agency for State
leadership activities as noted on Line 3, or $50,000.
g. Line 7: The percent and amount of funds to be made available to eligible recipients [local
education agencies (secondary recipients) and institutions of higher education
(postsecondary recipients)] pursuant to section 112(a)(1) of Perkins V. The percent of
funds should be not less than 85 percent of the funds allocated to the eligible agency as
noted on Line 1.
h. Line 8: The percent and amount, if any, of funds to be reserved and made available to
eligible recipients under section 112(c) of Perkins V. The percent of funds should be not
more than 15 percent of the 85 percent of funds noted on Line 7.
i. Line 9: The percent and amount, if any, of funds to be reserved and made available to
secondary recipients under section 112(c) of Perkins V.
j. Line 10: The percentage and amount, if any, of funds to be reserved and made available
to postsecondary recipients under section 112(c) of Perkins V.
k. Line 11: The percent and amount of funds to be made available to eligible recipients under
section 112(a)(1) of Perkins V. The percent and amount of funds should represent the
funds remaining after subtracting any reserve as noted on Line 8.
l. Line 12: The percent and amount of funds to be distributed to secondary recipients under
the allocation formula described in section 131 of Perkins V.
m. Line 13: The percent and amount of funds to be distributed to postsecondary recipients
under the allocation formula described in section 132 of Perkins V.
n. Line 14: The amount of funds to be made available for the State administration match
requirement under section 112(b) of Perkins. The amount of funds shall be provided from
non-Federal sources and on a dollar-for-dollar basis.
Page | 278
Budget Form
State Name: Pennsylvania
Fiscal Year (FY): 2020-2021
Line Number
Budget Item
Percent of Funds
Amount of Funds
1
Total Perkins V Allocation
Not applicable
$45,114,979
2
State Administration
5%
$2,255,749
3
State Leadership
10%
$4,511,498
4
Individuals in State Institutions
0.9%
$406,035
4a
Correctional Institutions
Not required
$406,035
4b
Juvenile Justice Facilities
Not required
$0
4c
Institutions that Serve Individuals with
Disabilities
Not required
$0
5
Non-traditional Training and Employment
Not applicable
$150,000
6
Special Populations Recruitment
0.1%
$4,511
7
Local Formula Distribution
85%
$38,347,732
8
Reserve
0%
$0
9
Secondary Recipients
0%
$0
10
Postsecondary Recipients
0%
$0
11
Allocation to Eligible Recipients
100%
$38,347,732
12
Secondary Recipients
70%
$26,843,412
13
Postsecondary Recipients
30%
$11,504,320
14
State Match (from non-federal funds)
Not applicable
$2,255,749
Page | 279
State Determined Performance Levels (SDPL)
Instructions
1. On the form in Item V.B below, provide State determined performance levels (SDPLs), covering FY
2020-23, for each of the secondary and postsecondary core indicators of performance for all CTE
concentrators in the State described in section 113(b) of Perkins V (see Table 6). In preparing your
SDPLs, refer to your narrative descriptions in Section II.D of this guide.
2. In completing the SDPL form, provide:
a. Column 2: Baseline level.
b. Columns 3-6: State determined levels of performance for each year covered by the State
plan, beginning for FY 2020, expressed in percentage or numeric form and that meets the
requirements of section 113(b)(3)(A)(III) of Perkins V. See Text Box 8 for the statutory
requirements for setting State determined levels of performance under section
113(b)(3)(A)(iii) of Perkins V.
3. Revise, as applicable, the State determined levels of performance for any of the core indicators of
performance—
a. Prior to the third program year covered by the State plan for the subsequent program
years covered by the State plan pursuant to section 113(b)(3)(A)(ii); and/or
b. Should unanticipated circumstances arise in a State or changes occur related to
improvement in data or measurement approaches pursuant to section 113(b)(3)(A)(iii).
Please note that, pursuant to section 123(a)(5) of Perkins V, an eligible agency may not adjust
performance levels for any core indicators that are subject to, and while executing, an improvement plan
pursuant to section 123(a) of Perkins V.
Page | 280
Table 4: Section 113(b) Core Indicators of Performance
Indicator Descriptions
Indicator
Codes
Indicator Names
Secondary Level
Percentage of CTE concentrators who graduate high
school, as measured by the four-year adjusted cohort
graduation rate (defined in section 8101 of the
Elementary and Secondary Education Act of 1965).
1S1 Four-Year Graduation Rate
Percentage of CTE concentrators who graduate high
school, as measured by extended-
year adjusted
cohort graduation rate defined in such section 8101.
1S2 Extended Graduation Rate
CTE concentrator proficiency in the challenging State
academic standards adopted by the State under
section1111(b)(1) of the Elementary and Secondary
Education Act (ESEA) of 1965, as measured by the
academic assessments in reading/language arts as
described in section 1111(b)(2) of such Act.
2S1
Academic Proficiency in
Reading/Language Arts
CTE concentrator proficiency in the challenging State
academic standards adopted by the State under
section1111(b)(1) of the ESEA of 1965, as measured
by the academic assessments in mathematics as
described in section 1111(b)(2) of such Act.
2S2 Academic Proficiency in Mathematics
CTE concentrator proficiency in the challenging State
academic standards adopted by the State under
section1111(b)(1) of the ESEA of 1965, as measured
by the academic assessments in science as described
in section 1111(b)(2) of such Act.
2S3 Academic Proficiency in Science
The percentage of CTE concentrators who, in the
second quarter after exiting from secondary
education, are in postsecondary education or
advanced training, military service or a service
program that receives assistance under title I of the
National and Community Service Act of 1990 (42
U.S.C. 12511 et seq.), are volunteers as described in
section 5(a) of the Peace Corps Act (22 U.S.C.
2504(a)) or are employed.
3S1 Post-Program Placement
281 | Page
Table 4: Section 113(b) Core Indicators of Performance (continued)
Indicator Descriptions
Indicator
Codes
Indicator Names
Secondary Level (continued)
Percentage of CTE concentrators in career and
technical education programs and programs of study
that lead to non-traditional fields.
4S1
Non-traditional Program
Concentration
The eligible agency must include at least one program
quality indicator—5S1, 5S2, or 5S3—and may include
any other quality measure(s) that are statewide,
valid, reliable, and comparable across the State.
Percentage of CTE concentrators graduating from
high school having attained a recognized
postsecondary credential.
5S1
Program Quality – Attained
Recognized Postsecondary Credential
Percentage of CTE concentrators graduating from
high school having attained postsecondary credits in
the relevant career and technical education program
or program of study earned through a dual or
concurrent enrollment or another credit transfer
agreement
5S2
Program Quality – Attained
Postsecondary Credits
Percentage of CTE concentrators graduating from
high school having participated in work-based
learning.
5S3
Program Quality –
Participated in
Work-Based Learning
Percentage of graduating CTE concentrators who
successfully achieve competency levels at or above
the Competent level on the NOCTI Job Ready
Occupational Specific Assessments or achieve
competency on other PDE approved test in the
reporting year.
5S4
Program Quality –
Technical Skill
Attainment
282 | Page
Table 4: Section 113(b) Core Indicators of Performance (continued)
Indicator Descriptions
Indicator
Codes
Indicator Names
Postsecondary Level
Percentage of CTE concentrators who, during the second
quarter after program completion, remain enrolled in
postsecondary education, are in
advanced training,
military service, or a service program that receives
assistance under title I of the National and Community
Service Act of 1990 (42 U.S.C. 12511 et seq.), are
volunteers as described in section 5(a) of the Peace
Corps Act (22
U.S.C. 2504(a)) or are placed or retained in
employment.
1P1
Post
-Program Placement
Percentage of CTE concentrators who receive a
recognized postsecondary credential during
participation in or within 1 year of program completion.
9
2P1
Earned Recognized Postsecondary
Credential
Percentage of CTE concentrators in career and technical
education programs and programs of study that lead to
non-traditional fields.
10
3P1
Non
-traditional Program Concentration
State Determined Performance Levels (SDPL) Form
9
This means that a student gets counted under this indicator whether the student obtains the credential during
participation or within 1 year of completion. The Department interprets “within 1 year of completion” to have the plain
meaning of those words: that the student would be counted if the student obtains the credential in the 1 year following
that student’s completion of the program.
10
This means that a student gets counted under this indicator if individuals from their gender comprise less than 25
percent of the individuals employed in the related occupation or field of work.
283 | Page
State Name: Pennsylvania
Column 1
Column 2
Column 3
Column 4
Column 5
Column 6
Indicators
Baseline Level
Performance Levels
FY 2020
FY 2021
FY 2022
FY 2023
Secondary Indicators
1S1: Four
-Year Graduation Rate
92.19
92.55
92.91
93.27
93.63
1S2: Extended Graduation Rate
94.39
94.65
94.91
95.17
95.43
2S1: Academic Proficiency in
Reading Language Arts
50.8
53.04
55.28
57.52
59.76
2S2: Academic Proficiency in
Mathematics
41.8
44.45
47.10
49.75
52.40
2S3: Academic Proficiency in
Science
N/A
N/A
N/A
N/A
N/A
3S1: Post
-Program Placement
92.48
92.82
93.16
93.50
93.84
4S1: Non
-
traditional Program
Concentration
15.49
15.92
16.35
16.78
17.21
5S1:
Program Quality –
Attained
Recognized Postsecondary
Credential
65.56
67.13
68.70
70.27
71.84
5S2: Program Quality
–
Attained
Postsecondary Credits
N/A
N/A
N/A
N/A
N/A
5S3: Program Quality –
Participated in Work
-
Based
Learning
N/A
N/A
N/A
N/A
N/A
5S4: Program Quality
– Other
11
Technical Skill Attainment
84.27
84.99
85.71
86.43
87.15
11
The Perkins V State Plan Portal will allow an eligible agency to include on this form as many “other” program
quality indicators as they choose.
284 | Page
Column 1
Column 2
Column 3
Column 4
Column 5
Column 6
Indicators
Baseline
Level
Performance Levels
FY 2020
FY 2021
FY 2022
FY 2023
Postsecondary Indicators
1P1: Post
-Program Placement
93.11
93.42
93.73
94.04
94.35
2P1: Earned Recognized
Postsecondary Credential
90.20
90.65
91.10
91.55
92.00
3P1: Non
-
traditional Program
Concentration
21.66
21.81
21.96
22.11
22.26
285 | Page
Appendices
Appendix A
Public Comment from Public Hearings
Summary of Views and Recommendations Received During Public Hearings held October 15, 16, and
17, 2019 as authorized by Section 122(a)(3) of Perkins V.
Below is a summary of the written and oral comments received by PDE at regional hearings that provided
all segments of the public and interested organizations an opportunity to present views and make
recommendations regarding the Perkins V State Plan.
The written materials from the public and/or interested organizations below were received as testimony
in conjunction with the public hearing and were referenced or summarized by the speakers during oral
comments. Two attendees, Cumberland Perry AVTS and Westmoreland CTC did not provide testimony:
Chester County IU/Chester County Technical HS
Career and Technology Center of Lackawanna County
Community College of Allegheny County
Cumberland Perry AVTS
Delaware County Technical School
Dover Area School District
Johnson College
Lehigh Carbon Community College
Lycoming CTC
Octorara Area School District
Penn Highlands Community College
Universal Audenried High School
Westmoreland CTC
The following summary of comments, inclusive of view and recommendations, were provided, with
Department response offered to provide further explanation regarding the comments:
Public Hearing: October 15, 2019
Chester County IU and Chester County Technical College HS:
Comment: “Program of Study Statewide Task Lists which set the standard for the statewide articulation
system are valuable not only for that fact, but to also negotiate local articulated systems, create dual
enrollment agreements, and to inform the public of the rigor of CT programs. Their continued use and
revision are an extremely valuable to create college credit opportunities.”
Response: The Department agrees and will continue to use the statewide articulation system.
Comment: “Dual enrollment credits are reportable to PIMS for use in the Future Ready PA Index. Districts
across Chester County are very different in how they support these credits. Some districts provide
students with the opportunity to earn college credits in high school and permit those credits to replace
required courses for high school graduation. Some districts do not allow this. With the cost of college
tuition today, students who are taking the credits in high school are saving not just time but also tuition
dollars.”
Response: The Department supports local authority and will continue to collect data on dual enrollment.
Comment: “When students earn dual enrollment credits for technical courses, the courses should be
valued the same way as dual enrollment courses for general education/academic credits. PDE needs to
recognize the value of technical dual enrollment credits and weigh them the same as general education
dual enrollment credits.”
286 | Page
Response: The Department will examine the dual enrollment data collection and reporting in Future
Ready PA Index.
Delaware County Technical School:
Comment: “Perkins funding is an essential component of CTE programs at the secondary level. Funding
for CTE programs allows students to explore career pathways to be better informed for the working world
or post-secondary opportunities and serves on the front line of training the future labor force for
America.”
Response: The Department agrees.
Octorara School District
Comment: “Provide the process to access funding for CTE programs.”
Response: The Department process for applying for a Perkins V grant is outlined in the state plan in
Appendix B.
Universal Audenried High School:
Comment: “The new Perkins V plan offers a great opportunity for my school in that we are a 98% free and
reduced price lunch and serve many students who are homeless, parents as well as coming from homes
that struggle with the many issues that challenge inner city communities.
The largest challenge we will face is the mandatory attendance of individuals for the comprehensive
needs’ assessment. While it is an excellent source of feedback to empower our partners and engage the
community, we have many parents, students and community partners who struggle with attendance. Is
it possible to hold the comprehensive needs assessment meeting more than once in order to compile the
data in order to improve our programming?”
Response: The regulation requires who should serve on the stakeholder’s group and exemptions are not
permitted.
Public Hearing: October 16, 2019
Career and Technology Center of Lackawanna County:
Comment: “At the Perkins Regional Stakeholders meeting held April 10, 2019 at Bucks County Community
College, there was a consensus among attendees that the total allocation for local grants, there should be
no change in the allocation of 70% to secondary and 30% to postsecondary. One of the major reasons is
that a secondary institution is dependent on local school district funding while postsecondary institutions
can raise tuition when necessary. The group also did not find it necessary to set aside reserve funds from
competitive grants. The reasoning was that it would just add another layer to the already rigorous grant
process, and most would not have the time, or the personnel to complete another grant application that
the school level or the state level.”
Response: The Department supports the stakeholders’ input, agrees, and has retained the 70/30 split.
Dover Area School District:
Comment: “Provide the process to access funding for CTE programs.”
Response: The Department process for applying for a Perkins V grant is outlined in the state plan in
Appendix B.
Johnson College
Comment: “Please provide the justification for the 70 secondary/30 postsecondary split in allocation and
why only SOAR students can benefit from the Perkins funds. The College would have to increase tuition
in order to absorb the costs of the loss of Perkins funds. Students in the past have denied the SOAR credits
because as hands on learners they want to take the classes. Local agreements benefit Johnson College as
most students live in a 60-mile radius.”
287 | Page
Response: The State Plan outlines the justification for the 70/30 split in allocation. The State Plan allows
for the statewide program of study and locally developed programs. The federal definition of program of
study includes “integrate rigorous and challenging academic and career and technical instruction, and that
link secondary education and postsecondary education for participating career and technical education
students. If the program is articulated with a secondary program and meets the other requirements,
students participating in the program of study are part of the reporting.
Lehigh Carbon Community College:
Comment: “Based on the comments presented at today’s meeting session, specifically the Program of
Study and the Local Articulation information as guides for Perkins V funding – does that incorporate CTE
programs (i.e., nursing, PTA ONA, Vet Tech) where POS nor local articulation agreement can’t be drafted
because of restrictive admission requirements? Restrictive admission requirements that cannot be
bypassed by an articulation agreement (SBOT?) How does Perkins V fund these CTE student programs?”
Response: The Department agrees and will recognize the local agreements developed between secondary
and postsecondary partners.
Public Hearing: October 17, 2019
Community College of Allegheny County:
Comment: “The Community College of Allegheny County is opposed to discontinuing the current
statewide articulation agreements known by the acronym SOAR (Students Occupationally and
Academically Ready) that seamlessly link secondary and postsecondary Career and Technical Education,
as it would discard extensive monetary and material efforts spent promoting SOAR, would incur additional
costs at the local level, would disadvantage Rural CTCs or CTCs without access to a local partner, and
would create a new and confusing patchwork system of local agreements from which no large-scale
outcome or knowledge could be garnered.”
Response: The Department agrees.
Comment: “Postsecondary institutions do not have data on many of the Special Population categories
outlined in Perkins V and will have to rely on incomplete or substitute data sets, because students have
to self-disclose. If postsecondary institutions do not have access this information in full, they will
underreport.”
Response: The Department recognizes the challenge.
Comment: “The Pennsylvania Bureau of Career and Technical Education has provided postsecondary
schools with a list of 338 industry certifications that Postsecondary institutions will be required to track
under Perkins V. Again, unless the students self-disclose that they have obtained these certificates, we
will not be able to gather and report this data accurately.
Allowing students to use Perkins Grant funds for certifications is also problematic. Which certifications
would we pay for and under what circumstances? How much of the budget should we devote to this
endeavor? Doing this would still not guarantee that we would be able to gather complete and accurate”
Response: The Department recognizes the challenge.
Comment: “CCAC easily meets the definition of Size, Scope, and Quality. The complication with the
definition is it could be easily interpreted to mean that Perkins Grant funds may be tied only to special
needs students enrolled in programs with SOAR or local articulation agreements. CCAC is strongly opposed
to this interpretation.”
Response: The Department has reviewed the definition to ensure interpretation is all students.
Lycoming Career and Technology Center:
Comment: “Data required for Perkins is already submitted by schools to PDE. PDE should put it in the
288 | Page
format required by Perkins and give it back to the schools. Allow Perkins Planning Committees draw from
a certain percentage of stakeholders rather than a required number of members to help rural schools. Lift
restrictions on purchasing program-required tools and equipment. Include a measure of gainful
employment post-graduation”
Response: The Department will review the guidance provided to recipients.
Penn Highlands CTC:
Comment: “Set realistic performance indicators, (e.g., 4P1, Placement Follow Up is set at an unattainable
98%). Don’t penalize institutions for not being able to gather data that is self-reported by students, i.e.
whether they belong to “special populations.” Find ways to use the data that institutions already report
to lessen their reporting burden, (e.g. use what they report to regional accrediting agencies and PDE for
Perkins).”
Response: The Department agrees and will work with stakeholders to establish the baseline.
Hamill Manufacturing Company:
Comment: “Hamill Manufacturing is a precision machining and fabricating company that supplies critical
components used on submarines and aircraft carriers in the U.S. Navy fleet. We, like many other
manufacturing companies here in western PA, are having a very difficult time finding employees to hire
as beginner welders or machinists or apprentices, let alone fully qualified people. Over the years, our
biggest supplier of entry level employees has been the local CTCs, i.e. Forbes Road, Central Eastern &
Northern Westmoreland CTCs. It is imperative that their students be properly trained to the entry level
basics at these facilities for local companies like us to pull from, to add to our workforce. We all know that
the Perkins monies have played a major part in keeping these training facilities operating and supplying
our needs. Therefore, we would hope that each CTC would continue receiving the support that they
need.”
Response: The Department appreciates the support from Hamill Manufacturing Company.
Summary of General Input Received in Consultation with Stakeholders Following October 15, 16, and
17 2019 meetings as authorized in Section 122(c)(1)(A) of Perkins V
Below is a summary of written comments received by PDE based on consultation with stakeholders
identified in Section 122(c)(1)(a) as part of the development of the state plan. The Department held a
series of meetings with the stakeholders to discuss proposed decisions affecting groups involved or
impacted by career and technical education. The following summary of comments were provided
following the meetings, by the below participants, with Department response offered to provide further
explanation regarding the comments:
Summary of General Input Received in Consultation with Stakeholders During State and Regional
Stakeholders’ Meetings March 19, and April 9, 10 and 11, 2019.
Commission for Agriculture Education Excellence
Franklin County CTC
Hamill Manufacturing Company
Pennsylvania Partnerships for Children
Pennsylvania Statewide Afterschool Youth Development Network:
Commission for Agriculture Education Excellence
Comment: “The department should consider adoption of the AFNR standards for agricultural education
program approval to replace the current system.”
Response: The Department recognizes all industry standards and requires all Department approved
programs to align to the industry standards.
289 | Page
Franklin County CTC
Comment: “Nontraditional participation indicator relies on subjective factors which have proven difficult
for recipients attempting to meet the required standard. Measure our efforts to attract non-traditional
students. Our control of the situation cannot go beyond that.”
Response: Perkins V does not require nontraditional participation rate. The Department will not act on
this comment.
Pennsylvania Partnerships for Children (PPC)
Comment: “PPC would like to see CTCs have access to the type of equipment students would be expected
to use with employers upon graduation. PPC would like to see additional dollars allocated to programs for
essential equipment purchases.”
Response: An additional $2 million dollars was added to the supplemental equipment line item for the
2019-2020 school year. An additional $7 million dollars was added to the CTE subsidy line item for the
2019-2020 school year. Legislative language ensures the CTE subsidy line item will be fully funded,
removing the reduction factor language.
Comment: “CTE is not available to all students who want to attend because many school districts simply
cannot afford to enroll all interested students in those programs. Because these methods differ so greatly
between each school district, PPC would like to see guidance developed from PDE on a method to ensure
students in each district are treated equitably when expressing interest in attending CTE related
programming.”
Response: The Department will develop guidance on student access to career and technical education.
Pennsylvania Statewide Afterschool Youth Development Network:
Comment: “The law mentions the importance of employability skills in career development.
“Afterschool programs are well-positioned to help teach these skills and have the flexibility, unlike the
school day, to specifically address this need.”
Comment: “Perkins V expands eligible uses to allow for career exposure, exploration, and preparation,
and permits use of funds as early as fifth grade. Partnering with afterschool programs who are already
serving students in these grades will help expose youth to careers earlier and choose CTE pathways.”
Comment: “The law mentions partnerships with community-based partners (non-profits that connect
students with opportunities). We encourage PDE to include partnering with PSAYDN and community-
based afterschool programs in its state plan to cast a wider net in accessing and preparing underserved,
underrepresented youth for career pathway opportunities through CTEs.”
Comment: “The law for the first time explicitly lists partnerships with community-based and youth-serving
organizations as eligible uses of local funds. Using this funding to allow partnerships with afterschool
programs can help bridge increased access to CTE programs as the successful SHINE-CCTI model does.”
Response to all comments: The items requested are required uses of funds. Each local recipient can decide
how to utilize funds in order to address the results of their comprehensive local needs assessment.
290 | Page
Appendix B
Perkins Secondary Local Application
Comprehensive Local Needs Assessment
This section will have three parts of the Comprehensive Local Needs Assessment (CLNA) to rollover into
the local application. The elements in this section are view only, only after approved.
Stakeholders Section-List of participants. (Table with dropdown column)
Size, Scope and Quality Section-Table indicating in process or compliant. (Table/Questions)
Equity and Access Section- The progress that has been made toward implementation of equal access to
high quality CTE programs of study for all students. (Table/Questions)
Standard Narrative
Describe the results of the comprehensive needs assessment. (Text Box 3300 characters)
Provide a list of the career and technical education program offerings and activities that the eligible
recipient will provide with Perkins V funds, which is informed by the results of the comprehensive needs
assessment (Text Box 3300 characters)
Describe how the results of the comprehensive needs assessment informed the selection of the specific
career and technical education programs and activities to be funded. (Text Box 3300 characters)
Describe new programs of study that will be developed and submitted to the State for approval. (Text Box
3300 characters)
Describe how students, including students who are members of special populations, will learn about
career and technical education course offerings and whether each course is part of a career and technical
education program of study. Describe how the eligible recipient, in collaboration with local workforce
development boards and other local workforce agencies, one-stop delivery systems, and other
partners, will provide each of the following: (Label)
Career exploration and career development coursework, activities, or services. (Text Box 3300 characters)
Career information on employment opportunities that incorporate the most up-to-date information on
high-skill, high-wage, or in-demand industry sectors or occupations, as determined by the comprehensive
needs assessment. (Text Box 3300 characters)
An organized system of career guidance and academic counseling to students before enrolling and while
participating in a CTE program. (Text Box 3300 characters)
Describe how the eligible recipient will improve the academic and technical skills of students participating
in CTE programs by strengthening the academic and career and technical education components of such
programs through the integration of coherent and rigorous content aligned with challenging academic
standards and relevant CTE programs to ensure learning in the subjects that constitute a well-rounded
education. (Text Box 3300 characters)
Describe how the eligible recipient will meet the following requirements: (Label)
Provide activities to prepare special populations for high-skill, high-wage, or in-demand industry sectors
or occupations that will lead to self-sufficiency. (Text Box 3300 characters)
Prepare CTE participants for non-traditional fields. (Text Box 3300 characters)
Provide equal access for special populations to CTE courses, programs, and programs of study. (Text Box
3300 characters)
Ensure that members of special populations will not be discriminated against based on their status as
members of special populations. (Text Box 3300 characters)
Describe the work-based learning opportunities the eligible recipient will provide to students participating
in CTE programs and how the recipient will work with representatives from employers to develop or
291 | Page
expand work-based learning opportunities for CTE students. (Text Box 3300 characters)
Describe how the eligible recipient will provide students participating in CTE programs with the
opportunity to gain postsecondary credit while still attending high school, such as through dual or
concurrent enrollment programs or early college high school. (Text Box 3300 characters)
Describe how the eligible recipient will coordinate with the Pennsylvania and institutions of higher
education to support the recruitment, preparation, retention, and training, including professional
development, of teachers, faculty, administrators, and specialized instructional support personnel and
paraprofessionals who meet applicable State certification and licensure requirements (including any
requirements met through alternative routes to certification), including individuals from groups
underrepresented in the teaching profession. (Text Box 3300 characters)
Describe how the eligible recipient will address disparities or gaps in performance, as described in section
113(b)(3)(C)(ii)(II), in each of the plan years. If no meaningful progress has been achieved prior to the third
program year, describe the additional actions that will be taken to eliminate those disparities or gaps.
(Text Box 3300 characters)
Describe how the eligible recipient will use funds to develop and implement evaluations of the activities
carried out with Perkins V funds, including evaluations necessary to complete the comprehensive needs
assessment and the local report. (Text Box 3300 characters)
Local Negotiation
Pennsylvania is conducting negotiations with local eligible recipients on levels of performance for the
secondary core indicators. The negotiations will be based on State-determined baseline data provided by
PDE. (Table)
Click link below to view the “Expected Consortium Performance.”
Secondary Performance Level
Secondary Performance Indicators (only)
Indicators
1S1 Four-
Year
Graduation
Rate
1S2
Extended
Graduation
Rate
2S1
Academic
Proficiency
in Reading
Language
Arts
2S2
Ac
ademic
Proficiency
in
Mathematics
2S3
Academic
Proficiency
in Science
3S1 Post-
Program
Placement
4S1 Non-
Traditional
Program
Concentration
5S1 Program
Quality
-
Attained
Recognized
Postsecondary
Credential
5S2
Technical
Skill
Attainment
State
Baseline
Consortium
Baseline
Year 1
Year 2
Requirements for Uses of Funds
Funds made available to eligible recipients under this part shall be used to develop, coordinate,
implement, or improve CTE programs to meet the needs identified in the comprehensive needs
assessment and shall be used to support career and technical education programs that are of sufficient
size, scope, and quality to be effective. (Label)
This section does not have to equal total allocation. Indicate dollar amount and funding source for all six
(6) Required Use of Funds. Each funding source must be a separate line item. The list provided is the short
version of the six (6) Required Uses of Funds as they appear in the dropdown box. A detailed description
292 | Page
of all six “Required Uses of Funds” is available in the Perkins V guidelines. (Label)
Identify all funding sources that address any of the six (6) Required Uses of Funds in Perkins V, per Section
135(b).
Required Uses of Funds:
Career exploration and career development
Professional development
High-skill, high-wage, or in-demand occupations
Integration of academic skills
Programs that result in increasing student achievement of the local performance levels
Evaluation necessary to complete the comprehensive needs assessment and the local report
Required Uses of Funds
(dropdown)
Percentage of Perkins
Funding
(1-100)
Funding Source(s) Amount (numeric)
Select from dropdown
list
Numeric (1-100) Text Numeric (1-10000)
Action Plan
Select from the dropdown box in the first column the “Performance Indicator” that is not meeting the
State baseline. Select all that apply (one at a time). Note: Remember when completing the Activity Table
to click the “Add” button on the right when each row is complete. At least one activity must be created
for each objective. (Label)
Objectives/Select from Dropdown.
Secondary Performance Indicators (Dropdown):
1S1: Four-Year Graduation Rate
1S2: Extended Graduation Rate
2S1: Academic Proficiency in Reading Language Arts
2S2: Academic Proficiency in Mathematics
2S3: Academic Proficiency in Science
3S1: Post-Program Placement
4S1: Non-Traditional Program Concentration
5S1: Program Quality – Attained Recognized Postsecondary Credential
5S2: Skill Attainment
293 | Page
Activity Table
Objective
(dropdown with
performance
indicators)
Activity (text or
numeric)
Location/Site
(text)
Funds Amount
(numeric/dollar
amount) formula
Timeline
(numeric/date)
Total Amount:
Grant Total:
Risk Assessment
The State must conduct a risk assessment during the pre-award process to evaluate an applicant’s ability
to execute the program for which they are applying , and may assign specific additional conditions within
the grant award to develop the applicant’s ability to deliver and/or administer the grant program Risk
factors that will be consider include, but are not limited to, the following: previous non-compliance; any
major issues; correction of previous findings; new personnel; substantial system changes (e.g., grant
accounting system); new grant recipient; and results of any federal monitoring with specific conditions
required. (Label)
Risk Assessment is a process to identify potential problems that could lead to risks in the accountability,
fiscal accounting, and grant operation. (Label)
The following questions will assist with the evaluation of the applicant’s risk level for the future pre-award
process. (Label)
Is there a new Director/Superintendent in the past three-years? (Select No/Yes)
If so, provide contact information for Director/ Superintendent. (Text Box 300 characters)
Is there a new Business/Fiscal Manager in the past three-years? (Select No/Yes)
If so, provide contact information for Business/Fiscal Manager. (Text Box 300 characters)
Is there a new Perkins Administrator in the past three-years? (Select No/Yes)
If so, provide contact information for Perkins Administrator. Indicate number months or years as a Perkins
Administrator in Pennsylvania. (Text Box 400 characters)
Were there any Perkins’ corrective actions in 2019-2020 fiscal year? (Select No/Yes)
If so, describe how all corrections identified in previous Perkins On-Site Compliance Reports have been
completely satisfied and fully implemented. If they have not been corrected, provide a detailed
explanation. If you have not received an on-site visit within the last two years, enter N/A. (Text Box 1000
characters)
Were there any Single Audit findings in 2019-2020? (Select No/Yes)
If so, have the findings and corrective actions been corrected? If not, identify the finding and provide a
detailed explanation as to why it has not been corrected. (Text Box 1000 characters)
Budget Detail
Same as previous years
Will include 9 sections:
Salaries
Benefits
Purchased Professional and Technical Services
Purchased Property Services
Other Purchased Services
Supplies
294 | Page
Equipment
Indirect Cost
Budget Summary (view only)
295 | Page
Appendix C
Perkins Postsecondary Local Application
Comprehensive Local Needs Assessment
This section will have three parts of the Comprehensive Local Needs Assessment (CLNA) to rollover into
Local Application. The elements in this section are view only, only after approved.
Stakeholders Section – List of participants. (Table with dropdown column)
Size, Scope and Quality Section – Table indicating in process or compliant. (Table/Questions)
Equity and Access Section – The progress that has been made toward implementation of equal access to
high quality CTE programs of study for all students. (Table/Questions)
Standard Narrative
Describe the results of the comprehensive needs assessment. (Text Box 3300 characters)
Provide a list of the career and technical education program offerings and activities that the eligible
recipient will provide with Perkins V funds, which is informed by the results of the comprehensive needs
assessment (Text Box 3300 characters)
Describe how the results of the comprehensive needs assessment informed the selection of the specific
career and technical education programs and activities to be funded. (Text Box 3300 characters)
Describe new programs of study that will be developed and submitted to the State for approval. (Text Box
3300 characters)
Describe how students, including students who are members of special populations, will learn about
career and technical education course offerings and whether each course is part of a career and technical
education program of study. Describe how the eligible recipient, in collaboration with local workforce
development boards and other local workforce agencies, one-stop delivery systems, and other partners,
will provide each of the following: (Label)
Career exploration and career development coursework, activities, or services. (Text Box 3300 characters)
Career information on employment opportunities that incorporate the most up-to-date information on
high-skill, high-wage, or in-demand industry sectors or occupations, as determined by the comprehensive
needs assessment. (Text Box 3300 characters)
An organized system of career guidance and academic counseling to students before enrolling and while
participating in a CTE program. (Text Box 3300 characters)
Describe how the eligible recipient will improve the academic and technical skills of students participating
in CTE programs by strengthening the academic and career and technical education components of such
programs through the integration of coherent and rigorous content aligned with challenging academic
standards and relevant CTE programs to ensure learning in the subjects that constitute a well-rounded
education. (Text Box 3300 characters)
Describe how the eligible recipient will meet the following requirements: (Label)
Provide activities to prepare special populations for high-skill, high-wage, or in-demand industry sectors
or occupations that will lead to self-sufficiency. (Text Box 3300 characters)
Prepare CTE participants for non-traditional fields. (Text Box 3300 characters)
Provide equal access for special populations to CTE courses, programs, and programs of study. (Text Box
3300 characters)
Ensure that members of special populations will not be discriminated against based on their status as
members of special populations. (Text Box 3300 characters)
Describe the work-based learning opportunities the eligible recipient will provide to students participating
in CTE programs and how the recipient will work with representatives from employers to develop or
296 | Page
expand work-based learning opportunities for CTE students. (Text Box 3300 characters)
Describe how the eligible recipient will provide students participating in CTE programs with the
opportunity to gain postsecondary credit while still attending high school, such as through dual or
concurrent enrollment programs or early college high school. (Text Box 3300 characters)
Describe how the eligible recipient will coordinate with the Pennsylvania and institutions of higher
education to support the recruitment, preparation, retention, and training, including professional
development, of teachers, faculty, administrators, and specialized instructional support personnel and
paraprofessionals who meet applicable State certification and licensure requirements (including any
requirements met through alternative routes to certification), including individuals from groups
underrepresented in the teaching profession. (Text Box 3300 characters)
Describe how the eligible recipient will address disparities or gaps in performance, as described in section
113(b)(3)(C)(ii)(II), in each of the plan years. If no meaningful progress has been achieved prior to the third
program year, describe the additional actions that will be taken to eliminate those disparities or gaps.
(Text Box 3300 characters)
Describe how the eligible recipient will use funds to develop and implement evaluations of the activities
carried out with Perkins V funds, including evaluations necessary to complete the comprehensive needs
assessment and the local report. (Text Box 3300 characters)
Local Negotiation
Pennsylvania is conducting negotiations with local eligible recipients on levels of performance for the
postsecondary core indicators. The negotiations will be based on State-determined baseline data provided
by PDE. (Table)
Postsecondary Performance Indicators (only)
Click link below to view the “Expected Consortium Performance.”
Postsecondary Performance Level
Indicators
1P1 Post-Program
Placement
2P1 Earned Recognized
Postsecondary
Credential
3P1 Non-Traditional
Program
Concentration
State Baseline
Consortium Baseline
Year 1
Year 2
Requirements for Uses of Funds
Funds made available to eligible recipients under this part shall be used to develop, coordinate,
implement, or improve CTE programs to meet the needs identified in the comprehensive needs
assessment and shall be used to support career and technical education programs that are of sufficient
size, scope, and quality to be effective. (Label)
This section does not have to equal total allocation. Indicate dollar amount and funding source for all six
(6) Required Use of Funds. Each funding source must be a separate line item. The list provided is the short
version of the six (6) Required Uses of Funds as they appear in the dropdown box. A detailed description
of all six “Required Uses of Funds” is available in the Perkins V guidelines. (Label)
Identify all funding sources that address any of the six (6) Required Uses of Funds in Perkins V, per Section
135(b).
Required Uses of Funds:
Career exploration and career development
297 | Page
Professional development
High-skill, high-wage, or in-demand occupations
Integration of academic skills
Programs that result in increasing student achievement of the local performance levels
Evaluation necessary to complete the comprehensive needs assessment and the local report
Required Uses of Funds
(dropdown)
Percentage of Perkins
Funding (1-100)
Funding Source(s) Amount (numeric)
Select from dropdown
list
Numeric (1-100) Text Numeric (1-10000)
Action Plan
Select from the dropdown box in the first column the “Performance Indicator” that is not meeting the
State baseline. Select all that apply (one at a time). Note: Remember when completing the Activity Table
to click the “Add” button on the right when each row is complete. At least one activity must be created
for each objective. (Label)
Objectives/Select from Dropdown.
Postsecondary Performance Indicators (Dropdown):
1P1: Post-Program Placement
2P1: Earned Recognized Postsecondary Credential
3P1: Non-Traditional Program Concentration
Activity Table
Objective
(dropdown with
performance
indicators)
Activity (text or
numeric)
Location/Site
(text)
Funds Amount
(numeric/dollar
amount) formula
Timeline
(numeric/date)
Total Amount:
Grant Total:
Risk Assessment
The State must conduct a risk assessment during the pre-award process to evaluate an applicant’s ability
to execute the program for which they are applying , and may assign specific additional conditions within
the grant award to develop the applicant’s ability to deliver and/or administer the grant program Risk
factors that will be consider include, but are not limited to, the following: previous non-compliance; any
major issues; correction of previous findings; new personnel; substantial system changes (e.g., grant
accounting system); new grant recipient; and results of any federal monitoring with specific conditions
required. (Label)
Risk Assessment is a process to identify potential problems that could lead to risks in the accountability,
fiscal accounting, and grant operation. (Label)
The following questions will assist with the evaluation of the applicant’s risk level for the future pre-award
process (Label):
Is there a new President in the past three-years? (Select No/Yes)
If so, provide contact information for President. (Text Box 300 characters)
Is there a new Business/Fiscal Manager in the past three-years (Select No/Yes)
If so, provide contact information for Business/Fiscal Manager. (Text Box 300 characters)
298 | Page
Is there a new Perkins Administrator in the past three-years? (Select No/Yes)
If so, provide contact information for Perkins Administrator. Indicate number months or years as a Perkins
Administrator in Pennsylvania. (Text Box 400 characters)
Were there any Perkins’ corrective actions in 2019-2020 fiscal year? (Select No/Yes)
If so, describe how all corrections identified in previous Perkins On-Site Compliance Reports have been
completely satisfied and fully implemented. If they have not been corrected, provide a detailed
explanation. If you have not received an on-site visit within the last two years, enter N/A. (Text Box 1000
characters)
Were there any Single Audit findings in 2019-2020? (Select No/Yes)
If so, have the findings and corrective actions been corrected? If not, identify the finding and provide a
detailed explanation as to why it has not been corrected. (Text Box 1000 characters)
Program Approval
Postsecondary recipients will enter program information in the electronic approval system (CATs-Career
and Technical Education Information System) and provide information on each program that Perkins V
funds will support. Each postsecondary program will be approved by the 2021-2022 program year.
If you have an approved program in CATs, please upload the sign assurance sheet below. (Label with
upload document)
WIOA
Each federal Perkins postsecondary recipient will address the mandated support of the One-Stop Center
infrastructure costs in their Local Plan application. Each recipient that uses federal Perkins funds for
administrative purposes (indirect costs) must engage in local discussion with all Local Workforce
Development Board within the region. (Label question)
Describe how the Perkins postsecondary institution works with the Workforce Development Board to
support the One-Stop Center. (Maximum length is 1500 characters)
Describe the calculation used to determine proportionate use and benefit of a One-Stop Center.
(Maximum length is 1500 characters)
Describe how the postsecondary institution supports infrastructure cost to the One-Stop Center. Note:
The amount of administrative funds (indirect cost) used to support One-Stop Center infrastructure may
not exceed the WIOA mandated 1.5% maximum. (Maximum length is 1500 characters)
What infrastructure costs are supported at the One-Stop Center using the federal Perkins administrative
funds (indirect costs)? (Maximum length is 1500 characters)
Provide the details of the Memorandum of Understanding (MOU) with the One-Stop Center. A copy must
be on file with postsecondary eligible recipient. (Maximum length is 1500 characters)
Check the box to confirm the Perkins Postsecondary President/Chief Executive Officer assures that the
Perkins postsecondary recipient will comply with WIOA.
Budget Detail
Same as previous years
Will include 9 sections:
Salaries
Benefits
Purchased Professional and Technical Services
Purchased Property Services
Other Purchased Services
Supplies
299 | Page
Equipment
Indirect Cost
Budget Summary (view only)
300 | Page
Appendix D
Perkins V Comprehensive Needs Assessment
The Pennsylvania Department of Education has provided information on the new Comprehensive Local
Needs Assessment (CLNA) requirement in Perkins V. The first workshop, December 13, 2018,
highlighted that federal funds must be used to reduce performance gaps associated with each
performance indicator. To assist with the analysis of the performance gaps, states are required to
provide data by special populations categories for recipients to use with the stakeholders. The
recipients are to conduct a local comprehensive needs assessment using the data. This new requirement
closely aligns the with ESSA and WIOA. During the March 2019, Perkins Regional Workshops, a
Comprehensive Local Needs Assessment template was discussed along with the purpose of the CLNA.
The CLNA template has been developed and provides guiding questions and tables for each eligible
agency to utilize at the required Stakeholders Meeting. The information gathered (similar to this
document) will be entered in the eGrants system mid-January 2020.
What is a Comprehensive Local Needs Assessment and why is it so important?
A “need” is a discrepancy or gap between “what is” and “what should be.”
A Needs Assessment is a systematic set of procedures that are used to determine needs, examine their
nature and causes, and set priorities for future action. They are conducted to determine the needs of
people – i.e., receivers of the services provided by an organization. In education, the receivers of the
services are students and their parents.
A Comprehensive Local Needs Assessment takes into account needs identified in other parts of a system.
In education, the Comprehensive Needs Assessment determines the needs of those who receive the
academic service (students), the providers of the academic services (school staff), and the structure and
system of the organization (academic programs, assessment and evaluation, resources).
A Comprehensive Needs Assessment consists of the following steps:
Identify Planning Team (stakeholders).
Identify data sources (stakeholders engage in a review of focused data).
Analyze the data.
Identify areas of growth and strength (what is working).
Identify areas of need (what is not working).
Prioritize needs.
How often must the Comprehensive Local Needs Assessment be complete?
The Local Needs Assessment must be completed on a biennial basis with a review of progress during the
odd year. The assessment (or review) must be completed prior to the completion of the grant application
and must be uploaded each year in the Related Documents area of the grant application before grants
can be approved.
1. Local Discussion (Subgroup Data Provided) Prompts:
1. What data are trending positively over the last several years? Your strengths and improvement.
2. What data are stagnated or trending negatively? Your challenges.
3. Based on the performance indicators and student population data, what are our highest priority areas
of focus? List in the table below.
Local CTE Program Summary Strengths/Improvements:
Challenges:
Proposed Strategies:
301 | Page
2. Describe progress that has been made toward implementation of equal access to high quality CTE
programs of study for all students. [Perkins V Sec. 134 (c)(2)(E)] Help: Individual student groups counts
by CIP. The low counts prevent PDE from sharing this data.
Question: What are doing to ensure equal access?
Program CIP
Totals
Male
Female
Disabled
Economically
Disadvantage
Non-Trad
Single Parent
Out of Work
Individuals
English
Learner
Homeless
Foster Care
Military
Family
What strategies are helping students overcome barriers to learning that result in lower rates of access to,
or performance gaps in, the programs for special populations?
What programs are designed to enable special populations to meet the local levels of performance?
What activities prepare special populations for high-skill, high-wage, or in-demand industry sectors or
occupations in competitive, integrated settings* that will lead to self-sufficiency?
*A setting that enables individuals with disabilities to interact with non-disabled persons to the fullest
extent possible.
What activities will be implemented to ensure programs receiving Perkins funds will close the
achievement gap?
3. Describe how the CTE programs offered in our CTCs/School Districts/Postsecondary Institutions are of
sufficient in size, scope, and quality to meet the needs of all students. [Perkins V Sec. 134 (c)(2)(B)(i)]
State SIZE, SCOPE and
QUALITY Definitions
In-Progress
Compliant
Notes
SIZE Definition: Size is
based on the number of
programs of study
available at the Perkins
302 | Page
institution, not on
enrollment in a specific
CTE program. To be
eligible for funding, a
Perkins recipient must
have at least three
programs of study in not
fewer tha
n 3 different
fields, each of which must
serve a minimum of eight
students. An eligible
school also must have
laboratories and
classrooms that are
readily accessible to all
students, as well as a non
-
discriminatory admissions
policy that is board
approved
and
implemented.
SCOPE Definition: The
scope of a program is
defined as a curriculum
that covers all aspects of
the industry and meets
the criteria listed in the
POS definition of Perkins
V, including:
(a) One secondary
technical course per year
is off
ered (definition of a
courses is 240 technical
instructional hours);
(b) At minimum, 50% of
the postsecondary credit
meets the definition of
career and technical
education:
(c) Secondary and
postsecondary academic
and technical content are
aligned, leading
to a
sequence of courses that
lead to a nonduplicative
303 | Page
program offering;
(d) Is inclusive of work
-
based learning; and
(e) A credit transfer
articulation agreement
exists between the
secondary CTE program
and the corresponding
postsecondary CTE
program.
QUALITY Definition:
Quality of secondary
programs of study is
based on the state
regulations for approved
programs. See Title 22
Education, Chapters 4 and
339. During the transition
year, PDE will work with
stakeholders to define
high-quality
postsecondary programs
of study and to identify an
approval process aligned
to that definition.
Postsecondary quality will
be defined by:
Review the
postsecondary database
where current approved
postsecondary programs
are listed. Programs
lis
ted in the database
demonstrates that the
programs have been
approved by the
institutions Board of
Trustees, accrediting
authorities (national,
regional or program
specific [NAECP]
accrediting authorities),
and Pennsylvania
304 | Page
Department of
Education/State Bo
ard for
Vocational Education.
Local Discussion Prompts:
1.How well are we meeting the state’s Size, Scope and Quality definitions?
2.In what ways can we improve?
4. Describe how the CTE programs offered in our CTCs/School Districts/Postsecondary Institutions are:
[Perkins V Sec. 134 (c)(2)(B)(ii)]
Help: Capture workforce, salaries and where the jobs are locally. Use the GIS, OAC members and local
business (Stakeholders’ group) to assist with gathering the data for this table. PDE will not provide this
data.
1. Aligned to State, regional or local in-demand industry sectors or occupations identified by the state
workforce development board or local workforce development board, including career pathways.
2. Designed to meet local education or economic needs not identified by state boards or local
workforce development boards.
CTE Program
Name
# of Enrolled
(Most recent
year)
High Wage/In-
Demand Occupations
(Local/Regional)
# of Openings
(Over last years)
High Wage/In-
Demand Occupations
(State)
# of Openings (Most recent
period)
5. Evaluate progress toward the implementation of CTE programs and programs of study: [Perkins V Sec.
134 (c)(2)(C)] Help: In this table “Year 1” would be 2017-2018 fiscal year, “Year 2” 2018-2019, so on.
Once table has been completed determine need with your Stakeholders’ Committee.
Enrollment Trend
Concentrator Enrollment
# Earning Dual Credits
Number of Certification/Credentials
Earned
CTE
Program
Name
Year 1
Year 2
Year 3
Trend
Year 1
Year 2
Year 3
Trend
Year 1
Year 2
Year 3
Trend
Year 1
Year 2
Year 3
Trend
Local CTE Program Summary Strengths/Improvement:
Challenges:
Proposed Strategies:
305 | Page
6. Describe progress being made to improve recruitment, retention, and training of CTE teachers, faculty,
specialized instructional support personnel, paraprofessionals, and career guidance and academic
counselors, including individuals in groups underrepresented in these professions. [Perkins V Sec. 134
(c)(2)(D)] Help: Identify the diversity in the staff for the past three years. PDE will not provide this data.
Individuals in groups
underrepresented
Number Working in Local CTE Program(s)
# Professional Development Workshops Offered
Year 1
Year 2
Year 3
Trend
Year 1
Year 2
Year 3
Trend
CTE teachers
Other Faculty
Instructional Support
Paraprofessionals
Counselors
Others
Local CTE Staff Summary of Recruitment Efforts:
Local CTE Staff Summary of Retention Efforts:
Professional Development Offered/Participated:
Title
Type (Workshop, Conference,
Other)
Who Attended
Brainstorm Form of Required Stakeholders for Local Comprehensive Needs Assessment Discussions
[Perkins V Sec. 134(d)]
In conducting the comprehensive needs assessment and developing the local application, the eligible
recipient must involve a diverse body of stakeholders, including, at a minimum (the following):
Name
Organization/Title
Email/Contact
Information
(1)
Representatives
of ca
reer and
technical
education
programs in a
local educational
agency or
educational
service agency,
including
Teachers
Counselors
Principals/Admin
Support Personnel
Paraprofessionals
306 | Page
teachers, career
guidance and
academic
counselors,
principals and
other school
leaders,
administrators,
and specialized
instructional
support personnel
and
paraprofessionals
(2)
Representatives
of career and
technical
education
programs at
postsecondary
educational
institutions,
including faculty
and
administrators
Postsecondary
Faculty
Postsecondary
Admin
(3)
Representatives
of the state board
or local workforce
development
boards and a
range of local or
regional
businesses or
industries
Workforce Board
Reps
Employers (Local)
Employers
(Regional)
(4) Parents and
students
Parents
Students
(5)
Representatives
of special
populations
Special Pop Reps
6)
Representatives
of regional or local
Out of School
Youth Reps
Homeless Youth
307 | Page
agencies serving
out-of-school
youth, homeless
children and
youth, and at-risk
youth (as defined
in section 1432 of
the Elementary
and Secondary
Education Act of
1965)
Rep
At-Risk Youth Rep
(7)
Representatives
of Indian Tribes
and Tribal
organizations in
the State, where
applicable; and
Others (Optional)
Resources
Perkins V Special Populations Definition [Perkins V Sec. 3(48)]
Perkins V defines “special populations'' as:
(A) individuals with disabilities;
(B) individuals from economically disadvantaged families, including low-income youth and adults;
(C) individuals preparing for non-traditional fields;
(D) single parents, including single pregnant women;
(E) out-of-workforce individuals;
(F) English learners;
(G) homeless individuals described in section 725 of the McKinney-Vento Homeless Assistance Act (42
U.S.C. 11434a);
(H) youth who are in, or have aged out of, the foster care system; and
(I) youth with a parent who—
a. is a member of the armed forces (as such term is defined in section 101(a)(4) of title 10, United States
Code); and
b. is on active duty (as such term is defined in section 101(d)(1) of such title.
Perkins V Core Indicators of Performance [Perkins V Sec. 113(b)]
Secondary Performance Indicators
1S1 – Four-Year Graduation Cohort Rate
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Section 113 (b)(2)(A)(i)(I) The percentage of CTE concentrators who graduate high school, as measured by
the four-year adjusted cohort graduation rate (defined in section 8101 of the Elementary and Secondary
Education Act of 1965).
Numerator: Number of CTE concentrators who, graduated from high school, as measured by the four-
year adjusted cohort graduation rate (defined in section 8101 of the Elementary and Secondary Education
Act of 1965).
Denominator: Number of CTE concentrators who, in the reporting year, were included in the State’s
computation of its graduation rate as defined in the State’s Consolidated Accountability Plan pursuant to
Section 1111(b)(2) of the ESSA.
1S2 - Extended-Year Graduation Rate
Section 113 (b)(2)(A)(i)(II) (At the State’s discretion) The percentage of CTE concentrators who graduate
high school, as measured by extended-year adjusted cohort graduation rate defined in such section 8101.
Numerator: The number of CTE concentrators who graduated from high school, as measured by the
extended-year adjusted cohort graduation rate (defined in section 8101 of the Elementary and Secondary
Education Act of 1965).
Denominator: Number of CTE concentrators who, in the reporting year, were included in the State’s
computation of its extended-year cohort graduation rate as defined in the State’s Consolidated
Accountability Plan pursuant to Section 1111(b)(2) of the ESEA.
2S1 - Academic Proficiency in Reading/Language Arts
Section 113 (2)(A)(ii) CTE concentrator proficiency in the challenging State academic standards adopted
by the State under section1111(b)(1) of the Elementary and Secondary Education Act of 1965, as
measured by the academic assessments in reading/language arts as described in section 1111(b)(2) of
such Act.
Numerator: Number of CTE concentrators who achieved reading/language arts proficiency in the
challenging State academic standards adopted by the State under section 1111(b)(1) of the Elementary
and Secondary Education Act of 1965, as measured by the academic assessments described in section
1111(b)(2) of such Act; and whose scores were included in the computation of the State’s secondary
education Academic Achievement indicator.
Denominator: Number of CTE concentrators who took the ESEA assessments in reading/language arts
whose scores were included in the State’s computation of AYP.
2S2 - Academic Proficiency in Mathematics
Section 113 (2)(A)(ii) CTE concentrator proficiency in the challenging State academic standards adopted
by the State under section1111(b)(1) of the Elementary and Secondary Education Act of 1965, as
measured by the academic assessments in mathematics as described in section 1111(b)(2) of such Act.
Numerator: Number of CTE concentrators who achieved mathematics proficiency in the challenging State
academic standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary
Education Act of 1965, as measured by the academic assessments described in section 1111(b)(2) of such
Act; and whose scores were included in the computation of the State’s secondary education Academic
Achievement indicator.
Denominator: Number of CTE concentrators who took the ESEA assessments in mathematics whose
scores were included in the State’s computation of AYP.
2S3 - Academic Proficiency in Science
Section 113 (2)(A)(ii) CTE concentrator proficiency in the challenging State academic standards adopted
by the State under section1111(b)(1) of the Elementary and Secondary Education Act of 1965, as
309 | Page
measured by the academic assessments in science as described in section 1111(b)(2) of such Act.
Numerator: Number of CTE concentrators who achieved science proficiency in the challenging State
academic standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary
Education Act of 1965, as measured by the academic assessments described in section 1111(b)(2) of such
Act; and whose scores were included in the computation of the State’s secondary education Academic
Achievement indicator.
Denominator: Number of CTE concentrators who took the ESEA assessments in science whose scores
were included in the State’s computation of AYP.
3S1 Post-Program Placement
Section 113 (b)(2)(A)(iii) The percentage of CTE concentrators who, in the second quarter after exiting
from secondary education, are in postsecondary education or advanced training, military service or a
service program that receives assistance under Title I of the National and Community Service Act of 1990
(42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C.
2504(a)), or are employed.
Numerator: The number of CTE concentrators who, in the second quarter after exiting from secondary
education, are in postsecondary education or advanced training, military service or a service program that
receives assistance under Title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et
seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)) or are
employed.
Denominator: The number of CTE concentrators who left secondary education during the reporting year.
4S1 Nontraditional Program Concentrators
Section 113 (a)(2)(A)(v) The percentage of CTE concentrators in career and technical education programs
and programs of study that lead to non-traditional fields.
Numerator: Number of CTE concentrators, from underrepresented gender groups, in career and technical
education programs and programs of study, that lead to non-traditional fields.
Denominator: Number of CTE concentrators in a CTE program or program of study that leads to a
nontraditional field, during the reporting year.
5S1 – Recognized Postsecondary Credential
Section 113 (b)(2)(A)(iv)(I)(aa) The percentage of CTE concentrators graduating from high school having
attained a recognized postsecondary credential.
Numerator: Number of CTE concentrators who graduated from high school having attained a recognized
postsecondary credential.
Denominator: Number of CTE concentrators who graduated from high school.
5S4 - Technical Skill Attainment
Section 113 (b)(2)(A)(iv)(II) The percentage of CTE concentrators achieving on any other measure of
student success in career and technical education that is statewide, valid, and reliable, and comparable
across the State. Please identify.
Numerator: Number of graduating career and technical education concentrators who successfully
achieve competency levels at or above the Competent level on the NOCTI Job Ready Occupational Specific
Assessments or achieve competency on other PDE approved tests in the reporting year.
Denominator: Number of graduating career and technical education concentrators who complete the
NOCTI Job Ready Occupational Specific Assessments or other PDE approved tests in the reporting year.
Postsecondary Performance Indicators
1P1 – Postsecondary Retention and Placement
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Section 113 (b)(2)(B)(i) The percentage of CTE concentrators who, in the second quarter after program
completion, remain enrolled in postsecondary education, are in advanced training, military service, or a
service program that receives assistance under Title I of the National and Community Service Act of 1990
(42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C.
2504(a)), or are placed or retained in employment.
Numerator: Number of CTE concentrators who, during the second quarter after program completion,
remain enrolled in postsecondary education, are in advanced training, military service, or a service
program that receives assistance under Title I of the National and Community Service Act of 1990 (42
U.S>C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C.
2504(a)), or are placed or retained in employment.
Denominator: Number of CTE concentrators who completed their program in the reporting year.
2P1 – Earned Recognized Postsecondary Credential
Section 113 (b)(2)(B)(ii) The percentage of CTE concentrators who receive a recognized postsecondary
credential during participation in or within 1 year of program completion.*
*This means that a student gets counted under this indicator whether the student obtains the credential
during participation or within 1 year of completion. The Department interprets “within 1 year of
completion” to have the plain meaning of those words: that the student would be counted if the student
obtains the credential in the 1 year following that student’s completion of the program.
29 USC 3102 WIOA Definitions Section (52) Recognized postsecondary credential.
The term "recognized postsecondary credential" means a credential consisting of an industry-recognized
certificate or certification, a certificate of completion of an apprenticeship, a license recognized by the
State involved or Federal Government, or an associate or baccalaureate degree.
Numerator: Number of CTE concentrators who receive a recognized postsecondary credential during
participation in or within 1 year of program completion.
Denominator: Number of CTE concentrators who left postsecondary education in the prior reporting
year.
3P1 – Nontraditional Program Concentration
Section 113 (b)(2)(B)(iii) The percentage of CTE concentrators in career and technical education programs
and programs of study that lead to non-traditional fields.
Numerator: Number of CTE concentrators, from underrepresented gender groups, in career and
technical education programs and programs of study that lead to non-traditional fields.
Denominator: Number of CTE concentrators in a CTE program or program of study that leads to a
nontraditional field, during the reporting year.
311 | Page
Appendix E
Stakeholder Comment on State Determined Performance Levels and Response
Stakeholder comments on SDPLs were due December 27, 2019. The Department received comments
from four stakeholders.
Rosedale Technical College
Comment: 1P1: Post-Program Placement meets the requirements of the law but does not support the
improvement of performance of all concentrators nor does it support the needs of the local education
and business community. Employment should be related to the field of study to qualify. Otherwise the
training program isn’t achieving its goal. Then with the field of study condition, the numerical goals should
be revised.
Response: The Department recognizes the value of the comment. Federal regulation does not require
employment be related to the field of study. The regulation requires the “percentage of CTE
concentrators who, during the second quarter after program completion, remain enrolled in
postsecondary education, are in advanced training, military service, or a service program that receives
assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are
volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are placed or retained
in employment.”
Comment: 2P1: Earned Recognized Postsecondary Credential does meet the requirements of the law,
support the improvement of performance of all concentrators and supports the needs of the local
education and business community.
Response: The Department recognizes the comment.
Comment: 3P1: Non-traditional Program Concentration meets the requirements of the law but does not
support the improvement of performance of all concentrators nor supports the needs of the local
education and business community. The “one size fits all” approach taken in the plan for 3P1 has zero
value as an actionable metric. Expecting 21.66% female participation for Electricians is absurd, just as
expecting 21.66% male nurses is way too easy. The plan for 3P1 is worthless and will do nothing to support
the goals of the law.
Response: The Department is in communication with the US Department of Education to determine if
alternative methodology would be acceptable while meeting the intent of the regulation.
AW Beattie Career Center
Comment: 1S1: Four-Year Graduation Rate does meet the requirements of the law, support the
improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
Comment: 1S2: Extended Graduation Rate does meet the requirements of the law, support the
improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
312 | Page
Comment :2S1: Academic Proficiency in Reading Language Arts does meet the requirements of the law,
support the improvement of performance of all concentrators and supports the needs of the local
education and business community.
Response: The Department recognizes the comment.
Comment: 2S2: Academic Proficiency in Mathematics does meet the requirements of the law, support
the improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
Comment:2S3: Academic Proficiency in Science does meet the requirements of the law, support the
improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
Comment: 3S1: Post-Program Placement does meet the requirements of the law, support the
improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
Comment: 4S1: Non-traditional Program Concentration does meet the requirements of the law, support
the improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
Comment: 5S1: Program Quality – attained Recognized Postsecondary Credential does meet the
requirements of the law, support the improvement of performance of all concentrators and supports the
needs of the local education and business community.
Response: The Department recognizes the comment.
Comment: 5S4: Program Quality – Technical Skill Attainment does meet the requirements of the law,
support the improvement of performance of all concentrators and supports the needs of the local
education and business community.
Response: The Department recognizes the comment.
Comment: 1P1: Post-Program Placement does meet the requirements of the law, support the
improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
Comment: 2P1: Earned Recognized Postsecondary Credential does meet the requirements of the law,
support the improvement of performance of all concentrators and supports the needs of the local
education and business community.
Response: The Department recognizes the comment.
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Comment: 3P1: Non-traditional Program Concentration does meet the requirements of the law, support
the improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
Chester County Technical College High School
Comment: 1S1: Four-Year Graduation Rate does meet the requirements of the law and support he
improvement of performance of all concentrators. It does not support the needs of the local education
and business community. The PIMS reference guide states: EdNA classified Occupational CTCs do not
receive a cohort graduation rate and the sending LEA must report this graduation/dropout information.
Occupational CTCs data would be incomplete or non-existent if the data is collected directly from the
Occupational CTCs Student template. Likewise, if the sending school fails to report the information in
their templates for a graduating Occupational CTC student, then the information could be incomplete or
non-existent.
Response: Graduate cohort data are federally defined and approved, and therefore, cannot change. The
specific calculation is to match the 2017-18 CTE students with 480 or more cumulative hours to the four-
year cohort graduate data.
Comment: 1S2: Extended Graduation Rate does meet the requirements of the law and supports the
improvement of performance of all concentrators. It does not support the needs of the local education
and business community. Continuing from 1S1, CTCs will have little impact on their own data and not be
able to correct inaccurate information to ensure appropriate data is sent to the reporting agency.
Response: Graduate cohort data are federally defined and approved, and therefore, cannot change. The
specific calculation is to match 2016-17 CTE students with 480 or more cumulative hours to the frozen
cohort graduate data for extended year graduates.
Comment: 2S2: Academic Proficiency in Mathematics does meet the requirements of the law but does
not support the improvement of performance of all concentrators or support the needs of the local
education and business community. Considering when the student takes Algebra I, middle school or high
school, the concentrator status does not match and therefore could significantly impact the performance
indicator. CTE should not be responsible for tests before the students come to CTE: there is very little way
to demonstrate growth.
Response: The best of 11
th
grade Keystone results have been federally approved for ESSA accountability
reporting. The best of 11
th
grade results include remediation and retesting. The CTCs and sending districts
should work together to ensure those students who are anticipated to reach CTE concentrator status have
the opportunity to test, remediate, and retest. The calculation is a match of the 2018-19 CTE students
with 480 or more cumulative hours to the 2018-19 Keystone/PASA Algebra best of 11
th
grade.
Comment: 2S3: Academic Proficiency in Science does meet the requirements of the law and supports the
improvement of performance of all concentrators. It does not support the needs of the local education
and business community. This Performance Indicator does not support the local education and business
community since PA has chosen Biology as the content area for Science. This content area does not align
with many CTE programs and therefore does not impact the career pathway to the business community.
314 | Page
It is encouraged that the state consider an alternative test to measure proficiency in Science.
Response: The Department is communicating with US Department of Education regarding the use of this
indicator.
Comment: 4S1: Non-traditional Program Concentration does meet the requirements of the law. It does
not support the improvement of performance of all concentrators or the needs of the local education and
business community. A concentrator is a measure of student retention, which is where the state has
struggled the most historically to reach above 12% and maintain it as measured by Perkins IV 6S2
completion data. By assuming a baseline of 15.49%, the state will set itself up for deficiency in meeting
the indicator. Additionally, the performance target increment is set at 10% which is significantly above
the ACTE recommendation of .5% or 1%.
Response: Under Perkins IV, the Department performed at 16.86% for 6S1 Non-Traditional Participation
and 13.64% on Non-Traditional Completion on the 2018 CAR. The Perkins V Concentration Non-Traditional
indicator is between the Perkins IV Participation Non-Traditional indicator and Completion Non-
Traditional indicator with a baseline of 15.49%. The proposed baseline for Perkins V is a state average and
the incremental increase of 1.57%.
Comment: 5S1: Program Quality – Attained Recognized Postsecondary Credential does meet the
requirements of the law. It does not support the improvement of performance of all concentrators or
support the needs of the local education and business community. This is an incomplete record of student
post-secondary achievement. CTE students successfully complete technical dual enrollment courses (in
addition to dual credit) and the CTC should be recognized when secondary students earn a college
transcript. A college transcript should be added to the list of recognized post-secondary credentials along
with industry recognized certificates or certification, and a license recognized by the state involved or
federal government.
Response: The Department uses the federal definition, which does not include completion of
postsecondary courses. “A credential consisting of an industry-recognized certificate or certification, a
certificate of completion of an apprenticeship, a license recognized by the State involved or Federal
Government, or an associate or baccalaureate degree.”
315 | Page
Sandra Himes, Career and Technical Distinguished School Leader
Comment :1S1: Four-Year Graduation Rate does meet the requirements of the law, support the
improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
Comment: 1S2: Extended Graduation Rate does meet the requirements of the law, support the
improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
Comment: 2S1: Academic Proficiency in Reading Language Arts does meet the requirements of the law,
support the improvement of performance of all concentrators and supports the needs of the local
education and business community.
Response: The Department recognizes the comment.
Comment: 2S2: Academic Proficiency in Mathematics does meet the requirements of the law, support
the improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
Comment: 2S3: Academic Proficiency in Science does meet the requirements of the law, support the
improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
Comment
3S1: Post-Program Placement does meet the requirements of the law, support the improvement of
performance of all concentrators and supports the needs of the local education and business community.
Response: The Department recognizes the comment.
Comment: 4S1: Non-traditional Program Concentration does meet the requirements of the law, support
the improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
Comment: 5S1: Program Quality – attained Recognized Postsecondary Credential does meet the
requirements of the law, support the improvement of performance of all concentrators and supports the
needs of the local education and business community.
Response: The Department recognizes the comment.
316 | Page
Comment: 5S4: Program Quality – Technical Skill Attainment does meet the requirements of the law,
support the improvement of performance of all concentrators and supports the needs of the local
education and business community.
Response: The Department recognizes the comment.
Comment: 1P1: Post-Program Placement does meet the requirements of the law, support the
improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
Comment: 2P1: Earned Recognized Postsecondary Credential does meet the requirements of the law,
support the improvement of performance of all concentrators and supports the needs of the local
education and business community.
Response: The Department recognizes the comment.
Comment: 3P1: Non-traditional Program Concentration does meet the requirements of the law, support
the improvement of performance of all concentrators and supports the needs of the local education and
business community.
Response: The Department recognizes the comment.
Temporary Assistance for Needy Families Program (TANF) (OMB Control
Number: 0970-0145)
States that include TANF in the Combined State Plan must outline how the State will meet the
requirements of section 402 of the Social Security Act including how it will:
(a) Conduct a program designed to serve all political subdivisions in the State (not necessarily in a uniform
manner) that provides assistance to needy families with (or expecting) children and provides parents with
job preparation, work, and support services to enable them to leave the program, specifically cash
assistance, and become self-sufficient (section 402(a)(1)(A)(i) of the Social Security Act).
Pennsylvania will comply with Section 402(a)(1)(A)(i) of the Social Security Act which states that all States
must conduct a program, designed to serve all political subdivisions in the State (not necessarily in a
uniform manner), that provides assistance to needy families with (or expecting) children and provides
parents with job preparation, work and support services to enable them to leave the program and become
self-sufficient.
Defining Needy Families
A needy family is defined as a minor child and his parent(s) or other adult specified relative with whom
he lives who meet the income and resource standards established under this TANF State Plan. Eligibility
for TANF is also extended to pregnant women who have no other children living with them.
Minor Child
317 | Page
A minor child is under age 18 or is age 18 and a full-time student in a secondary school or in the
equivalent level of vocational or technical training.
Specified Relative
A specified relative is defined as an adult who:
• Is exercising responsibility for the care and control of the child by making and carrying out
plans for the support, education and maintenance of the child and applying for assistance
on behalf of the child. The finding that a relative is exercising care and control of the child
is made whether the relative is the parent or other relative of the child.
• Is maintaining a home in which the child lives with him or her or is in the process of setting
up a home where the child will go to live with him or her within 30 days after receiving
the first TANF payment.
• Is related to the child as follows:
• A blood relative who is within the fifth degree of kinship to the dependent child,
including a first cousin once removed. Second cousins and more remote cousins
are not within the fifth degree of kinship. A first cousin once removed is the child
of one’s first cousin or the first cousin of one’s parent. The fifth degree of kinship
includes great-great grandparents and great-great-great grandparents. The fifth
degree of kinship also includes other relationships prefixed by great, great-great,
grand, or great- grand. Blood relatives include those of half-blood.
• A parent by legal adoption and any of the adopting parent’s blood or adoptive
relatives as described above.
• Stepfather, stepmother, stepbrother, and stepsister.
• A spouse of any of the relatives described above even though the marriage is
terminated by death, separation, or divorce.
Minor Parent
A minor parent is defined as:
A TANF eligible individual under 18 years of age who has never been married and is the natural
parent of a dependent child living with the minor parent or is pregnant.
A minor parent is required to live in the home of the minor parent’s parent, legal guardian or
other adult relative who is at least 18 years of age or in an adult-supervised supportive living
arrangement unless exempt.
If the minor parent cannot return to the home of a parent, legal guardian, or other adult relative,
the Department of Human Services (DHS), in consultation with the county children and youth
agency, will provide assistance to the minor parent and dependent child in locating a second-
chance home, maternity home or other appropriate adult-supervised supportive living
arrangement unless the agency determines that the minor parent’s living situation is appropriate.
318 | Page
When both parents are living with a child, the family may qualify for TANF only if one or both
parents are incapacitated, unemployed or employed with earnings that are low enough to qualify
the family for supplemental TANF assistance.
Certain individuals who live with the minor child must be included in the application for
assistance. These members of the TANF mandatory budget group include the TANF child, the
biological or adoptive parents of the TANF child and blood-related or adoptive siblings of the TANF
child as long as they also meet TANF eligibility requirements.
A family, for purposes of the 60-month time limit, is defined as a minor child and his parent(s) or
other adult specified relative with whom he lives and who is applying on the child’s behalf. A
family does not include a specified relative who is not included in the TANF mandatory budget
group and is seeking TANF assistance only for the minor child.
Absence of a Minor Child
Under TANF, a specified relative may continue to receive benefits for an otherwise eligible minor
child who is absent, or expected to be absent, from the home. The State may choose between
several periods of temporary absence:
• Not less than 30 days, up to 45 days, up to 180 days or more than 180 days if good cause
is established.
Pennsylvania elects to define temporary absence as one that does not exceed 180 consecutive
days.
A caretaker relative of a minor child who fails to notify the CAO of the minor child’s absence by
the end of the five-day period, that begins with the date it becomes clear to the specified relative
that the child will be absent for more than 180 consecutive days, is ineligible for TANF for a period
of 30 days.
Personal Responsibility - The Agreement of Mutual Responsibility
Pennsylvania exercises the TANF option to establish an individual responsibility plan, known as the
Agreement of Mutual Responsibility (AMR). The AMR is a plan of action that the TANF recipient and the
caseworker develop together. The purpose of the AMR is to direct the person’s efforts toward self-
sufficiency by identifying reasonable short-term and long-term goals and determining what activities the
person will complete to achieve those goals. The plan addresses how the recipient will overcome
identified barriers and lists participation activities and hours of required participation as well as supportive
services provided by the Department. The following individuals are required to sign the AMR:
• Each adult applicant and recipient required to sign the Application for Benefits.
• An 18-year-old full-time high school student is required to sign an AMR at renewal when he
or she signs the PA 600 or PA 600R. This may be at the next renewal after his or her 18th
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birthday or earlier if the student stops pursuing education leading to a high school diploma or
General Education Diploma (GED
).
• Pregnant teens or minor parents who sign the Application for Benefits on their own behalf.
The AMR stresses the temporary nature of cash assistance and focuses on the steps the recipient must
take to establish a path toward self-sufficiency. The AMR also specifies the penalties for failure to comply
and the actions to be taken by the Department to support the efforts of the recipient. An individual who
refuses to complete or sign the AMR without good cause is ineligible for TANF cash assistance and
removed from the cash grant. The person remains ineligible for cash benefits until he or she completes
and signs an AMR. The entire family is ineligible if the individual had previously received 60 months of
TANF cash assistance which is considered Extended TANF.
NOTE: The explanation of the Extended TANF program can be found in Section B “Special Provisions” of
this document.
As part of completion of the AMR, the CAO determines whether the individual is exempt from or has good
cause for not participating in work or work activities. For individuals required to participate in work and
work activities, the AMR includes a requirement to conduct an initial job search or participate in a work
activity. The initial activity assesses the skills, work experience and employability of each adult recipient.
In addition to the initial job search, the AMR is also used to outline other work participation activities and
obligations for nonexempt clients. Penalties for noncompliance, without good cause, with work
requirements set forth on the AMR, were applied beginning March 3, 1997.
Pursuant to Act 35, the AMR will include the following obligations, when appropriate to the individual or
family situation:
• Receive prenatal care as recommended by the doctor or clinic and/or ensure that children are
immunized, receive periodic health screening and appropriate medical treatment.
• Take steps, if needed, which will improve a child’s school attendance and improve his or her
chances for earning a high school diploma.
• Submit to a substance abuse assessment by the local county drug and alcohol authority if the
CAO determines that an individual may have a substance-abuse problem that presents a
barrier to employment. If the assessment indicates that a drug or alcohol problem exists, the
individual will be required to participate in and complete an approved treatment program as
indicated by the local drug and alcohol authority. If an individual fails to enter or complete a
program, he or she can comply by providing proof of substance-free status by submitting to
periodic drug testing.
• Make appropriate payments to service providers from allowances provided to enable the
individual to fulfill his or her commitment to engage in work or a work activity.
• Comply with work and work activity requirements.
• Meet other obligations specified on the AMR related to self-sufficiency and parenting
responsibilities.
These obligations are basic personal and parental responsibilities which are important to the physical and
mental well-being of the family. If not addressed, they not only represent potential barriers to
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employment, but could increase the likelihood that welfare dependency will be passed from one
generation to the next.
The Department established penalties and good cause criteria for noncompliance before implementing
sanctions associated with these obligations.
Time Limit and Work Requirements for Receipt of TANF
Receipt of TANF assistance is limited to a total of 60 months (five years) in the lifetime of an adult head-
of-household or spouse of head-of household. The assistance received as an adult (age 18 and over) head
of household or spouse of head of household counts towards the limit. Assistance received by a pregnant
minor head of household, minor parent head of household or minor married to the head of household
also counts towards the limit. Periods of receipt need not be consecutive to count towards the 60 months.
If the TANF budget group includes only children, the 60-month limit does not apply.
Beginning March 3, 1997, the Department activated both the 60-month TANF time clock and the pre/post-
24-month clock which tracks the number of days of receipt of cash assistance. For applicants, these clocks
are activated when cash assistance is authorized. For purposes of the TANF time limit, 60 months equals
1830 days. For purposes of applying sanctions for non-compliance with work/work activity requirements,
24 months equals 732 days.
Determining Eligibility
Pennsylvania is following rules, regulations, and procedures in effect prior to the TANF implementation
date, except for the following provisions that are authorized or required by State law P.L. 175, No. 35 (Act
35) and P.L. 549, No. 58 (Act 58) or by federal law:
Earned Income Disregard
The gross earned income of recipients is subject to a continuous 50 percent disregard. The
disregard encourages recipient families to work and provides additional financial support as they
make the transition from welfare to self-sufficiency. Applicants may qualify for the 50 percent
disregard if they have received TANF in one of the four months prior to application or if their
income is equal to or less than the standard of need. The deduction for the cost of dependent
care for an incapacitated adult is made following application of the 50 percent disregard.
Work Expense Deduction
Effective September 26, 2020, each working individual in all TANF families with earned income
may be eligible for $200 a month deduction for work expenses.
Income Exclusions
Income is excluded as provided in state regulation at 55 Pa. Code §183.81.
Funds deposited into a Saving for Education, Entrepreneurship and Down payment (SEED)
account, including interest earned on the account, are excluded as income when determining
eligibility. These accounts are currently being funded with private funds as a demonstration
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project. Funds may be withdrawn for qualified purposes only. If rolled over to a Roth IRA, the
money is counted against the resource limit according to 55 Pa. Code Chapter 177, Resources.
The policy on SEED accounts became effective April 1, 2006.
Earned income from temporary employment with the U.S. Census Bureau is excluded. This policy
became effective February 1, 2000.
Resources
Resources are excluded as provided in State regulation at 62 P.S.§432.5, and 55 Pa. Code
§§177.21(a) and 177.22.
Funds deposited in SEED accounts, including interest, are excluded as a resource when
determining eligibility.
The policy on SEED accounts became effective April 1, 2006.
Lump Sum Income
Lump sum income is counted as income only in the month that it is received. Any funds that
remain from the lump sum in months following the month of receipt are counted as a resource.
Final rulemaking for this change was published in the Pennsylvania Bulletin on August 23, 2002.
Act 2018-125 was passed on October 24,
2018 and provided new rules for the purpose of
determining a recipient’s eligibility for cash assistance. Individual lottery winnings of $600 or
more shall be considered an available resource. The lottery winnings shall be calculated on a
prorated basis over a 12-month period following receipt of the winnings.
Lottery winnings are to be reported within 10 days of receipt. Individual lottery winnings greater
than $600 is divided evenly over the 12 months following receipt. The divided amount counts as
a resource for comparison to the resource limits for the 12-month period of time.
Lump sum lottery winnings of $599.99 or less are counted as income in the month received, and
as a resource thereafter if money is still available.
Budgeting Method: Semi Annual Reporting (SAR)
The income of applicants and recipients affects the TANF benefit as follows:
• The income adjustment is based on the best estimate of the expected income
(prospective budgeting). The estimate is based upon verified information provided by the
client.
• Monthly income is determined by multiplying the gross average weekly income by four
(4.0).
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• Recipients are required to complete and submit a reporting form once every six months.
Since eligibility must be reviewed no less often then every six months, a complete
redetermination interview occurs in the alternate six-month period.
• Recipients are required to report increases in gross monthly earned income in excess of
$100 and all other changes such as household composition, address, job start, etc. within
the first ten days of the month following the month of the change.
• Recipients are required to report increases in gross monthly unearned income in excess
of $50.
• There is no reconciliation of income. No overpayments (underestimates) will be
processed unless it was due to a client’s failure to properly report income or agency error.
Underpayments (overestimates) will not be corrected unless they are the result of a
worker error.
• An income adjustment that reduces or increases the grant will be made for the first TANF
payment date for which the deadline can be met following proper notice to the client.
SAR was implemented in May of 2003. The Cash Assistance Handbook is updated to reflect the
changes.
(b) Require a parent or caretaker receiving assistance to engage in work (defined by the State) once the
State determines the parent or caretaker is ready to engage in work, or once he or she has received 24
months of assistance, whichever is earlier, consistent with the child care exception at 407(e)(2) (section
402(a)(1)(A)(ii) of the Social Security Act).
Participation in Work or Work-related Activities
To increase WPRs and to promote self-sufficiency, Pennsylvania’s approach provides the client with a
range of services to build necessary skills and a work history. Pennsylvania requires each adult, minor
head of household or minor child age 16 or 17 who is not in school to engage in work or an approved
employment and training activity. While the Department wants all clients to be engaged in activities, the
focus is on those individuals who are required to participate in RESET.
Participation must begin within seven calendar days after authorization of assistance, unless good cause
is requested to make childcare and transportation arrangements.
Participation includes full-time work, job search, education, or training. The work activity requirement
may be met by participation in any one or combination of the following:
• Unsubsidized Employment
• Subsidized Private Sector Employment
• Subsidized Public Sector Employment
• Work Experience
• On-the-Job Training
• Job Search and Job Readiness Assistance
• Community Service
• Vocational Educational Training
• Job Skills Training Directly Related to Employment
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• Education Directly Related to Employment
• Satisfactory School Attendance at Secondary School or in a Course of Study Leading to a
Certificate of General Equivalence
• Providing child care services to an individual who is participating in a Community Service
Program
• Enrolled in a Keystone Education Yields Success (KEYS) Program Institution
After 12 months of participation in vocational education, a recipient may continue education or training,
but must also participate in another core work activity. Individuals participating in a KEYS program
institution at one of Pennsylvania’s 14 community colleges, 14 state-owned universities, and 108 career
and technical schools receive a 12-month exception period, increasing their allowable vocational
education time to
24 months. After the 24-month period, these individuals may continue to use vocational education in six-
month increments if they meet all extension criteria:
• Must be engaged in a degree or certificate program that will likely lead to employment in a
High Priority Occupation (HPO) as defined by the Department of Labor and Industry;
• Must not be enrolled in any remedial courses;
• Must have a cumulative grade point average (GPA) of 2.0 or above; and
• Must have completed an average of 8 credit hours per semester
Since implementation of RESET in 1997, Pennsylvania has allowed individuals under the age of 22,
including pregnant or parenting recipients, to meet the work participation requirement by attending high
school or participating in a GED program.
Exemptions
To be considered exempt from RESET requirements, recipients must be:
• Under the age of 18 and pursuing a high school diploma or GED; or
• An individual with a verified physical or mental disability which temporarily or permanently
precludes him from any form of employment or work activity; or
• The parent/caretaker relative of a child under the age of 6 for whom an alternate child care
arrangement is unavailable; or
• The custodial parent in a one-parent household who is caring for a child under the age of 12
months. Pennsylvania exercises the option to allow this exemption, which is limited to a total
of 12 months in the parent’s lifetime. The 12 months do not need to be consecutive; or
• A parent with a medically documented need to provide care for a disabled family member
living in the home.
An individual who is exempt because of a physical or mental disability is required to work or
participate in a work activity when the condition ceases.
A specified relative who is exempt for providing care to a child under the age of six is required to
work or participate in a work activity as soon as child care is available.
An exempt individual under 18 years of age is required to participate in RESET upon:
• Becoming 18 years of age;
• Attaining a high school diploma or a certificate of high school equivalency; OR
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• Ceasing to pursue a high school diploma or a certificate of high school equivalency.
An exempt custodial parent in a one-parent household who is caring for a child under the age of
12 months is required to participate when the child becomes 12 months old, the parent chooses
to end the exemption, or when the parent has exhausted the 12-month lifetime limit for this
exemption.
A parent providing care for a disabled family member living in the home is not considered work
eligible and is exempt from participation in RESET. Medical documentation must be provided to
support the need for the parent to remain in the home to care for the disabled family member.
When the medical need to remain in the home ceases or can no longer be documented, then the
parent becomes work eligible and must comply with RESET requirements.
An individual who is exempt may volunteer to participate in RESET. Exempt volunteers may
participate in the RESET activity of their choice, provided they meet the eligibility criteria for those
activities or programs. Exempt individuals who volunteer to participate in contracted programs
must meet all of the requirements of those programs. Such requirements include, but are not
limited to, attendance and participation. Exempt volunteers need not conduct an initial job search
prior to beginning to participate and are not subject to sanction for noncompliance with the work
requirements.
Determinations of exemption will be made using the criteria found in 55 Pa. Code §165.21.
Good Cause
Clients who are mandatory to participate in RESET may be granted good cause from participation
in work or work activities. Good cause may be granted due to circumstances beyond a client’s
control. When determining good cause, the Department will consider all the facts and
circumstances. Even after the CAO has made a preliminary determination of the lack of good
cause, an individual may offer evidence of good cause to avoid a sanction. The Department may
grant good cause for up to six months at a time.
Determinations of good cause will be made using the criteria found in 55 Pa. Code §165.52.
NOTE: The time an individual spends in “Exemption” or “Good Cause” status counts towards the
60-month time limit.
SPALs for Supportive Services for Work and Work Activities
Individuals who participate in work or work activities specified on their AMR may be eligible for supportive
services provided by the Department.
Except for child care, payments for SPALs, when approved, will be made by the CAO for actual costs up to
the Department’s established maximums. The Department promotes the use of community and faith-
based organizations when a recipient may obtain work supports through these types of organizations.
Eligibility for child care is determined by the CAO and payments are made by Early Learning Resource
Centers (ELRC). In many areas of the state, clothing is provided as required through PA WORKWEAR.
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Monitoring of SPALs issued to recipients in support of their RESET participation is necessary to assure that
expenditures are verified, required, and used for their intended purpose. If it is determined that a SPAL
was issued in error or if the payment was misused, an overpayment referral may be filed.
Education Leading to Employment
Since the implementation of welfare reform in Pennsylvania, education in the form of literacy initiatives,
pursuit of a high school diploma or high school equivalency, English as a Second Language, Adult Basic
Education, post- secondary schooling, and vocational skill training has been a part of the continuum of
work activities.
Employment always has been the primary goal of our TANF program. However, the role of education will
continue to be emphasized so that clients can gain employment that can move them successful in finding
employment and are now seeking career advancement in order to move to self-sufficiency.
Some of our current refinements include:
• Counseling and case management provided by CAO and contractor staff. These activities
focus on encouraging clients to pursue education that leads to employment in high priority
occupations designated by the commonwealth’s workforce development partners. This
assures clients will be educated in areas where there is a demand in the labor market;
• Contracted programs that currently include various courses of education. The Department
will strive to maintain these and increase them when appropriate;
• Structured outreach efforts that began with post-secondary institutions and will be expanded
to include community literacy programs;
• Programs and procedures that assist individuals in completing their educational activities; and
• Employment and training programs that will assist individuals enrolled in post- secondary
education to stay in school and meet the challenges of parenthood as well as those associated
with participation in education while working.
Effective January 1, 2020, Pennsylvania will continue to integrate employment and training efforts
designed specifically for welfare recipients into the larger workforce development system at every
appropriate point.
Non-compliance with the RESET Program
A sanction is imposed on any nonexempt individual required to participate in RESET who willfully, without
good cause:
• Fails to accept a bona fide offer of employment in which the individual is able to engage;
• Voluntarily terminates employment;
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• Fails or refuses to participate in or continue to participate in an available work activity,
including work activities specified on the AMR;
• Fails to seek employment;
• Fails to maintain employment;
• Reduces earnings;
• Fails to participate for an average of at least 20 hours per week in work or a work activity; or
• Fails to apply for work at the time and in the manner as the Department may prescribe.
If good cause is not established, the individual will receive an advance notice advising of the proposed
sanction.
The sanctions for failure to comply with the work or work activity requirements are required by 62 P.S.
§432.3.
Sanctions for Failure to Comply with RESET Requirements
A mandatory RESET participant who willfully fails to cooperate with the work or work activity
requirement, participate in RESET or accept a bona fide offer of employment, or who terminates
employment, or fails to apply for work, without good cause, shall be disqualified from receiving
cash assistance.
The period of the sanction is:
First occurrence: 30 days or until the individual is willing to comply with RESET,
whichever is longer.
Second occurrence: 60 days or until the individual is willing to comply with RESET,
whichever is longer.
Third occurrence: Permanently.
If the reason for sanction occurs in the first 24 months, the sanction applies only to the individual.
If the reason for the sanction occurs after the first 24 months, the sanction applies to the entire
budget group.
In lieu of the sanctions set forth above, if an employed individual voluntarily, without good cause,
reduces his earnings by not fulfilling the minimum work requirement, the cash grant is reduced
by the dollar value of the income that would have been earned if the individual would have
fulfilled his minimum hourly work requirement, until the minimum hourly work requirement is
met.
The Department has opted not to impose a sanction on Medical Assistance benefits for recipients
who fail to comply with work and work activity requirements.
Supporting Employment with Child Care
The Department has provided information about subsidized child care benefits available under the “Child
Care Works” program in the Child Care Development Block Grant State Plan submitted for the period
October 1, 2019 through September 30, 2021. Child care costs are paid through the Child Care and
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Development Fund (CCDF), except for child care costs of employed individuals who receive TANF, which
are paid through commingled TANF funds. Support for child care costs for eligible TANF recipients
participating in approved work activities provides access to a full range of child care opportunities.
To help ease the transition for individuals whose TANF benefits end but their need for child care continues,
Pennsylvania has implemented Child Care Unification. Verification requirements are also less stringent
for individuals who contact the ELRC in a timely manner to apply for Former TANF child care benefits.
During the period of November 1, 2006 through June 1, 2007, unification of subsidized child care services
was implemented throughout the state. As a result, the ELRC agencies are responsible for the issuance of
all subsidized child care statewide. The CAOs are still the eligibility agent for TANF recipients in need of
child care but refer these families to the ELRC agencies for child care enrollment and payment.
Unification of the subsidized child care program promotes a local focus on clients and families,
streamlined and provided through a single office that can more effectively manage resources and provide
services to a greater number of eligible families. Unification ensures that all low-income families get the
help of professionals trained to assist with their child care needs and receive information on the benefits
of quality child care and early education. It also provides subsidy providers with a single point of contact
— the ELRC. All child care providers must now sign a provider agreement which results in payments going
directly to the provider.
The ELRC agencies also determine eligibility and issue child care payments for working persons who
previously received TANF cash assistance or that have income at or below 235 percent of the Federal
Poverty Income Guidelines (FPIG) for their family size. Individuals must either have previously received
TANF cash assistance or have income at or below 235 percent of the FPIG and be meeting the work
requirement established by DHS.
In order to be potentially eligible for child care under the Former TANF program, the parent/caretaker
must:
• Contact the ELRC within 183 days of the date his/her TANF benefits ended. If the ELRC is
contacted on day 184 or later, the parent/caretaker is no longer eligible to receive Former
TANF child care. Eligibility will then be assessed under the Low-Income child care program.
• Be working and have a need for child care. The parent/caretaker must be working an average
of at least 20 hours per week (this may include training, but at least 10 hours per week must
be work) no later than the 184th day following the date TANF ended.
When TANF cash assistance ends and a need for child care exists, verification requirements are less strict
at the ELRC if the parent/caretaker contacts the ELRC within 60 days of TANF benefits ending. If no
changes have occurred for the parent/caretaker within the 60 days following TANF closing and the ELRC
is contacted during that period, the parent/caretaker may self-certify required information. Additional
verification is not required to receive Former TANF child care.
If the parent/caretaker contacts the ELRC within 60 days and changes have occurred since TANF closed or
contact with the ELRC is made beyond the 60 day period, the parent/caretaker must provide verification
for all required information. Families who previously received TANF benefits may apply for and potentially
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be found eligible for former TANF child care up to 183 days from the date TANF closed. Families applying
for former TANF child care within 183 days of TANF closing may receive immediate child care and are not
subject to the waiting list.
Consumer education materials and information about minimal health and safety standards are available
to all TANF clients and participating providers. Information about child care options, as well as availability
and location of care, continues to be available through the Department’s contracted ELRC agencies. ELRC
agencies offer a resource and referral service that educates participants on the importance of quality early
education and child care services. ELRC agencies also educates parents/caretakers on how to secure high-
quality child care in their area.
ELRC agencies provide resource and referral services to all TANF clients participating in the Department’s
employment and training programs. These resource and referral services educate parents/caretakers
about:
• ELRC services
• Child care choices
• Impact of child care choice on care and early development and the school readiness of
children
• Impact of child care choice on ability to retain employment
Parent counseling is also available at the employment and training site on an optional basis to any TANF
client seeking the service and on a mandatory basis for TANF clients demonstrating poor attendance at
the program or an inability to retain employment due to unstable child care arrangements. This initiative
meets TANF purpose number two — end dependence of needy parents on government benefits by
promoting job preparation, work, and marriage.
(c) Ensure that parents and caretakers receiving assistance engage in work in accordance with section 407
(section 402(a)(1)(A)(iii) of the Social Security Act). Consistent with the required strategic elements
discussed in section II (a)(2) herein, provide a specific analysis of how the State’s workforce development
activities are addressing employment and training services for parents or caretakers receiving assistance.
Pennsylvania will comply with Section 402(a)(1)(A)(iii) of the Social Security Act. The CAO will assist all
individuals who are required to work to find opportunities through the Employment, Advancement and
Retention Network (EARN) program and the PA CareerLink® system. Both services can be accessed locally
and each person will be able to get individualized services. These services include job placement
assistance, career counseling and training opportunities within a career pathway.
• Individuals who have received less than 60 months of TANF and are not enrolled in community
college will be referred to the EARN program, which assists with barrier remediation, job
placement, and job training opportunities. Individuals will be able to access Workforce
Innovation and Opportunity (WIOA) services such as job training programs aligned with a
career pathway, an On-The-Job training program, or a Transitional Job Program. Individuals
with multiple barriers to employment are a priority under WIOA. This priority status will help
individuals access the training services they may need to be employed.
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• Individuals who have received 60 or more months of TANF, are not enrolled in community
college, and have demonstrated a state defined hardship barrier to employment such as
literacy, executive function development, and support services such as child care and
transportation assistance, will be referred to a Work Ready provider. This contracted provider
will assist the individual with barrier removal strategies and then facilitate a job search
program when the individual is ready.
• Individuals who could benefit from a training opportunity at a community college will be
referred to the KEYS program. This program enrolls individuals who are ready to learn in a
college setting. Once the individual has completed their education at the community college,
he or she will be connected to the PA CareerLink® system for job placement assistance.
(d) Take such reasonable steps as the State deems necessary to restrict the use and disclosure of
information about individuals and families receiving assistance under the program attributable to funds
provided by the Federal Government (section 402(a)(1)(A)(iv) of the Social Security Act).
Pennsylvania continues to operate its welfare program in a manner that safeguards information about
applicants, recipients, and non-applicant household members. Pennsylvania adheres to the provisions on
the safeguarding of information in effect prior to implementation of TANF, with the addition of the
following provisions:
• DHS receives information from the Pennsylvania State Police, the Pennsylvania Board of
Probation and Parole, the State Department of Corrections, county law enforcement and
corrections agencies, and local law enforcement and corrections agencies. This information
is used for eligibility purposes, i.e., to identify individuals who have been sentenced for a
felony or misdemeanor and have not satisfied the penalty imposed by law, fugitive felons and
individuals convicted of drug-related felonies. Information received on individuals who have
a drug-related felony conviction is important only insofar as DHS may need to refer the
individual to assessment/treatment.
• DHS will furnish the current address of a recipient to a Federal, State, or local law enforcement
officer who certifies that the location or the apprehension of the recipient is within his official
capacity.
However, DHS will furnish the address only on the request of the officer and only if the officer furnishes
the Department with the name of the recipient and states that the recipient is fleeing to avoid
prosecution, custody, or confinement after conviction for a felony or high misdemeanor under State law,
or the recipient has information that is necessary for the officer to conduct his official duties.
• DHS will give information in response to a subpoena if directed by the Office of General
Counsel.
• DHS will disclose information to entities outside the Department when necessary for
restitution or collection of assistance benefits; to cooperate with IV-D agencies to enforce
child support orders and paternity determination; or to protect the welfare of children and
adults who are unable to manage their own affairs or otherwise protect their rights when the
information is needed to get services the individual has requested and the services will
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advance the individual’s welfare and the individual has authorized the Department to release
specific information to the agency.
• DHS will protect the rights of individuals to reasonably ensure that the information will be
used for purposes associated with assistance, that the receiving agency will use the
information only for the purpose for which it was made available, and the standards of
confidentiality are at least equal to that of the Department.
(e) Establish goals and take action to prevent and reduce out-of-wedlock pregnancies, with special
emphasis on teenage pregnancies (section 402(a)(1)(A)(v) of the Social Security Act).
Pennsylvania has several initiatives in place aimed at preventing teen pregnancy (reducing out of wedlock
births).
• Through a grant agreement with AccessMatters reproductive health services are provided to
high school students in Philadelphia, Delaware, Allegheny, Beaver, Berks, Dauphin, Fayette,
Lackawanna, Lycoming, Lehigh, and Venango counties through the Health Resource Center
(HRC) Program. Services include: counseling and education about abstinence, health, and
sexuality, information about making responsible choices about reproductive health and
relationships, sexually transmitted disease (STD) screening and pregnancy testing, and
referrals to school, community-based resources, and the family planning network for free or
low-cost reproductive health services.
• In September 2010, the Department was awarded funding from the Administration for
Children and Families for the Personal Responsibility Education Program (PREP). PREP is a
statewide project that serves at-risk, high need adolescents in schools, not-for-profit 501(c)(3)
organizations, city or county health departments, community-based health or human service
agencies, licensed partial hospitalization or outpatient drug and alcohol facilities, licensed
partial hospitalization or outpatient mental health facilities, licensed psychiatric residential
treatment facilities, licensed residential substance abuse treatment facilities, residential
programs serving delinquent youth licensed by the Department of Human Services, Office of
Children Youth and Families (OCYF), OCYF Youth Development Centers and OCYF Youth
Forestry Camps. The goal of the PREP is to empower adolescents to change their behavior in
ways that will reduce their risk of becoming infected with HIV, other STDs, and their risk for
pregnancy. Implementation sites are providing education on abstinence, contraception, and
at least three adulthood preparation subjects: healthy relationships, adolescent
development, and healthy life skills by implementing an approved evidence-based teen
pregnancy prevention curriculum. Training is provided to staff at implementation sites on
lesbian, gay, bisexual, transgender, and questioning (LGBTQ) cultural competency. The
Department currently funds eight PREP Grantees.
• Through grant agreements with Pennsylvania’s four regional family planning councils,
comprehensive reproductive health services are provided to sexually active adolescents 21
years of age and younger. These services include routine gynecological care, pregnancy
testing, contraceptives, cervical cancer exams, screening and treatment for sexually
transmitted infections, and education/counseling. These services are provided in every
county in the commonwealth through a network of family planning provider sites.
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• The Department receives funding through the Title V State Sexual Risk Avoidance Education
(SRAE) Grant Program. The purpose of the SRAE program is to fund states and territories to
teach youth personal responsibility, self-regulation, goal setting, healthy decision making, to
focus on the future, and to avoid risky behaviors. The Department selected the Wyman
Center’s Teen Outreach Program (TOP) for implementation to youth statewide. TOP is an
evidence-based, positive youth development program that promotes the healthy
development of youth in grades 6-12 through a combination of weekly peer group meetings,
an engaging curriculum, and Community Service Learning. The program is facilitated by
trained facilitators who build strong, supportive relationships with youth. The program is
being implemented in Allegheny, Fayette, Mercer, Lawrence, and Philadelphia Counties.
Services are focused on adolescents and provided by current contractors. These initiatives are funded
with 100 percent federal funds.
According to the Department of Health, in 2019, there were 131,952 births in Pennsylvania, of which
54,393 or 41.2 percent were out-of-wedlock. Of the out-of-wedlock births, 4,986 or 9.2 percent were to
women 19 years of age or younger.
As outlined in the table below, even as the total number of out-of-wedlock births increased or decreased,
the number of out-of-wedlock births to women 19 years of age or younger decreased gradually, but
consistently, from 2002 to 2019. This is the most recent data as of June 2021.
Year
Births
Out-of-Wedlock
Out-of-Wedlock -
19 years of age or
younger
2019
131,952
54,393 (41.2 percent)
4,986 (9.2 percent)
2018
133,270
54,842 (41.2 percent)
5,303 (9.7 percent)
2017
135,306
55,984 (41.3 percent)
5,581 (9.9 percent)
2016
137,191
56,179 (40.9 percent)
6,005 (10.7 percent)
2015
140,165
57,626 (41.1 percent)
6,790 (11.8 percent)
2014
140,979
58,070 (41.2 percent)
7,460 (12.8 percent)
2013
139,606
58,129 (41.6 percent)
8,180 (14 percent)
2012
140,146
58,744 (41.9 percent)
9,514 (16.1 percent)
2011
141,300
58,879 (41.7 percent)
10,292 (17.5 percent)
2010
141,681
58,727 (41.5 percent)
11,355 (19.3 percent)
2009
144,627
59,194 (40.9 percent)
12,037 (20.3 percent)
2008
148,166
60,269 (40.7 percent)
12,905 (21.4 percent)
2007
149,717
59,466 (39.7 percent)
12,966 (21.8 percent)
2006
148,706
56,749 (38.3 percent)
12,683 (22.4 percent)
2005
145,033
52,849 (36.5 percent)
12,036 (22.8 percent)
2004
144,494
50,487 (35.2 percent)
11,772 (23.4 percent)
2003
145,485
48,985 (33.9 percent)
11,833 (24.2 percent)
2002
142,380
47,519 (33.5 percent)
11,879 (25 percent)
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(f) Conduct a program designed to reach State and local law enforcement officials, the education system,
and relevant counseling services, that provides education and training on the problem of statutory rape so
that teenage pregnancy prevention programs may be expanded to include men (section 402(a)(1)(A)(vi)
of the Social Security Act.)
Prevention Education/Public Awareness Activities:
The Pennsylvania Coalition Against Rape’s (PCAR) effort to reduce sexual violence has shifted to changing
societal norms that reinforce gender—based violence and promoting healthy relationships. Research
provided by the Centers for Disease Control and Prevention consistently shows that while programming
to teens is important, it is only one component of prevention. Perhaps the most important component is
involving the community in prevention by teaching about how stereotypes reinforce gender—based
violence (community could be defined as a city, town, college campus, high school, or peer group).
Resources and training provided by PCAR assist rape crisis centers in developing comprehensive
prevention plans that include parents, teachers, staff, students, and bystanders. PCAR is requiring
multiple sessions with groups, rather than the single, risk reduction programming typically provided to
schools. These prevention activities are funded by Act 44/Title XX and Rape Prevention and Education.
PCAR’s network of rape crisis centers which serve all 67 counties in Pennsylvania continue to use PCAR’s
initiatives and materials to enhance their own prevention education programming within their respective
communities. The following initiatives continue to be used throughout Pennsylvania. Please note that
none of these initiatives are funded with TANF funds.
The network of rape crisis centers serving all 67 counties in Pennsylvania provide training to law
enforcement officials regarding all forms of sexual assault related crimes, including statutory rape. In
addition, all the services provided by the centers are also available to men, including prevention
programming which addresses the role of everyone in the prevention of all forms of sexual violence.
Continuing initiatives include:
1. Use of multi-media including websites, Facebook, and Twitter:
PCAR continues its use of our websites to provide information about healthy relationships and
sexual violence awareness and prevention, in addition to providing resources for teens to seek
help. During FY 2019-2020, the PCAR website (www.pcar.org) had 318,407 page views. PCAR has
a Facebook page which it updates daily and uses Twitter (@PCARORG) to communicate upcoming
events. As of June 30, 2020, the Facebook page had 3,913 likes and PCAR has 7,900 followers on
Twitter. Social media activity continues to be a growth area.
2. Sexual Assault Awareness Month: The 2020 theme for Sexual Assault Awareness Month (SAAM)
was “I Ask”, a campaign which focused on consent. The Communications team worked with
PCAR’s Prevention & Resource Coordinator to develop promotional items for use by PA centers.
These items included materials such as balloons, pins, palm cards, coffee sleeves, a poster, sticker
sheets and window clings. Due to the pandemic, many local events were canceled including
the Day of Action at the Harrisburg Capitol Building PCAR planned on April 6, 2020 with key
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legislators and members of our centers. Like so many plans, local rape crisis centers had to host
events, PCAR’s event transitioned to an online video campaign. PCAR also developed a webinar
for PA Centers regarding how to conduct SAAM activities from home.
3. Development and Distribution of Print materials: The PCAR Communications Department and
Training/Technical Assistance Team worked together to develop the following materials during
FY 2019-2020. Because of the pandemic, many of the resources developed during FY 2019-2020
were in an on-line format rather than print.
On-line Resources:
● The Safe Secure Kids educational program created by a partnership between PCAR and
d'Vinci Interactive was officially launched in October 2019 at the d’Vinci offices in
Harrisburg. Safe Secure Kids provides resources to make it easier for adults to
communicate with the children in their lives about respect and consent, with the ultimate
goal of preventing sexual abuse and harassment. For additional information visit
https://www.safesecurekids.org/
.
● The Communications Team created/updated a COVID-19 page on PCAR’s website to keep
the general public up to date on the services offered at sexual assault centers throughout
the Commonwealth.
• PCAR developed podcasts highlighting PCAR’s work to end sexual harassment, abuse, and
assault. You can listen to our podcast on Apple and Android, or via the PCAR website
(www.pcar.org).
Factsheets:
• Sexual Extortion
Brochures:
• LGBTQ (Redesign and content update)
• Elder Abuse (Redesign and content update)
• Prevention (Redesign and content update)
• Human Trafficking (Redesign and content update)
Guides:
• Title IX (new guidance from the U.S. Department of Education
• Responding to Older Adults and People with IDD Who Are Survivors of Sexual Violence
Technical Assistance Bulletins:
• Cultural Responsiveness
• Victim Rights for Persons with Limited English Proficiency
• Strategies for Supporting Bicultural and Bilingual Staff
Talking points:
• Statute of Limitation Reform (Redesign and content update)
• Harvey Weinstein verdict
• Hazing incident involving Penn State’s football team
• Sexual Assault Awareness Month
4. Training/Resources to Increase the Capacity of Rape Crisis Center’s to Outreach in Their
Communities:
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PCAR provided a number of trainings to local rape crisis centers during FY 2019-2020. Some of
the topics included:
• Let’s Talk Racism in Terms of Sexual Violence
• Intersections of Sexual Violence and Mental Illness
• Training Skills Development
• Focus, Framing & Facts: Effective Messaging for Our Work
• Skills of Advocacy (online course)
• Language Access for Incarcerated and Detained Survivors
• Victimology and Trauma
• Navigating Vicarious Trauma
• Foundational Counseling Skills
• Evaluation Practices
(g) Implement policies and procedures as necessary to prevent access to assistance provided under the
State program funded under this part through any electronic fund transaction in an automated teller
machine or point-of-sale device located in a place described in section 408(a)(12), including a plan to
ensure that recipients of the assistance have adequate access to their cash assistance (section
402(a)(1)(A)(vii) of the Social Security Act).
Pennsylvania continues to operate the TANF program based on the rules and regulations for delivery of
benefits in effect prior to implementation. Eligible recipients receive continuing benefits in two semi-
monthly cash payments delivered primarily through the Electronic Benefits Transfer (EBT) system.
Pennsylvania prevents assistance provided under the TANF program from being used in EBT transactions
in liquor stores, casinos and adult—oriented entertainment establishments, in which performers disrobe
or perform in an unclothed state for entertainment, in the following manner:
• Pennsylvania statute 62 P.S. § 484, enacted December 2009, prohibits the purchase of liquor
or alcohol with an EBT card. 62 P.S. § 483 violators will be guilty of a misdemeanor and
sentenced to pay a $100 fine and/or six months in jail. The Pennsylvania Liquor Control Board
(PLCB) is responsible for enforcing this at PLCB Wine and Spirits shops. As such, they do not
subscribe to QUEST™ with their point-of-sale devices and cannot accept EBT cash benefits. In
addition, there are no ATMs located in PLCB Wine and Spirit Stores.
• In 2010, Pennsylvania’s Gaming Commission mandated third party processors to block the
use of the EBT card BIN (Bank Identification Number) at their ATMs in all twelve of
Pennsylvania’s casinos. DHS completed initial testing of the voluntary agreement at four new
Pennsylvania casinos in April 2011. The EBT Risk Management Unit (EBT RMU) performs
ongoing testing by screening all EBT transactions to identify any conducted at the twelve
casino addresses. In December 2015, the EBT RMU identified sixty EBT cash transactions at a
Pennsylvania casino address. Upon further investigation it was identified that EBT cards
began being delivered to Columbia Date Services (CDS), Pennsylvania’s EBT vendor, in another
payment network BIN file. The logic of the processing platform is designed to seek alternative
routes for authorization when the preferred route is unavailable. As a result, EBT transactions
which previously only had the option of being automatically declined, obtained an alternate
route that allowed them to be authorized. CDS has since implemented a new process that
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validates payment network BIN files to identify if they are now including EBT cards. This
process was tested on January 21, 2016, and fully implemented in production on January 22,
2016. Due to this incident, 13 EBT Monitoring Letters went sent out reminding individuals
not to use their EBT card at one of the prohibited locations.
• In December 2013, Pennsylvania added language to the signed affidavit page of
Pennsylvania’s Common Application and Benefits Review forms and on the AMR, which
prohibits the use of TANF funds through EBT transactions in liquor stores, casinos, and places
for adult entertainment. Pennsylvania also expresses this language on the electronic
Commonwealth of Pennsylvania Access to Social Services (COMPASS) application process.
The Prohibitions and Penalties page of Pennsylvania’s Common Application and Benefits
Review forms also warns that misuse of the EBT card of PA Access Card, without good cause,
may result in a fine, prison or both. DHS has not promulgated regulation to impose a penalty
for using TANF assistance via EBT transaction in liquor stores, casinos, or adult entertainment
establishments; however, DHS is working with Pennsylvania’s General Assembly to draft
public law-making misuse punishable.
• In order to monitor the misuse of TANF assistance through EBT transactions, the EBT RMU
developed a naming convention and address recognition protocol that identifies liquor stores,
casinos, and adult entertainment establishments. The EBT RMU screens all cash transactions
on three randomly selected dates per month using the pre-determined key words. The EBT
RMU also screens all cash transactions using the keyword “liquor” for the entire month. Staff
reviews each questionable transaction to determine if the recipient used TANF assistance
through EBT transaction in a liquor store, casino, or adult entertainment establishment. Staff
reviews each location to see whether it meets the criteria for a retail establishment that
provides adult-oriented entertainment in which performers disrobe or perform in an
unclothed state for entertainment.
• DHS has elected to send letters to individuals with prohibited transactions reminding them
not to use their TANF assistance at any one of the prohibited locations. Since 2014, DHS has
sent 192 letters to individuals found to have used their EBT card at one of these locations.
(h) Ensure that recipients of assistance provided under the State program funded under this part have the
ability to use or withdraw assistance with minimal fees or charges, including an opportunity to access
assistance with no fee or charges, and are provided information on applicable fees and surcharges that
apply to electronic fund transactions involving the assistance, and that such information is made publicly
available (section 402(a)(1)(A)(viii) of the Social Security Act).
Pennsylvania continues to provide access to TANF benefits and related services in each of the
commonwealth’s 67 counties based on the policies and procedures in effect.
During Fiscal Year 1997-98, Pennsylvania implemented a Statewide EBT system to replace the paper-
based welfare benefits issuance system. EBT is a state-of-the-art means for electronically issuing welfare
recipient benefits through a statewide network of automatic teller machines (ATM) and point-of-sale
(POS) devices to electronically deliver cash assistance and Supplemental Nutrition Assistance Program
(SNAP) benefits throughout the commonwealth.
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Pennsylvania TANF recipients may access their benefits at ATMs located throughout all 67 counties in
banks, grocery stores, shopping centers and gas stations. The ATM tells the user that a surcharge will be
charged and, if he or she does not want to pay it, the ATM provides the option to cancel the transaction.
Many ATMs do not charge any transaction fee for use.
Pennsylvania’s TANF recipients may use their EBT cards at any store that accepts the Pennsylvania EBT
card. Use of the EBT card in stores is a cost-free transaction for the recipient. Recipients may access their
benefits at no cost by requesting cash after a POS purchase and access their benefits without penalty.
Pennsylvania provides recipients information about using EBT to access benefits and potential fees:
• Online at the Pennsylvania EBT Website https://www.connectebt.com/paebtclient/
.
• When the recipient creates his or her unique EBT PIN at the CAO.
• On the Pennsylvania Department of Human Service website
https://www.dhs.pa.gov/Services/Assistance/Pages/EBT.aspx
.
• In the Pennsylvania Cash Assistance Handbook, available to the public online.
• When making an ATM transaction, the ATM displays transactions fees. The transaction will
not continue if the user declines the fees.
Pennsylvania provides a 24/7 toll-free EBT hotline (1-888-EBT-PENN or 1-888-328-7366) that recipients
can call to:
• Find out where the EBT card can be used.
• Check SNAP and cash assistance account balances.
• Report that an EBT card has been lost or stolen.
• Report that the EBT card does not work.
• Ask question about using the EBT card.
(i) Indicate whether it intends to treat families moving from another State differently from other families
under the program, and if so how (section 402(a)(1)(B)(i) of the Social Security Act)
Pennsylvania does not treat families moving into the state differently than current residents.
(j) Indicate whether it intends to provide assistance to non-citizens, and if so include an overview of the
assistance (section 402(a)(1)(B)(ii) of the Social Security Act)
Pennsylvania is exercising the options available in Title IV of PRWORA of 1996 to continue or to authorize
TANF benefits for non-citizens who are "qualified aliens," as defined by PRWORA, and who meet all other
eligibility requirements.
(k) Set forth objective criteria for the delivery of benefits and the determination of eligibility and for fair
and equitable treatment, including an explanation of how it will provide opportunities for recipients who
have been adversely affected to be heard in a State administrative or appeal process (section
402(a)(1)(B)(iii) of the Social Security Act).
Earned Income: Sanctioned, Disqualified or Otherwise Ineligible Individuals
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The earned income of sanctioned, disqualified or otherwise ineligible budget group members is now
treated uniformly by computing their income as if these individuals were included in the budget group.
This proposal ensures equitable treatment of all TANF households.
This policy became effective August 2005.
Individuals who have been sanctioned can get an appointment to discuss how to remedy the situation. It
is the intention of the CAO to treat all persons fairly and help them to connect to services that leads to
employment and hopefully self-sufficiency.
Right to Appeal:
Pennsylvania will continue to follow the appeal and fair hearing regulations and procedures consistent
with 55 Pa. Code Chapter 275.
(l) Indicate whether the State intends to assist individuals to train for, seek, and maintain employment
(Section 402(a)(1)(B)(v) of the Social Security Act)—
(1) Providing direct care in a long-term care facility (as such terms are defined under section 1397j
of this title); or
(2) In other occupations related to elder care, high-demand occupations, or occupations expected
to experience labor shortages as, determined appropriate by the State for which the State
identifies an unmet need for service personnel, and, if so, shall include an overview of such
assistance.
Effective January 1, 2020, as established by Act 35, recipients of TANF in Pennsylvania are enrolled in an
employment and training program known as RESET to enable them to obtain employment and become
self-sufficient. The primary means to achieve self-sufficiency is through employment. The program offers
a continuum of services which can establish a work history, with increasing wages and benefits that lead,
over time, to economic independence and self-sufficiency. Contracted providers utilize community
partners to seek training opportunities available at low or no cost to TANF individuals. Pennsylvania
requires contracted providers to create or identify credentialing programs for TANF participants to receive
training in many high-priority occupations such as a Certified Nursing Assistant (CNA), direct care nursing
and general nursing, EKG technician, licensed practical nurse (LPN), medical assistant, medical/billing
coding, nurse’s aide, nurse assistant, pharmacy technician, and phlebotomy technician, but this could also
include food services that may lead to employment in a care facility. Once the individual receives their
accreditation, the provider is given a bonus payment for a successful credentialing. In addition, the KEYS
program supports individuals as they work to obtain post-secondary degrees in many fields, among them
are individuals working towards LPN, registered nurse (RN), and other practical and administrative
medical degree programs.
A review of demographic data shows that the number of Pennsylvanians age 65 and older is rapidly
increasing. This trend is projected to continue. In response to the anticipated need for trained workers
to assist in providing quality service to this population, Pennsylvania is considering plans to best determine
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how to assist individuals to train for, seek, and maintain employment providing direct care in a long-term
care facility or in other occupations related to elder care. Our system relies heavily on family caregivers
who provide unpaid care to their loved ones in the home. As of April 20, 2017, more than 1.6 million family
caregivers across Pennsylvania became eligible to receive critical assistance to help older loved ones
remain at home with the implementation of the state's Caregiver Advise, Record, Enable (CARE) Act. The
CARE Act helps family caregivers when their loved ones go into the hospital and as they transition home
by providing caregiver training. In addition, TANF individuals who care for a disabled/elderly family
member in their home may be eligible to receive payment as a caregiver through Long Term Care home
waiver programs, in the same vein as the CARE Act, knows that elder family member are sometimes best
served and cared for in the home by loving relatives.
Finally, Pennsylvania has united efforts across Departments and Offices to create the HealthCare
Committee PA Workforce Development Board, which is a statewide effort to specifically address the
shortage of healthcare workers in the Commonwealth.
(m) Provide for all MOE-funded services the following information: the name of the program benefit or
service, and the financial eligibility criteria that families must meet in order to receive that benefit or
service. In addition, for TANF MOE-funded services (co-mingled or segregated MOE) describe the program
benefit provided to eligible families (SSP services do not have to include a description but the Department
of Health and Human Services encourages it) (§263.2(b)(3)& §263.2(c) preamble pages 17826-7).
Pennsylvania provides the following MOE-funded services:
Child Care Provided to Employed Families
This initiative is funded with commingled funds.
Effective July 2000, this initiative provides subsidized child care benefits to eligible employed families who
need child care to participate in unsubsidized employment, subsidized employment and/or
education/training activities.
Eligibility for this initiative is limited to needy families, as defined in this State Plan, who have a gross
annual earned income that does not exceed 235 percent of the FPIGs. The parent or responsible adult
must be a current or former TANF recipient and must be working a number of hours established by the
Department as a means to support the parent’s transition to self-sufficiency.
The Pennsylvania Pre-K Counts program provides high-quality early childhood education to Pennsylvania
children in diverse settings, ranging from school-based programs, Keystone STARS 3 and 4 child care
centers, private academic preschool and Head Start agencies. Eligibility does not exceed 235 percent of
FPIG.
This initiative meets TANF purpose number two — end dependence of needy parents on government
benefits by promoting job preparation, work and marriage.
The Education Leading to Employment and Career Training (ELECT) Initiative
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The ELECT initiative is funded through TANF federal funds.
July 1, 2012, the ELECT initiative became a joint venture between the Pennsylvania Department of
Education (PDE) and Office of Child Development (OCDEL). Effective July 1, 2015, the Office of Income
Maintenance (OIM) acquired oversight of the ELECT program and will be working collaboratively with PDE
to manage the program. Funds are now transferred from DHS to PDE through a Memorandum of
Understanding for the administration of this program. The ELECT initiative is designed to assist parents
of minor children, including expectant parents, to return to or remain in school, prevent repeat pregnancy,
maintain attendance, obtain their high school diploma or GED, develop responsible parenting skills, and
secure post-graduation employment, education, or training that will help them become successful parents
and self- sufficient adults. Acknowledging paternity is not required to participate.
To be eligible for ELECT, an applicant must:
1. Be a student of a high school, cyber school, or high school equivalency program served by ELECT;
AND
2. Be a custodial or non-custodial parent of a minor child; AND
3. Have gross earned income that does not exceed 235 percent of the FPIGs.
NOTE: The student does not have to be employed to qualify for services. The income of the
student’s parent(s) is not used to calculate eligibility; AND
4. Not be participating in any employment or training program funded through DHS, including the
job retention periods required under those programs.
This initiative meets TANF purpose number two, which is to end the dependence of needy parents on
government benefits by promoting job preparation, work and marriage; purpose number three, which is
to prevent and reduce the incidence of out-of-wedlock pregnancies; and purpose number four, which is
to encourage the formation and maintenance of two- parent families.
Nurse-Family Partnership (NFP)
This initiative is funded with commingled funds.
Effective October 1999, NFP provides evidence-based home visiting services to eligible low-income, first-
time mothers only. The home visitors are registered nurses who follow guidelines that focus on the
mother’s personal health, quality of care provided to the child and the parent’s own life-course
development.
The purposes of this initiative are as follows:
• Improve pregnancy outcomes by helping women engage in good preventative health
practices including obtaining thorough prenatal care from their health care providers,
improving their nutrition, and reducing use of cigarettes, alcohol, and illegal substances.
• Improve child health and development by helping parents provide more responsible and
competent care for their children.
• Improve families’ economic self-sufficiency by helping parents develop a vision for their own
future, plan future pregnancies, continue their education and find jobs.
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Eligibility requirements for this initiative are as follows:
• Must be enrolled into the program by 28 weeks gestation; pregnant with the first child; and
• Must have a gross annual earned income that does not exceed 235 percent of the FPIGs.
There are 15 NFP Network Partners from nine states participating in wave one of the NFP Pilot Project to
serve Multiparous Women (women who are having their second or subsequent babies). Two of these
Network Partners are in Pennsylvania. NFP Network Partners in wave one began enrolling clients in
September of 2017. There are an additional 13 agencies from six states participating in wave two of the
pilot. Seven of these NFP Network Partners are in Pennsylvania for a total of nine Pennsylvania NFP
programs in total. The purpose of the pilot is to determine the feasibility of enrolling and serving
multiparous women in NFP and the additional supports, materials, education, etc., that nurse home
visitors might need to serve this population.
This initiative meets TANF purpose number two, which is to end dependence of needy parents on
government benefits by promoting job preparation, work and marriage and purpose number three, which
is to prevent and reduce the incidence of out-of-wedlock pregnancies and establish annual numerical
goals for preventing and reducing the incidence of these pregnancies.
Head Start Collaboration Project
This initiative is funded with TANF MOE funds.
This initiative offers classroom services or home visits to children from age three to five and their families.
There are 41 grantees and 7,790 children served. Programs can serve children either as new enrollments
or extending the day for existing children. As mandated by the Head Start Performance Standards
, Head
Start grantees provide an educational program and comprehensive family-oriented services including
parent education, early education enrichment, health, nutrition, family goal setting, literacy and
intervention programs that support the child success in school and the community and support the
family’s education and training enabling them to make educated decisions.
Eligibility requirements for the Head Start Supplemental Assistance Program year funding are as follows:
• Must be a Head Start/Early Head Start grantee or delegate agency, and
• Must use the grant to provide Head Start services to children from low-income families who
meet the Head Start eligibility criteria (whose incomes do not exceed 130 percent of the
FPIGs).
This initiative meets TANF purpose number two, which is to end dependence of needy parents on
government benefits by promoting job preparation, work and marriage and TANF purpose number three,
which is to prevent and reduce the incidence of out-of- wedlock pregnancies and establish annual
numerical goals for preventing and reducing the incidence of these pregnancies.
Pennsylvania Pregnancy and Parenting Support Services Program
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This initiative is funded with 100 percent segregated Federal funds.
Effective July 2002, this initiative provides pregnancy and parenting support to women in need. The
program primarily provides information and counseling that promote childbirth instead of abortion and
assists pregnant women in their decisions regarding adoption or parenting. Services are free to women
participating in the program.
Eligibility requirements for this initiative are as follows:
• A woman must be pregnant, or suspect she is pregnant, or be the parent of an infant less than
12 months of age; and
• Have a gross annual earned income that does not exceed 185 percent of the FPIGs.
This initiative meets all four TANF purposes.
Additional Information
A. General Provisions
Program Administration
The Department is responsible for administering the TANF program in 67 CAOs. While program
requirements are applied consistently statewide, the maximum TANF benefit varies from county to county
based on the four benefit schedules currently in effect.
The Department continues to use private contractors to supplement the work of the CAOs to provide
services, such as job search, job-readiness preparation, education, and training services, and to assist
clients to enter the work force, retain jobs and advance in employment.
Individuals who receive TANF benefits on or after March 3, 1997, are subject to all requirements of the
TANF program. Recipients are subject to the 60-month lifetime limit and the work requirements of Act
35 beginning March 3, 1997.
Defining Assistance/Non-Assistance Benefits Assistance
Assistance
For purposes of applying TANF time limits, work and work activity requirements and child support
cooperation (including assignment) requirements, the term “assistance” is defined as cash payments,
vouchers and other forms of benefits designed to meet a family’s ongoing basic needs (i.e., for food,
clothing, shelter, utilities, household goods, personal care items and general incidental expenses).
Assistance also includes:
• Supportive services such as transportation and TANF-funded child care provided to non-employed
cash assistance recipients.
If a benefit falls within the definition of assistance, the benefit counts as assistance even when receipt of
the benefit is conditioned on participation in work, community service or other work-related activities.
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Financial eligibility for TANF, Time-Out and Extended TANF cash assistance is determined by comparing
the net countable income for a calendar month to the budget group’s Family Size Allowance (FSA), plus
any special need allowances. If the income equals or exceeds the FSA plus any special needs allowances,
the budget group is ineligible for cash assistance. Current FSA levels are found in 55 Pa. Code, Chapter
183, Income, Appendix B. Table 3. The resource limit is $1,000.
Funding for TANF is commingled state and federal funds. Funding for Time-Out is segregated state funds
and funding for Extended TANF is all federal monies.
Non-Assistance
The final Federal TANF Rules of April 12, 1999, include the potential for funding a class of benefits known
as “non-assistance.” Pennsylvania excludes from the definition of “assistance” activities that support
employed former TANF recipients or those who are eligible for, but not receiving “assistance.” For
example, case management services, job retention programs, child care and wage subsidies may be
provided as on-going supports to employed former cash assistance recipients. These services and benefits
received by the family are considered “non- assistance,” and the family receiving them after leaving cash
assistance is no longer using months of time limited TANF assistance.
In Pennsylvania, the Department constantly reviews its programs to ensure they meet the needs of low-
income families as envisioned in the four TANF purposes. The Department incorporated one non-
assistance initiative included in the FY 2018-2019 budget that provide short-term benefits, work supports
and other services to eligible low-income families and non-custodial parents. Although these short-term
benefits, work supports and services are funded with TANF funds, they are excluded from the definition
of “assistance” in 45 CFR §260.31 and do not count towards the 60-month TANF time limit.
In addition, individuals receiving these benefits are not subject to the TANF work requirement or to a
federally imposed child support requirement. Pursuant to 45 CFR §260.31, the term “non-assistance” is
defined below:
Non-Assistance includes:
• Non-recurrent, short-term benefits that:
- Are designed to deal with a specific crisis situation or episode of need;
- Are not intended to meet recurrent or ongoing needs; and
- Will not extend beyond four months.
OR
• Work subsidies (i.e., payments to employers or third parties to help cover the costs of
employee wages, benefits, supervision, and training);
OR
• Supportive services such as child care and transportation provided to families who are
employed;
OR
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• Services such as counseling, case management, peer support, child care information and
referral, transitional services, job retention, job advancement and other employment-
related services that do not provide basic income support.
In accordance with 45 CFR §260.31 and subject to the availability of resources, the Department
intends to provide funding included in the FY 2018-2019 budget for the following non-assistance
initiative to certain needy families, based on the program description and eligibility set forth
below:
Diversion Component
This initiative provides funds to certain eligible families to meet a specific crisis situation or
episode of need that is intended to eliminate a family’s need for ongoing cash assistance.
To be eligible for a diversion benefit the applicant family must meet income/resource
requirements and definitive conditions (minor child, specified relative and deprivation) for receipt
of TANF.
The Diversion component provides a one-time non-assistance payment to eligible families. The
adult in the family must have an expectation of receiving income and must have a recent work
history or job skills training. A recent work history is defined as having worked within the 90-day
period immediately preceding the date of application, or within 180 days of the date of application
in areas qualified as waived areas for time limited SNAP benefits. The Diversion payment is equal
to the FSA for one, two or a maximum of three months, depending upon a family’s need. A family
will be eligible for only one payment in a 12-month period.
Examples of a crisis situation or episode of need are:
• The threat of homelessness, eviction, or utility shut off.
• Employment, school, or training related needs.
• Car repairs, inspections, payments, insurance premium payments and other
transportation cost.
• Costs to relocate to secure employment.
• Child care costs.
This initiative meets TANF purpose number one, which is to provide assistance to needy families so that
children may be cared for in their own homes or in the homes of relatives and number two, to end
dependence of needy parents on government benefits by promoting job preparation, work, and marriage.
This initiative is funded with 100 percent federal funds.
TANF Catastrophic Emergency Contingency Plan
TANF eligibility procedures during a catastrophic emergency due to a public health emergency or natural
disaster may be modified while maintaining compliance with existing federal TANF requirements.
Procedural modifications may be required to provide access to and avoid loss of eligibility for benefits
during an emergency crisis that places limits or restrictions on an individual’s ability to interact with the
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Department. The Departments response to the 2020 coronavirus public health pandemic identified
several areas within our procedural processes that become barriers to establishing and maintaining
eligibility. The Department may implement some or all the measures below in the event of a public health
emergency or natural disaster.
Interview procedures may be modified allowing applicants and recipients to participate in a phone or
online interview instead of in person at the CAO.
Verification procedures leveraging acceptance of client’s statement when verification is dependent on a
third party, i.e., employers, court authorities, etc., that is not available to the individual or the Department
to secure documented evidence. The Department will continue utilizing electronic state data exchanges
when possible.
Cooperation with support requirements will be met through an electronic referral to Domestic Relations
for impacted counties that require a personal appearance prior to authorization.
The completion of the SAR form at six months between eligibility reviews may be extended through good
cause for up to six months if the individual’s ability to complete the process is impacted by the nature of
the emergency.
The completions of the annual eligibility reviews will continue to follow the timeliness standards
whenever possible but flexibilities in timeliness may be utilized when the ability to complete the process
is impacted by the nature of the emergency.
Clients who are mandatory to participate in RESET may be granted good cause from participation in work
or work activities. When determining good cause, the Department will consider all the facts,
circumstances, and availability of alternative methods of participation to include on-line work support
activities.
This initiative meets TANF purpose number one, which is to provide assistance to needy families so that
children may be cared for in their own homes or in the homes of relatives. This initiative is funded with
100 percent former unobligated funds.
Emergency Assistance Program (EAP)
This initiative provides temporary financial relief to families with children in response to a specific
emergency disaster declaration.
To be eligible for EAP the applicant family must meet income/resource requirements and definitive
conditions (minor child, specified relative, and deprivation) for receipt of TANF.
The EAP initiative can be activated at the Governor’s or Secretary’s discretion when a declaration of
disaster or emergency has been declared and impacts TANF families. EAP provides a one-time non-
assistance payment to eligible families during a specific crisis situation or episode. The EAP payment is an
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amount determined by the Secretary and approved by the Governor’s office depending upon a family’s
need in relation to the type of emergency being addressed. EAP benefits will not exceed four months in
duration.
Examples of disasters which could result in an emergency disaster declaration include:
• Natural disasters such as tornadoes, hurricanes, and floods
• Medical pandemics such as COVID-19
• Armed conflicts
• Civil disorders
This initiative meets TANF purpose number one, which is to provide assistance to needy families so that
children may be cared for in their own homes or in the homes of relatives. This initiative is funded with
100 percent former unobligated funds.
Determining Eligibility
Penalty for Non-cooperation with Child Support Requirements
If a parent or other caretaker relative fails to cooperate in establishing paternity or in establishing,
modifying, or enforcing a child support order, without good cause in accordance with Act 58, state
regulation provides that the cash assistance allowance, which is the monthly assistance grant, is
reduced by 25 percent. The grant remains reduced until the parent or caretaker relative
demonstrates cooperation or establishes good cause for noncooperation.
Penalty for Conviction of Welfare Fraud
An applicant or recipient who has been convicted of securing or attempting to secure or aiding or
abetting or attempting to aid or abet any individual in securing TANF, Medical Assistance or
Federal SNAP by means of a willfully false statement or misrepresentation, or by impersonation,
or by willfully failing to disclose a material fact regarding eligibility either before or at the time of,
or subsequent to the application for assistance is ineligible for cash assistance. The period of
ineligibility is six months from the date of the first conviction, 12 months from the date of the
second conviction, and permanently from the date of the third conviction.
To identify instances of potential fraud the Commonwealth of Pennsylvania uses the Income
Eligibility Verification System (IEVS), the Systematic Alien Verification for Entitlements (SAVE)
Program and the Master Client Index (MCI). IEVS provides information on:
• Wages and unemployment compensation through the Pennsylvania Department of Labor
and Industry.
• Supplemental Security Income and other income through the Social Security
Administration.
• Both earned and unearned income through the Internal Revenue Service.
• Deceased person matches through the Department of Health.
• Simultaneous receipt of TANF benefits in multiple states through the Public Assistance
Reporting Information System.
• Criminal history information through the Commonwealth Judicial Inquiry System.
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• Lottery winnings through the Pennsylvania State Lottery.
The SAVE Program verifies citizenship, identity, and immigration status for non-citizens. MCI
matches the TANF file with the Child Care Management Information System and the Home
and Community-Based Information System to defer fraud by the elimination of duplicate
services across programs.
Satisfaction of Criminal Penalties
An individual who has been sentenced for a felony or misdemeanor offense and who has not
satisfied the penalty imposed by the court is ineligible for TANF. An individual who is required to
pay fines, cost, and restitution, and who is in compliance with an approved payment plan, may be
eligible for TANF.
Fraudulent Misrepresentation of Residence
An individual is ineligible for TANF for a period of ten years if he is convicted in a federal or state
court of fraudulent misrepresentation of residence for the purpose of receiving TANF, Medical
Assistance, SNAP, or Supplemental Security Income in two or more states simultaneously.
Penalty for Conviction of a Felony Offense for Possession, Use or Distribution of a Controlled
Substance
As permitted under federal law, Pennsylvania enacted legislation to opt out of the federal
requirement that imposes permanent ineligibility on an individual who is convicted under federal
or state law of a felony offense that was committed after August 22, 1996, related to the
possession, use or distribution of a controlled substance. Act 44 was signed into law on December
23, 2003. An individual may receive cash assistance, but he or she must agree to
assessment/treatment if assessment/treatment is needed based on his or her statement, current
participation in a treatment program or other substantial evidence that the Department may
have. The individual must comply with assessment/treatment if the treatment is necessary,
available, and appropriate for benefits to continue, unless there is good cause for not doing so.
Failure To Appear At Criminal Court Proceeding
An individual who, as a defendant, fails to appear at a criminal court proceeding when issued a
summons or bench warrant is ineligible for TANF until he complies with the summons or bench
warrant.
Fugitive Felon
An individual who is fleeing to avoid prosecution or custody or confinement following a conviction
for a felony or who is violating probation or parole imposed under Federal or State law is ineligible
for cash assistance. If the individual receives a Presidential pardon for the conduct the individual
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is eligible as a fugitive felon or probation/parole violation, for any month beginning after the
pardon.
Violation of Probation or Parole
An individual who is in violation of the terms of probation or parole is ineligible for TANF until he
or she complies.
Child Support Requirements
Prerequisites to receiving TANF cash benefits include cooperation with the Department, the Domestic
Relations Section of the County Court of Common Pleas or the County Court of Common Pleas in
identifying a non-custodial parent, establishing paternity, and establishing an order for support.
Cooperation is required unless the applicant/recipient establishes good cause for not doing so.
To be eligible for benefits, applicants or recipients are required to:
• Furnish his or her social security number or provide proof an application has been filed to obtain
a social security number.
• Assign to the Department support rights for all family members who are receiving benefits by
affixing their signature to an application for benefits.
• Cooperate with the Department, Domestic Relations Section and the court in establishing
paternity of a child, unless the applicant or recipient establishes good cause for failing to do so.
• Cooperate in obtaining support payments for the applicant or recipient and for the child, unless
the Department determines that the applicant or recipient has good cause for failing to do so.
The Department may waive cooperation requirements for good cause. Good cause includes:
• The child was conceived as a result of incest or rape.
• Legal proceedings for the adoption of the child are pending before a court.
• The applicant or recipient is currently being assisted by a public or licensed private social agency
while the decision is being made whether to relinquish the child for adoption and the discussions
have not progressed for more than three months.
• Establishing paternity or obtaining child or spousal support increases the risk to the family of
further domestic violence.
The applicant or recipient of cash assistance shall provide relevant verification of good cause.
Applicants must appear before, and obtain from, the Domestic Relations Section of the County Court of
Common Pleas, a certification of cooperation with child support enforcement requirements prior to
authorization of TANF benefits. The Secretary of the Department may waive the personal appearance
requirement for a county court or Domestic Relations Section following review of a written request from
the county which establishes that another procedure would be as efficient and effective.
The applicant or recipient must cooperate and take the following actions:
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• Identify the parent(s) of any child for whom assistance is sought or received. This includes an
appearance by the applicant or recipient, with the child, for scheduled genetic testing.
The failure of the mother to identify by name the father of a child creates a presumption of
noncooperation which may be rebutted only by clear and convincing evidence.
If an applicant or recipient provides the names of two putative fathers subsequently excluded from
paternity by genetic testing, the second exclusion creates a presumption of noncooperation, which may
be rebutted only by clear and convincing evidence.
• Keep scheduled appointments with the Department or Domestic Relations Section.
• Provide truthful and accurate information and documents requested by the Department or
Domestic Relations Section.
• Sign and return any forms requested by the Department or Domestic Relations Section.
• Appear as a witness and provide testimony at judicial and other hearings as requested by the
Domestic Relations Section.
• Pay to the Department any support payment received directly from the non-custodial parent after
an assignment of support has been made.
The Department, the Domestic Relations Section of the Court of County Common Pleas or the County
Court of Common Pleas may determine whether the applicant or recipient has failed to cooperate without
good cause.
In accordance with Title 23 of the Pennsylvania Consolidated Statutes (23 Pa.C.S.) §4374(c)(1), the State
may retain the support collected on behalf of a family receiving TANF up to the amount of the cumulative
assistance paid to the family.
The State will distribute child support collected on behalf of families receiving TANF cash assistance as
follows:
• Effective October 1, 2008, from the amount of current support collected, pass through to the
assistance group the first $100 per month for one child or the first $200 per month for two or
more children, or the first $50 per month for spousal support, without decreasing the amount of
cash assistance. In no case will an assistance group be paid more than one support pass through
per month. The support pass through will be capped at $200 maximum per month.
• Pay the federal government’s share and retain the remainder of the amount collected to
reimburse the commonwealth until the amount equals the amount of unreimbursed cash
assistance paid to the assistance group.
• Pay to the assistance group receiving TANF any support collected in excess of the amounts
distributed or retained as listed above.
In accordance with 23 Pa.C.S.§4352(a.1), TANF child support orders must be reviewed and adjusted,
as necessary, on a 3-year cycle absent of any specific request from the Department.
Effective October 1, 2008, in accordance with 23 Pa.C.S. §4374(d), the state will pay support collected
through the Federal Tax Refund Offset Program to families to whom current support or arrears is
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owed prior to retaining such collections to pay the federal or state shares of assigned support.
Specifically:
For a family receiving cash assistance, arrears collected through the Federal Tax Refund Offset
Program shall be retained by the commonwealth to the extent past due support has been assigned to
the department as a condition of receiving assistance.
For a family that formerly received cash assistance, arrears collected through the Federal Tax Refund
Offset Program shall first be applied to the monthly support obligation, and the balance shall be
applied to arrears owed the family, including assignments of arrearages that accrued before the family
received assistance from the commonwealth and that were executed between October 1, 1997 and
September 30, 2009.
Any remaining arrearages shall be paid to the department.
In accordance with 23 Pa.C.S. §4378(b), the state limits the assignment of support rights only up to
the amount of cash assistance received during the period that a family received assistance. Effective
October 1, 2009, the assignment shall exclude arrears that accrued prior to receipt of assistance.
Coordination with Child Welfare
Pennsylvania recognizes the need to strengthen the existing line of communication between the local
CAOs and the local County Children and Youth Agencies (CCYAs). A workgroup developed a set of inter-
agency protocols to coordinate efforts to serve mutual clients. The process eliminates development of
conflicting service plans and eliminates the possibility of conflicting program requirements. The protocols
require that the activities outlined on the AMR, prepared in the CAOs, should be coordinated with the
Family Service Plan that is prepared at the CCYA.
All 67 CAOs and CCYAs implemented county protocols to ensure a local service delivery system that
enables families to reach self-sufficiency while providing a safe environment for the child. Additionally,
prior to the imposition of a sanction for non-compliance with the work requirement, CAOs are required
to contact CCYAs to determine if a family may have good cause for such non-compliance.
Transfers of TANF Block Grant Funds
Pennsylvania continues to provide supportive and emergency services through TANF or other State
programs as follows:
• Pennsylvania allocates TANF Youth Development Funds (YDF) from the TANF Block Grant to the
Department of Labor & Industry. These funds are used for youth workforce development
programs that include the following activities:
- After School Programs consisting of homework assistance, developing work skills,
entrepreneurial activities, time management, career exploration, leadership training and
mentoring programs.
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- In-school career awareness focusing on Science, Technology, Engineering and Math (STEM)
careers.
- Out-of-school youth programs focusing on internships and work experience.
- Activities for youth who are co-enrolled in Workforce Innovation and Opportunity Act (WIOA)
of 2014 Title I Youth. These activities meet the WIOA Youth performances measures of:
Placement in Employment or Education, Attainment of Degree of Certificate and Literacy and
Numeracy Gains.
Eligibility for these programs is limited to TANF recipients or youth that have a personal monthly gross
earned income that does not exceed 235 percent of the FPIG level. Only the personal monthly gross
income of the youth will be used to qualify a youth for the TANF Youth Development Programming unless
the youth is legally married and/or has children. This initiative is funded with 100 percent federal funds
and leveraged with WIA funds. This initiative meets TANF purpose number two — end the dependence
of needy parents on government benefits by promoting job preparation, work, and marriage.
• Pennsylvania reserves the option to transfer TANF funds to the Child Care and Social Services
Block Grants.
Identifying Domestic Violence
Pennsylvania exercised the federal TANF option to certify that it will screen for and identify victims of
domestic violence. Since 1997, the Department has collaborated with the Pennsylvania Coalition Against
Domestic Violence (PCADV), its statewide contractor providing services to victims of abuse, to develop a
program to screen for and identify domestic violence victims among TANF applicants and recipients. This
collaboration has taken place under the auspices of the Domestic Violence/TANF Task Force.
The Task Force developed a training program (including a video role play) that provides information on
identifying and understanding victims of domestic violence as well as guidance on how a caseworker
should use this information to perform their job. Victims of domestic violence may qualify for temporary
waivers of TANF program requirements such as time limits on receipt of cash assistance, employment and
training requirements and child support cooperation requirements.
To avoid asking each individual specific questions on domestic violence, the Task Force developed several
forms of universal notification. Brochures and palm cards that explain domestic violence and contain the
telephone numbers of local domestic violence agencies are available for distribution in the CAOs. These
items may be dispensed by the caseworker or placed in areas of the CAO such as restrooms for discreet
access. Two different domestic violence awareness posters are also available for posting in the CAOs. In
addition, the Pennsylvania Application for Benefits form includes a tear-out sheet explaining domestic
violence, provides domestic violence hotline telephone numbers, explains good cause and the possibility
of being temporarily excused from certain program requirements.
The Department has also revised its regulations governing good cause for failing to cooperate with child
support requirements based on a claim of domestic violence. Applicants/recipients who are unable to
safely provide documentation of good cause within the established time frames for providing verification
may sign an affirmation of this fact and be granted good cause.
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Link with Medical Assistance
TANF eliminated the automatic granting of Medical Assistance benefits to cash assistance recipients.
However, it provided states the opportunity to maintain the link by ensuring that their TANF design is no
less restrictive in certain financial and non-financial criteria. Since Pennsylvania’s TANF program does
ensure this, TANF cash recipients continue to qualify for Medical Assistance benefits.
The Department worked with the Pennsylvania Insurance Department (PID) to maintain a joint application
for the federally funded Children’s Health Insurance Program (CHIP) and will continue to do so now that
CHIP is administered by the Department.
COMPASS is an online application for Pennsylvanians to apply for health and human services benefits and
is also available as a myCOMPASSPA Mobile App. COMPASS automatically routes an application to the
appropriate agency. Individuals can apply, renew and check the status of their application through
COMPASS. An individual who receives benefits can establish a “My COMPASS Account” which allows them
to view their benefits and report changes.
Pennsylvania implemented an electronic referral process between CHIP and Medical Assistance, known
as the “Health Care Handshake”. This process ensures that a child’s application for health care coverage
submitted to CHIP and who qualifies for Medical Assistance is referred to the Department.
Pennsylvania engages in outreach efforts to support policy directives and initiatives. The Healthy
Babies/Healthy Kids Hotline is available as an outreach resource. The hotline is also a referral and
informational source for CHIP and Medical Assistance program.
Pennsylvania continues its commitment to provide families with the Medical Assistance coverage to which
they are eligible.
Supplemental Nutrition Assistance Program (SNAP) Outreach
Pennsylvania has joined with the United States Department of Agriculture Food and Nutrition Service
(FNS) to provide funds, 50 percent from FNS and 50 percent from either Pennsylvania or the community-
and faith-based organization, to 12 organizations for SNAP outreach. This project is known as
Supplemental Nutrition Assistance Program Participation Project (SNAP PP).
The organizations use a variety of methods to reach out to households who may be eligible for SNAP,
complete and submit SNAP applications on behalf of interested households to the CAO and provide
information about the SNAP Program.
A focus of this program is to introduce potentially eligible applicants to the on-line COMPASS application
process. Through this on-line tool, individuals who receive SNAP benefits can reapply on-line from the
convenience of their homes, thereby making SNAP that much more accessible.
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Another outreach program, the Pennsylvania Supplemental Nutrition Assistance Program Education
(SNAP-Ed) also referred to as PA TRACKS, provides nutrition education to low-income individuals and
families who are eligible to receive SNAP benefits. The program aims to foster positive behavioral changes
related to nutrition and physical activity. There are 18 TRACKS partners that deliver SNAP-Ed throughout
Pennsylvania.
B. Special Provisions
Time-Out Initiative
The Department incorporated a segregated state-funded program in the Fiscal Year (FY) 2001-2002
budget, known as the Time-Out Initiative. This initiative provides incentives to families who are
addressing barriers to self-sufficiency where an individual has been identified as a victim of domestic
violence or kinship caregivers. By segregating state funds from federal TANF funds, individuals who
otherwise qualify for TANF may receive cash assistance under the segregated state-funded program that
does not count towards the 60-month lifetime limit (42 U.S.C.A. §609(a)(7)(B)(1)).
In accordance with 42 U.S.C.A. §609(a)(7)(B)(1) and subject to the availability of resources, the
Department intends to provide funding included in the FY 2019-2020 budget for the Time-Out Initiative.
Eligibility for participation in the Time-Out initiative is limited to those families who meet the income,
resource, and non-financial eligibility factors associated with the TANF program.
Domestic Violence
Victims of domestic violence may be eligible for up to 12 months of Time-Out in a lifetime. These
individuals may receive benefits in the Time-Out program for six months with an additional six months if
the need still exists. The limit on the number of months an individual may receive Time-Out applies
regardless of whether the months are consecutive.
Kinship Caregiver
A TANF family may qualify for Time-Out under kindship care with an adult who is:
• A non-parental caretaker who has received 24 months or more of cash assistance for
himself/herself and a related minor dependent child, or has care and control of a related minor
dependent child as a result of court-ordered placement by Children and Youth Services; and
• Is not receiving cash assistance for children of his/her own; and
• Is meeting the minimum 20-hour weekly work requirement, is exempt or has good cause for not
meeting work requirements. This initiative meets TANF purpose number one — provide
assistance to needy families so that children may be cared for in their own homes or in the homes
of relatives, and TANF purpose number two — end dependence of needy parents on government
benefits by promoting job preparation, work and marriage.
Extended TANF Cash Assistance
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Pennsylvania’s provision for receipt of TANF assistance beyond the 60-month federal time limit is known
as Extended TANF (ETANF). Regulations at 42 U.S.C.A. §608(a)(7)(C) and 45 CFR §264.1(c) give states the
option to extend TANF beyond the 60-month limit to families that have a hardship as defined by the state
or include an individual who has been battered or subjected to extreme cruelty (domestic violence). The
number of families that may receive ETANF is limited to 20 percent of the average monthly number of
families receiving TANF during the current or receding fiscal year. Pennsylvania is exercising this option.
The ETANF program was implemented on October 28, 2002. ETANF families who exhaust the 60-month
time limit or who were granted ETANF during the contingency period are permitted to apply for ETANF
cash assistance and meet eligibility requirements, as defined below. Among those who may qualify for
ETANF are:
• Recipients who are exempt or have good cause for not meeting the work requirements;
• Recipients who are required and meeting the work requirements; and
• Recipients who are victims of domestic violence.
Families who exhaust the TANF time limit and have their cash assistance discontinued may apply for and
receive ETANF at a future time, if they are otherwise eligible. Funding for ETANF is all federal monies.
Transitional Cash Assistance
In accordance with 42 U.S.C.A. §609(a)(7)(B)(i) and subject to the availability of resources, DHS intends to
provide funding included in the FY 2019-2020 budget for the Transitional Cash Assistance grant. Benefits
received for this temporary supplemental grant period may be received up to three months.
Effective March 28, 2009, certain families who are ineligible for continued assistance in the TANF, ETANF
or Time-Out programs due to earned income may be eligible for a temporary supplemental grant, known
as Transitional Cash Assistance (TCA).
The purpose of TCA is to support families as they transition from dependence on welfare to self-
sufficiency. Eligibility for this supplemental grant is limited to needy families, as defined in this State Plan,
who have a gross annual earned income that does not exceed 235 percent of the FPIGs.
Eligibility rules are as follows:
• Families receiving assistance must become ineligible for assistance due to excess earned income.
• Families must meet the federal WPR at the time they no longer qualify for assistance.
• Families will receive $100 per month (two semi-monthly $50 issuances) for three consecutive
months.
• Assistance received during this period does not count against the 60-month lifetime limit on TANF.
Effective 2015, this program is funded with 100 percent state commingled funds.
This grant meets TANF purpose number two, to end the dependence of needy parents on government
benefits by promoting job preparation, work, and marriage.
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Community Service Option
Pennsylvania has opted out of the provision to require a parent or caretaker to participate in community
service if that parent or caretaker has received assistance for two months, is not exempt from work
participation, and is not engaged in work.
VII. Office of Children, Youth and Families
A. Other State Programs and Services Designed to Meet the Purposes of TANF
1. General Relationship to TANF Purposes
TANF provides states the flexibility to develop and implement innovative approaches to address
TANF purposes. Therefore, effective October 1, 1999, the Department, through the Office of
Children, Youth and Families (OCYF), county children and youth agencies (CCYAs) and juvenile
probation offices (JPOs) has operated a segregated TANF federally-funded program.
The segregated TANF Federally-funded program is reasonably related to the TANF goals of
providing assistance to needy families so that children may be cared for in their own homes or in
the homes of relatives, preventing and reducing the incidence of out-of-wedlock pregnancies, and
encouraging the formation and maintenance of two-parent families. These goals will be
promoted through the provision of services described under sections 2 and 3 below. Services are
also provided in any manner that Pennsylvania was authorized to use funds received under Title
IV-A or Title IV-F of the Social Security Act, as such titles were in effect on September 30, 1995,
including as specified in section 3 below.
2. Family Preservation, Reunification and Support Services Designed to Promote TANF Purposes
The services listed in this section are provided as non-assistance services to needy families. The
services listed in this section are reasonably related to the goals of assisting needy families so that
children may be cared for in their own homes or homes of relatives including children placed in
the homes of relatives, encouraging the formation and maintenance of two-parent families and
preventing and reducing the incidence of out-of-wedlock pregnancies, i.e., TANF purposes 1, 3
and 4.
These services are intended to break the cycle of social, emotional and economic dependency by
providing the necessary interventions, supports and services to families experiencing various
forms of crises and dysfunction, e.g., substance disorder, lack of parenting skills,
marital/relationship problems. The provision of services identified in this section will enable
families and children to develop the skills and supports necessary to overcome their problems in
functioning, thereby providing them with a stable foundation upon which additional
competencies related to permanent and stable relationships and responsible parenting can be
built.
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Stable relationships and responsible parenting skills are essential for creating an environment in
which two-parent families can continue to exist or come into existence.
The existence of stable relationships and responsible parenting skills is also essential to breaking
the cycle of out-of-wedlock pregnancies.
The following family preservation, reunification and support services are provided or arranged for
families and for children residing in their homes (and for children who are temporarily in foster
care and who are expected to return to the home within the temporary absence period
established by the State) by OCYF, CCYAs or JPOs, as determined necessary and appropriate. The
services are provided as non-assistance services to assist needy families. For purposes of this
section, “needy” is defined as having a household income of less than 400 percent of the Federal
poverty level.
• Parent/Child Visitation
• Intensive Family Preservation Services
• Casework/Case Management Services
• Diagnostic and Assessment Services
• Family Support Services including Respite Care
• Family Centers — collaborative community efforts to provide a range of services to
children and their families at a single location. Centers that provide child welfare TANF
services described in the plan provide those services to eligible children to promote
keeping families together and to maintain children in their own homes. Child welfare
TANF funds are directed to specific children served by the family centers and are not used
to support the center’s administration.
• Counseling Services
• Parenting and Home Management Services
• Independent Living Services
• Preventive Services focused on promoting family stability and responsible behavior of
individuals and reducing economic dependence
• Delinquency Prevention/Remediation Services
• Day Treatment and Protective Child Care Services
• Non-Medical Substance Disorder Services
• Other In-home Services
• Programs Promoting Responsible Fatherhood
• Adoption Services
3. Services provided to dependent and delinquent children who have been placed into residential
care
As authorized in the approved Title IV-A State Plan in effect as of September 30, 1995, TANF funds
may be used to pay for non-Title IV-E eligible emergency shelter services, not to exceed 30
consecutive days and in accordance with 55 Pa. Code §§3130.37 and 3140.22(c) and the purchases
356 | Page
of services provided to children temporarily placed in residential care provided that the services
are not part of the per diem and are billed services. Eligible services include:
• Child Protective Services/Child Abuse
• Child Care Services
• Day Treatment Services
• Child Protective Services-General
• Information and Referral Services
• Service Planning
• Counseling/Intervention Services
• Homemaker/Caretaker Services
• Life Skills Education
The cost for placement in a Juvenile Detention Facility can no longer be claimed under TANF.
FUNDING
Section 403(a)(1)(A) provides that each eligible State shall be entitled to receive for each of the fiscal years
1996 through 2010, a grant in an amount equal to the State family assistance grant as defined in section
403(a)(1)(B).
I. Payments to Agency Administering the TANF Program.
Please provide payment for the TANF Program to the same organization administering the TANF
Program as of March 3, 1997.
II. State Payments for TANF Program
Payments for the TANF Program are to be made to the Pennsylvania Department of Human Services.
The Commonwealth of Pennsylvania’s estimate for each quarter of the fiscal year by percentage is:
For FY 2015 and Future Years
1
st
Quarter
2
nd
Quarter
3
rd
Quarter
4
th
Quarter
25 percent
25 percent
25 percent
25 percent
TANF Certifications
States that include TANF in the Combined State Plan must provide a certification by the chief executive
officer of that State, that during the fiscal year, the State will:
1. Operate a child support enforcement program under the State Plan approved under part D. (section
402(a)(2) of the Social Security Act);
Assurance(s) or Attachment(s): Yes
2. Operate a foster care and adoption assistance program under the State Plan approved under part E,
and that the State will take such actions as are necessary to ensure that children receiving assistance under
such part are eligible for medical assistance under the State Plan under title XIX. (section 402(a)(3) of the
Social Security Act);
Assurance(s) or Attachment(s): Yes
357 | Page
3. Specify which State agency or agencies will administer and supervise the program referred to in
paragraph (1) for the fiscal year, which shall include assurances that local governments and private sector
organizations (section 402(a)(4) of the Social Security Act)—
(A) have been consulted regarding the plan and design of welfare services in the State so that
services are provided in a manner appropriate to local populations; and
Assurance(s) or Attachment(s): Yes
(B) have had at least 45 days to submit comments on the plan and the design of such services;
Assurance(s) or Attachment(s): Yes
4. Provide each member of an Indian tribe, who is domiciled in the State and is not eligible for assistance
under a tribal family assistance plan approved under section 412, with equitable access to assistance under
the State program funded under this part attributable to funds provided by the Federal Government.
(section 402(a)(5) of the Social Security Act);
Assurance(s) or Attachment(s): Yes
5. Establish and enforce standards and procedures to ensure against program fraud and abuse, including
standards and procedures concerning nepotism, conflicts of interest among individuals responsible for the
administration and supervision of the State program, kickbacks, and the use of political patronage. (section
402(a)(6) of the Social Security Act);
Assurance(s) or Attachment(s): Yes
6. (optional) Establish and Enforcing standards and procedures to (section 402(a)(7) of the Social Security
Act)—
(i) screen and identify individuals receiving assistance under this part with a history of domestic
violence while maintaining the confidentiality of such individuals;
Assurance(s) or Attachment(s): Yes
(ii) refer such individuals to counseling and supportive services; and
Assurance(s) or Attachment(s): Yes
(iii) waive, pursuant to a determination of good cause, other program requirements such as time
limits (for so long as necessary) for individuals receiving assistance, residency requirements, child
support cooperation requirements, and family cap provisions, in cases where compliance with such
requirements would make it more difficult for individuals receiving assistance under this part to
escape domestic violence or unfairly penalize such individuals who are or have been victimized by
such violence, or individuals who are at risk of further domestic violence.
358 | Page
Assurance(s) or Attachment(s): Yes
Supplemental Nutrition Assistance Program, Employment and Training (SNAP
E&T) and Work Programs Authorized Under Sections 6(d)(4) and 6 6(o) of the
Food and Nutrition Act of 2008 (OMB Control Number: 0584-0083)
(a) General Requirements: The State agency must prepare and submit an Employment and Training (E&T)
Plan to its appropriate Food and Nutrition Service (FNS) Regional Office. The E&T Plan must be available
for public inspection at the State agency headquarters. A State agency may include its plan for the SNAP
E&T program in a Combined Plan under WIOA but will require FNS approval prior to implementation and
must continue to make a copy of the plan available for public inspection. If a State includes SNAP E&T in a
Combined Plan under WIOA, the State agency will detail the following for each year covered by the
Combined Plan:
(1) The nature of the E&T components the State agency plans to offer and the reasons for such
components, including cost information. The methodology for State agency reimbursement for
education components must be specifically addressed;
Supervised Job Search (SJS)
Answer the question in the space below
Summary of the State guidelines
implementing supervised job
search. This summary of the State
guidelines, at a minimum, must
describe: The criteria used by the
State agency to approve locations
for supervised job search, an
explanation of why those criteria
were chosen, and
how the supervised job search
component meets the requirements
to directly supervise the activities of
participants and track the timing
and activities of participants.
Supervised job search component serves job-ready
participants engaged in job-seeking activities, either
individually or as a group at state-approved locations.
Case managers validate client’s job search activities
through discussions and guidance at minimum once per
month. Job-seeking activities may include counseling,
provision of local labor market information, and
instruction in job-seeking skills, and a minimum effort of
12 hours per month. Job Search can be conducted at
state-approved locations including American Job Centers,
online via CWDS/Job Gateway, or at facilities operated by
a contracted E&T service provider included in this Plan.
Locations were selected based on alignment with PA’s
workforce development system, and to ensure E&T
participants may utilize the job search component in a
space similar to the one in which they engage in other
components. Online or internet-based job applications
will be tracked by the case manager, who will provide
continuous advice to participants as the component
progresses.
Direct link. Explain how the State
agency will ensure that supervised
PA DHS has ensured a direct link for Supervised Job Search
in each contracted program. SNAP EARN is required to
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Supervised Job Search (SJS)
Answer the question in the space below
job search activities will have a
direct link to increasing the
employment opportunities of
individuals engaged in the activity
(i.e. how the State agency will
screen to ensure individuals
referred to SJS have the skills to be
successful in SJS and how the SJS
program is tailored to employment
opportunities in the community).
provide employability assessment and case management
to all participants not only by regulation, but also by
program design through their contract. They complete a
service plan and have access to Job Search Training
services to assist. SNAP EARNs are contracted with the
Workforce Development Boards, are able to leverage local
resources and employer partnerships, and uniquely suited
to providing the Supervised Job Search component.
SNAP 50/50s are designed so that Supervised Job Search is
only offered following completion of vocational education
or work experience components, when participants are
ready to put their new skills into action. As part of the
onboarding process for each new SNAP 50/50 third party
partner, PA DHS reviews the partner’s ties to employers in
the community as well as the job coaching and placement
services.
Target Population. Identify the
population that will be targeted.
Include special populations such as
ABAWDs, Returning Citizens,
Homeless, Older Disconnected
Youth, etc.
This component is open to any E&T participant who meets
criteria for participation and wishes to volunteer
Criteria for Participation. What
skills, knowledge, or experience is
necessary for participation in the
component? For example, literacy
or numeracy levels, recent labor
market attachment, computer
literacy etc.)
Participation in this component is determined at the
contractor level. Each contractor may determine the
suitability of a participant for this component.
Typically, individuals are encouraged to enroll in a
supervised job search period following successful
completion of another SNAP E&T component.
Geographic Area. Where will the
component be available (statewide,
regional, counties, localities not
covered by ABAWD waivers, areas
covered by American Job Centers,
etc.)
Statewide
E&T Providers. Identify all entities
that will provide the service.
SNAP EARN and SNAP 50-50 contractor groups
Note: Graduates of the SNAP KEYS program are referred
to SNAP EARN after graduation for assistance with job
placement.
360 | Page
Supervised Job Search (SJS)
Answer the question in the space below
Projected Annual Participation.
Project the number of unduplicated
individuals.
600
Estimated Annual Component
Costs. Project only administrative
costs.
$1,414,423
Job Search Training (JST)
Answer the question in the space below
Description of the component.
Provide a brief description of the
activities and services.
Job Search Training component prepares individuals for the
workplace by teaching interviewing techniques, preparation of
resumes, employer expectations, and basic life skills.
Target Population. Identify the
population that will be targeted.
Include special populations such as
ABAWDs, Returning Citizens,
Homeless, Older Disconnected
Youth, etc.
This component is open to any E&T participant who meets
criteria for participation and wishes to volunteer
Criteria for Participation. What
skills, knowledge, or experience is
necessary for participation in the
component? For example, literacy
or numeracy levels, recent labor
market attachment, computer
literacy etc.)
Participation in this component is determined at the
contractor level. Each contractor may determine the
suitability of a participant for this component.
Geographic Area. Where will the
component be available (statewide,
regional, counties, localities not
covered by ABAWD waivers, areas
covered by the American Job
Centers, etc.)
Statewide
E&T Providers. Identify all entities
that will provide the service.
All contracted groups
Projected Annual Participation.
Project the number of unduplicated
individuals.
840
Estimated Annual Component
Costs. Project only administrative
costs.
$2,234,485
Job Retention (JR)
Answer the question in the space below
Description of the component.
Provide a summary of the activities
and services. Include a description
Includes services designed to assist individuals to successfully
transition into the workplace and retain employment. This
component includes financial literacy planning, job coaching,
361 | Page
Job Retention (JR)
Answer the question in the space below
of how the State will ensure
services are provided for no less 30
days and no more than 90 days.
and workplace literacy services. This component is offered to
each participant for a minimum of 30 days and a maximum of
90 days.
Consistent with federal rules, this component is offered for the
full period of up to 90 days notwithstanding a participant’s loss
of eligibility for SNAP benefits.
Target Population. Identify the
population that will be targeted.
Include special populations such as
ABAWDs, Returning Citizens,
Homeless, Older Disconnected
Youth, etc.
This component is open to any E&T participant who meets
criteria for participation and wishes to volunteer
Criteria for Participation. What
skills, knowledge, or experience is
necessary for participation in the
component? For example, literacy
or numeracy levels, recent labor
market attachment, computer
literacy etc.)
Participation in this component is determined at the
contractor level. Each contractor may determine the
suitability of a participant for this component. The only
prerequisite that PA DHS places on enrollment in this
component is that the participant must have started a new job
while participating in another SNAP E&T component.
Geographic Area. Where will the
component be available (statewide,
regional, counties, localities not
covered by ABAWD waivers, area
covered by the American Job
Centers, etc.).
Statewide
E&T Providers. Identify all entities
that will provide the service.
All contracted groups
Projected Annual Participation.
Project the number of unduplicated
individuals.
540
Estimated Annual Component
Costs. Project only administrative
costs.
$1,391,988
E&T Workfare (W)
Answer the question in the space below
Description of the component.
Provide a summary of the activities
and services
Workfare is an unpaid work activity used to provide
opportunities for ABAWDs to serve in a community service
capacity in the federal, state or local government or nonprofit
sector. Workfare enhances an individual's employability by
helping to develop effective work habits and basic job skills,
including organization skills, problem solving, and basic math
skills or to brush up existing skills needed for the work
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E&T Workfare (W)
Answer the question in the space below
environment, through unpaid employment. The maximum
number of hours is determined by the CAO, which calculates
this figure by dividing the household’s benefit level by the
federal minimum wage. Participants perform workfare for the
number of hours calculated by the CAO and listed on the EDP.
The maximum number of hours worked in community service,
combined with any hours worked during the week by a
participant for compensation (in cash or in kind) in any other
capacity must not exceed 30 hours per week.
The CAO is required to ensure all ABAWDs participating in E&T,
including ABAWDs participating in community service,
continue to meet the work requirement. E&T contracted
programs open an activity code in CWDS immediately upon
referral to indicate that the participant has secured a
community service position. The E&T contracted program
then uses a state-issued form, the PA 1938, to establish a non-
financial agreement with the community service provider, in
which the provider certifies the proposed schedule of service
and agrees to report any change in the individual’s
participation in community service within 10 days from the
date the change occurred.
E&T contracted programs follow up by entering the hours
served in the position by the 15
th
day of the calendar month
following the month in which participation occurred. E&T
contracted programs are instructed to terminate the
participant in CWDS if they do not meet the hours listed on the
EDP. Participation hours entered into CWDS by the E&T
contracted programs can be viewed by the CAO in eCIS the day
following data entry. CWDS terminations are likewise
automatically communicated to the CAO the following day.
By reviewing the activity codes opened, the monthly data-
entry of hours, and the receipt of E&T termination
notifications, the CAO is able to take action to discontinue
benefits to ABAWDs who are no longer meeting the work
requirement through participation in E&T, pursuant to 7 CFR
§273.7(m)(9)(ii).
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E&T Workfare (W)
Answer the question in the space below
Target Population. Identify the
population that will be targeted.
Include special populations such as
ABAWDs, Returning Citizens,
Homeless, Older Disconnected
Youth, etc.
ABAWDs
Criteria for Participation. What
skills, knowledge, or experience is
necessary for participation in the
component? For example, literacy
or numeracy levels, recent labor
market attachment, computer
literacy etc.)
Participation in this component is determined at the
contractor level. Each contractor may determine the
suitability of a participant for this component.
Geographic Area. Where will the
component be available (statewide,
regional, counties, localities not
covered by ABAWD waivers, areas
covered by the American Job
Centers, etc.).
Statewide
E&T Providers. Identify all entities
that will provide the service.
SNAP EARN and SNAP KEYS
Projected Annual Participation.
Project the number of unduplicated
individuals.
180
Estimated Annual Component
Costs. Project only administrative
costs.
$338,939
I. Educational Programs
Basic/Foundational Skills
Instruction (includes High School
Equivalency Programs) (EPB)
Answer the question in the space below
Description of the component.
Provide a summary of the activities
and services
This component is designed to increase employability of
participants through an appropriate course of literacy,
numeracy, and basic skills education equivalent to successful
completion of the 8
th
grade. For individuals who successfully
attain this level of proficiency, or who already demonstrated it
upon placement into the component, this component will also
prepare a participant to qualify for a high school general
equivalency diploma or equivalent certification.
Target Population. Identify the
population that will be targeted.
This component is open to any E&T participant who meets
criteria for participation and wishes to volunteer
364 | Page
Basic/Foundational Skills
Instruction (includes High School
Equivalency Programs) (EPB)
Answer the question in the space below
Include special populations such as
ABAWDs, Returning Citizens,
Homeless, Older Disconnected
Youth, etc.
Criteria for Participation. What
skills, knowledge, or experience is
necessary for participation in the
component? For example, literacy
or numeracy levels, recent labor
market attachment, computer
literacy etc.)
For GED/high school equivalency services only, an individual
must be functioning at the 8
th
grade level or above to enroll.
Geographic Area. Where will the
component be available (statewide,
regional, counties, localities not
covered by ABAWD waivers, areas
covered by the American Job
Centers, etc.).
Statewide
E&T Providers. Identify all entities
that will provide the service.
SNAP EARN
Projected Annual Participation.
Project the number of unduplicated
individuals.
120
Estimated Annual Component
Costs. Project only administrative
costs.
$420,039
Not supplanting. Federal E&T funds
used for activities within the
education component must not
supplant non-Federal funds for
existing educational services and
activities. For any education
activities, provide evidence that
costs attributed to the E&T program
are not supplanting funds used for
other existing education programs.
SNAP EARN contractors are provided with guidance
prohibiting the use of funds to supplant existing state
entitlements. Generally, if a service is available from a
reputable provider in the community at no charge, SNAP EARN
programs are expected to refer the participant to the no-
charge provider and bill DHS only for the cost of providing case
management, supportive services, and supplemental activities
that are provided to the SNAP participant, but not available to
the general public.
Cost Parity. If any of the educational
services or activities are available to
persons other than E&T
participants, provide evidence that
the costs charged to E&T do not
exceed the costs charged for non-
Contractors are advised of the requirement that costs charged
to the E&T grant may not exceed costs charged to or for non-
E&T participants.
365 | Page
Basic/Foundational Skills
Instruction (includes High School
Equivalency Programs) (EPB)
Answer the question in the space below
E&T participants (e.g. comparable
tuition).
Career/Technical Education
Programs or other Vocational
Training (EPC)
Answer the question in the space below
Description of the component.
Provide a summary of the activities
and services
This component provides occupational skills training that lead
certifications, industry-recognized credentials, and in-
demand jobs. Only educational activities that directly
enhance the employability of the participant are allowed.
This component also includes credit-bearing certificate
programs and career-specific degrees that enhance
participants’ employability. Program partners include but are
not limited to: Pennsylvania’s community colleges and state-
owned universities.
ABAWDs are advised that they may appropriately combine
this component with up to 10 hours/week of job search
and/or job search training to meet the work requirement.
Target Population. Identify the
population that will be targeted.
Include special populations such as
ABAWDs, Returning Citizens,
Homeless, Older Disconnected
Youth, etc.
This component is open to any E&T participant who meets
criteria for participation and wishes to volunteer.
Criteria for Participation. What
skills, knowledge, or experience is
necessary for participation in the
component? For example, literacy
or numeracy levels, recent labor
market attachment, computer
literacy etc.)
Most contracted partners have specific criteria for admission
into their program that align with labor market demand. For
example, completion of high school; verification of literacy or
numeracy levels; or, in limited instances, criminal history
requirements.
Geographic Area. Where will the
component be available (statewide,
regional, counties, localities not
covered by ABAWD waivers, area
covered by the American Job
Centers, etc.).
Statewide
366 | Page
Career/Technical Education
Programs or other Vocational
Training (EPC)
Answer the question in the space below
E&T Providers. Identify all entities
that will provide the service.
Both contracted partners and the SNAP agency
Projected Annual Participation.
Project the number of unduplicated
individuals.
3,720
Estimated Annual Component
Costs. Project only administrative
costs.
$9,877,555
Not supplanting. Federal E&T funds
used for activities within the
education component must not
supplant non-Federal funds for
existing educational services and
activities. For any education
activities, provide evidence that
costs attributed to the E&T program
are not supplanting funds used for
other existing education programs.
Contractors are provided with guidance prohibiting the use of
funds to supplant existing state entitlements. Generally, if a
service is available from a reputable provider in the
community at no charge, contractors are expected to refer
the participant to the no-charge provider and bill DHS only
for the cost of providing case management, supportive
services, and supplemental activities that are provided to the
SNAP participant, but not available to the general public.
Cost Parity. If any of the educational
services or activities are available to
persons other than E&T
participants, provide evidence that
the costs charged to E&T do not
exceed the costs charged for non-
E&T participants (e.g. comparable
tuition).
In the SNAP KEYS program, tuition is generally not paid for
with SNAP E&T funds, and KEYS coordinators are expected to
refer students to free resources available on campus to all
students. KEYS contractors then use funds to pay for case
management, supportive services, and additional activities
and enhanced services (not available to non-E&T
participants) that address the unique needs of the E&T
participant population.
SNAP 50/50 third-party partners, which are community-
based organizations, are required to bill DHS for SNAP E&T
participants consistently with the amount charged per non-
E&T student to their other charitable donations or grants.
English Language Acquisition (EPEL)
Answer the question in the space below
Description of the component.
Provide a summary of the activities
and services.
Formal education training specifically designed to improve an
individual’s proficiency in English needed to compete in the
current job market.
Target Population. Identify the
population that will be targeted for
participation in the component.
Include special populations such as
ABAWDs, Returning Citizens,
This component is open to any E&T participant who meets
criteria for participation and wishes to volunteer.
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English Language Acquisition (EPEL)
Answer the question in the space below
Homeless, Older Disconnected
Youth, etc.
Criteria for Participation. What
skills, knowledge, or experience is
necessary for participation in the
component? For example, literacy
or numeracy levels, recent labor
market attachment, computer
literacy etc.)
The participant has expressed that English is not their first
language.
Geographic Area. Where will the
component be available (statewide,
regional, counties, localities not
covered by ABAWD waivers, areas
covered by the American Job
Centers, etc.).
Statewide
E&T Providers. Identify all entities
that will provide the service.
Both contracted partners and the SNAP agency.
Projected Annual Participation.
Project the number of unduplicated
individuals.
120
Estimated Annual Component
Costs. Project only administrative
costs.
$293,413
Not supplanting. Federal E&T funds
used for activities within the
education component must not
supplant non-Federal funds for
existing educational services and
activities. For any education
activities, provide evidence that
costs attributed to the E&T program
are not supplanting funds used for
other existing education programs.
Contractors are provided with guidance prohibiting the use of
funds to supplant existing state entitlements. Generally, if a
service is available from a reputable provider in the
community at no charge, contractors are expected to refer
the participant to the no-charge provider and bill DHS only for
the cost of providing case management, supportive services,
and supplemental activities that are provided to the SNAP
participant, but not available to the general public.
Cost Parity. If any of the
educational services or activities are
available to persons other than E&T
participants, provide evidence that
the costs charged to E&T do not
exceed the costs charged for non-
E&T participants (e.g. comparable
tuition).
Contractors are advised of the requirement that costs
charged to the E&T grant may not exceed costs charged to or
for non-E&T participants.
II. Work Experience
368 | Page
Work experience is divided into two subcomponents per 7 CFR 273.7(e)(2)(iv): Work activity (WA) and
Work-based learning (WBL). WBL activities like internships, apprenticeships, and on-the-job training,
among others, may provide wages subsidized by the E&T program. In order to capture information
about WBL activities that may be subsidized or unsubsidized by E&T, there are two sets of tables below
for each kind of WBL activity – one table for activities not subsidized by E&T (e.g. Work-based learning –
Internships) and another for activities subsidized by E&T (e.g. Work-based learning – Internships -
Subsidized by E&T). Note that subsidized means programs where E&T funding is used to subsidize wages
of participants. Subsidized in this context does not mean programs where participants receive a
subsidized wage from another source.
Internship (WBLI)
Answer the question in the space below
Description of the component.
Provide a summary of the activities
and services.
Short-term entry-level work experience with an employer in
an industry associated with the participant’s course of study
and supervised or case managed by the E&T provider. The
participant may or may not be paid by the employer, however
wages will not be subsidized with E&T dollars.
Target Population. Identify the
population that will be targeted.
Include special populations such as
ABAWDs, Returning Citizens,
Homeless, Older Disconnected
Youth, etc.
Community College students
Criteria for Participation. What
skills, knowledge, or experience is
necessary for participation in the
component? For example, literacy
or numeracy levels, recent labor
market attachment, computer
literacy etc.)
This component is open to E&T participants who are
simultaneously enrolled in or recently were enrolled in the
career/technical education programs or other vocational
training component.
Geographic Area. Where will the
component be available (statewide,
regional, counties, localities not
covered by ABAWD waivers, areas
covered by the American Job
Centers, etc.).
Statewide, including areas covered by Pennsylvania’s 14
community colleges
E&T Providers. Identify all entities
that will provide the service.
SNAP KEYS
Projected Annual Participation.
Project the number of unduplicated
individuals.
60
Estimated Annual Component
Costs. Project only administrative
costs.
$94,595
369 | Page
Pre-Apprenticeship/
Apprenticeship (WBLPA)
Answer the question in the space below
Description of the component.
Provide a summary of the activities
and services to be offered.
Registered pre-apprenticeships (RPAs) that expand
participants’ career pathway opportunities with industry-
based training and classroom instruction, preparing
individuals to enter and succeed in registered
apprenticeships (RAs) or other unsubsidized employment.
RPAs are typically conducted in a classroom setting, with
participants also experiencing simulated job environments to
gain relevant hands-on experience.
ABAWDs are advised that they may appropriately combine
this component with up to 10 hours/week of job search
and/or job search training to meet the work requirement.
Target Population. Identify the
population that will be targeted.
Include special populations such as
ABAWDs, Returning Citizens,
Homeless, Older Disconnected
Youth, etc.
This component is open to any E&T participant who meets
criteria for participation and wishes to volunteer.
Berks Connection Pretrial services focuses on serving
Returning Citizens.
Criteria for Participation. What
skills, knowledge, or experience is
necessary for participation in the
component? For example, literacy
or numeracy levels, recent labor
market attachment, computer
literacy etc.)
Each contracted partner has specific criteria for admission
into their program that align with labor market demand. For
example, completion of high school; verification of literacy or
numeracy levels; or, in limited instances, criminal history
requirements.
Geographic Area. Where will the
component be available (statewide,
regional, counties, localities not
covered by ABAWD waivers, areas
covered by the American Job
Centers, etc.).
Philadelphia, Allegheny, and Berks Counties
E&T Providers. Identify all entities
that will provide the service.
SNAP 50/50 (Samuel Staten Sr. Pre-Apprenticeship Program,
New Century Careers, and Berks Connection Pretrial Services)
Projected Annual Participation.
Project the number of unduplicated
individuals.
312
Estimated Annual Component
Costs. Project only administrative
costs.
$1,611,371
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Transitional Jobs (WBLTJ)
Answer the question in the space below
Description of the component.
Provide a summary of the activities
and services.
Transitional Job activities provide time-limited work
experiences that are wage-paid, but not subsidized, and are
in the public, private, non-profit sectors for those individuals
with barriers to employment who are chronically unemployed
and have inconsistent work history. These jobs are designed
to enable an individual to establish a work history,
demonstrate work success in an employee-employer
relationship, and develop the skills that lead to unsubsidized
employment. Training objectives include enhanced coaching
designed to build non-cognitive (soft) skills, as well as job
skills specific to the participant’s specific TJ placement, which
can be in industries such as distribution/supply chain, food
processing and manufacturing, hospitality, printing/imaging,
and restoration/large loss.
Target Population. Identify the
population that will be targeted.
Include special populations such as
ABAWDs, Returning Citizens,
Homeless, Older Disconnected
Youth, etc.
Returning citizens, homeless, chronically unemployed.
Criteria for Participation. What
skills, knowledge, or experience is
necessary for participation in the
component? For example, literacy
or numeracy levels, recent labor
market attachment, computer
literacy etc.)
This component is open to any E&T participant who meets
criteria for participation and wishes to volunteer.
Participation in this component is determined at the
contractor level. Each contractor may determine the
suitability of a participant for this component.
Geographic Area. Where will the
component be available (statewide,
regional, counties, localities not
covered by ABAWD waivers, areas
covered by the American Job
Centers, etc.).
Philadelphia, Bucks, and surrounding counties
E&T Providers. Identify all entities
that will provide the service.
SNAP 50/50 (First Step Staffing)
Projected Annual Participation.
Project the number of unduplicated
individuals.
125
Estimated Annual Component
Costs. Project only administrative
costs.
$548,073
371 | Page
Transitional Jobs – Subsidized by
E&T (WBLTJ - SUB)
Answer the question in the space below
Description of the component.
Provide a summary of the activities
and services. Include the training
objectives for each subsidized
activity and how the State agency
will ensure that the subsidized
activity serves as a training to
move participants into
unsubsidized employment.
Transitional Job activities provide time-limited work
experiences that are wage-paid, with wages 50% reimbursed
with E&T dollars. Placements are in the public, private, non-
profit sectors for those individuals with barriers to
employment who are chronically unemployed and have
inconsistent work history. Placements are limited to no
longer than 75 working days, which may be consecutive or
non-consecutive. Participants receive wages at the end of
each working day. These jobs are designed to enable an
individual to establish a work history, demonstrate work
success in an employee-employer relationship, and develop
the skills that lead to unsubsidized employment. Training
objectives include non-cognitive (soft) skills, as well as job
skills specific to the participant’s specific TJ placement, which
can be in industries such as landscaping/land reclamation,
building renovation, and litter abatement.
Target Population. Identify the
population that will be targeted.
Include special populations such as
ABAWDs, Returning Citizens,
Homeless, Older Disconnected
Youth, etc.
Returning citizens
Criteria for Participation. What
skills, knowledge, or experience is
necessary for participation in the
component? For example, literacy
or numeracy levels, recent labor
market attachment, computer
literacy etc.)
Participation is limited to individuals who have been released
from state incarceration and are under state
supervision/parole. In some instances, individuals released
from county incarceration and under county
supervision/probation may also be eligible.
Geographic Area. Where will the
component be available (statewide,
regional, counties, localities not
covered by ABAWD waivers, areas
covered by the American Job
Centers, etc.).
Philadelphia, Allegheny, Dauphin and surrounding counties.
E&T Providers. Identify all entities
that will provide the service.
SNAP 50/50 (Center for Employment Opportunities)
Projected Annual Participation.
Project the number of unduplicated
individuals.
247
372 | Page
Transitional Jobs – Subsidized by
E&T (WBLTJ - SUB)
Answer the question in the space below
Estimated Annual Component
Costs. Project only administrative
costs.
$2,836,814
(2) An operating budget for the Federal fiscal year with an estimate of the cost of operation for
each Federal fiscal year covered by the Combined Plan. Any State agency that requests 50 percent
Federal reimbursement for State agency E&T administrative costs, other than for participant
reimbursements, must include in its plan, or amendments to its plan, an itemized list of all activities
and costs for which those Federal funds will be claimed, including the costs for case management
and casework to facilitate the transition from economic dependency to self-sufficiency through
work. Costs in excess of the Federal grant will be allowed only with the prior approval of FNS and
must be adequately documented to assure that they are necessary, reasonable and properly
allocated. A State must submit a plan amendment to request budget adjustments at least 30 days
prior to planned implementation;
Section B - Operating Budget
Instructions for completion: Complete all cells, as applicable that are shown in gray. The cells that are
blue are either being prepopulated from contracts or partnerships table or will automatically calculate and
populate some of the cells that are included in the Funding Sources table. the Non-Federal Share will
include any State/local funds or funds being provided through third-party partnerships. Federal share will
include the 100 percent Federal E&T funds and the federal share of the 50/50 funds.
Expense Category
Non-Federal Share
Federal Share
Total
I. Direct Program and Admin
Costs
Salary/Wages (State agency
only)
$ 449,672.00
$ 1,281,322.00
$
1,730,994.00
Fringe Benefits - provide
approved fringe benefit rate
percentage in line 8 below. Or
provide total fringe benefits in
line 9 if multiple rates are used
by the State agency
87.80%
$ 394,812.00
$ 1,125,001.00
$
1,519,813.00
Fringe Benefits -
$ -
Non-capital equipment
$ 161,376.00
$
161,376.00
Materials
$ -
$ -
373 | Page
Travel
$ -
$ 2,137.00
$
2,137.00
Building Space
$ -
$ 164,359.00
$
164,359.00
Equipment and other capital
expenditures
$ -
$ -
$ -
Subtotal - State agency costs
only
$ 844,484.00
$ 2,734,195.00
$
3,578,679.00
Contractual Costs: Is
prepopulating from Contract-
Partnerships Table, must not
include Participant
reimbursements.
$
6,745,729.50
$ 10,737,286.50
$
17,483,016.00
County Administered Program
Admin Cost, if applicable: Is
prepopulating from County
Admin Budget.
$ -
$ -
$ -
Total Direct Program and Admin
Costs
$
7,590,213.50
$ 13,471,481.50
$
21,061,695.00
II. Indirect Costs: Indirect costs
are only calculated on the
subtotal of State agency costs
only.
Indirect Costs - provide
approved indirect cost rate
percentage in line 23 below.
$ -
$ -
$ -
III. In-kind contribution
State in-kind contribution
$ -
$ -
$ -
Total Administrative Costs
$
7,590,213.50
$ 13,471,481.50
$
21,061,695.00
IV. Participant Reimbursements
Dependent Care (including costs
from contracts/partners and
county administered programs)
$
1,600,000.00
$ 1,600,000.00
$
3,200,000.00
374 | Page
Transportation & Other costs
(including costs from
contracts/partners and county
administered programs)
$
1,310,000.00
$ 1,310,000.00
$
2,620,000.00
State Agency Cost for
Dependent Care
$ -
$ -
Total Participant
Reimbursements
$
2,910,000.00
$ 2,910,000.00
$
5,820,000.00
V. Total Costs
$
10,500,213.50
$ 16,381,481.50
$
26,881,695.00
(3) The categories and types of individuals the State agency intends to exempt from E&T
participation, the estimated percentage of work registrants the State agency plans to exempt, and
the frequency with which the State agency plans to reevaluate the validity of its exemptions;
SNAP E&T Projected Participation
A) Anticipated number of work registrants in the State during the
Federal FY. This is an unduplicated count. Take into consideration the
expected number of work registrants in the State on October 1
st
as
well as the number of new work registrants expected throughout the
Federal Fiscal Year.
516,189
B) List State exemptions from E&T and the number of work registrants
expected to be exempted under each category. A State operating a
voluntary program would show that all work registrants are exempt.
Alternatively, a State may exempt only certain populations from SNAP
E&T participation, such as individuals experiencing homelessness.
516,189
1. All Work Registrants
C) Total estimated number of work registrants exempt from
mandatory E&T (sum of State exemptions in B above).
516,189
D) Percent of all work registrants exempt from E&T (line C /line A *
100).
100%
E) Anticipated number of ABAWDs in the State during the FY.
340,068
F) Anticipated number of ABAWDs in waived areas of the State.
340,068
G) Anticipated number of ABAWDs to be exempted under the State’s
ABAWD discretionary exemption allowance.
0
H) Number of potential at–risk ABAWDs expected in the State during
the FY (line E – (lines F +G)).
0
375 | Page
(4) The characteristics of the population the State agency intends to place in E&T;
Pennsylvania will continue to offer a voluntary SNAP E&T program in Federal FY 2022. Individuals who
choose to participate in the program may do so through any of the allowable components.
(5) The estimated number of volunteers the State agency expects to place in E&T;
Mandatory, Voluntary, and ADAWD Projected Participation
A) How many total mandatory participants do you expect to serve in
E&T during the FY?
0
B) How many total voluntary participants do you expect to serve in
E&T during the FY?
4,962
C) How many ABAWDs do you expect to serve in E&T during the FY?
0
(6) The geographic areas covered and not covered by the E&T Plan and why, and the type and
location of services to be offered;
Pennsylvania offers a choice of eight components so that E&T participants may pursue an appropriate
activity applicable to their local labor market conditions through one of three SNAP E&T contractor
groups: 1) SNAP KEYS, 2) SNAP EARN, or 3) SNAP 50/50. While not all counties have SNAP KEYS or SNAP
50/50 contractors, each of Pennsylvania’s 67 counties is served by at least one SNAP EARN program.
The eight SNAP E&T components offered in Pennsylvania are:
1. Supervised Job Search
2. Job Search Training
3. Job Retention
4. E&T Workfare
5. Basic/Foundational Skills Instruction (includes High School Equivalency Programs)
6. Career/Technical Education Programs or other Vocational Training
7. English Language Acquisition
8. Work Experience
(7) The method the State agency uses to count all work registrants as of the first day of the new
fiscal year;
The IMCW in the local CAO determines work registrant status at application, renewal, provider
determination, and as other changes become known to DHS. IMCWs encourage SNAP recipients to
volunteer to participate in the SNAP E&T program at certification and renewal without regard to their
work registrant or ABAWD status.
376 | Page
Work registrant status is entered into eCIS by an IMCW using a series of two-digit numerical identifiers
called ETP codes. These ETP codes correspond to each federal exemption from general work registration
requirements.
Income Maintenance Caseworkers input ETP codes during eligibility determination which indicate work
registrant or exempt status. To count work registrants for the FNS-583, DHS uses those codes in the Data
Warehouse to identify all SNAP recipients who meet a federal exemption from work requirements, then
subtracts the number of such recipients from the total number of all SNAP recipients to arrive at who is a
work registrant as of October 1
st
.
(8) The method the State agency uses to report work registrant information on the quarterly Form
FNS–583;
See response to item (7) above
(9) The method the State agency uses to prevent work registrants from being counted twice within
a Federal fiscal year. If the State agency universally work registers all SNAP applicants, this method
must specify how the State agency excludes those exempt from work registration under 7 C.F.R.
§273.7(b)(1). If the State agency work registers nonexempt participants whenever a new
application is submitted, this method must also specify how the State agency excludes those
participants who may have already been registered within the past 12 months as specified under
7 C.F.R. §273.7(a)(1)(i);
Each SNAP recipient is identified in eCIS with a unique “individual number”. The SQL code used to identify
work registrants utilizes the “distinct” function to ensure that each individual number is counted only once
in the reported number of work registrants.
(10) The organizational relationship between the units responsible for certification and the units
operating the E&T components, including units of the Statewide workforce development system,
if available. FNS is specifically concerned that the lines of communication be efficient and that
noncompliance by the participant be reported to the certification unit within 10 working days after
the noncompliance occurs;
On the state level, the Bureau of Employment Programs (BEP), in the Office of Income Maintenance
(OIM), is responsible for administering the RESET (TANF E&T) and SNAP E&T programs which includes
program oversight, policy guidance, and technical assistance to local CAO and contracted program staff.
On the local level, each CAO has IMCWs that enroll voluntary or ABAWD participants in SNAP E&T. A
basic intake assessment is conducted by the IMCW to determine which SNAP E&T contractor is most
appropriate. An EDP is created to identify participant needs and goals as they move toward obtaining
employment. As those needs change, and at a minimum of every 12 months, the plan is updated. The
EDP is supplemented by a more comprehensive assessment – sometimes called a service plan or IEP –
which is completed by the SNAP E&T contractor.
377 | Page
Delivery of E&T services is available through contracted program providers, supplemented by referrals to
resources available in local communities at no cost. CWDS includes digital interfaces for E&T contractors,
participants, and employers and acts as the system of record. SNAP E&T requires contractors use CWDS
to track participation in all components, as well as case management. CWDS’s participant-facing
interface, known as Job Gateway, includes built-in resume development and job search tools, and is one
method DHS uses to deliver supervised job search and job search training components to participants.
Each CAO has a E&T Ombudsman who the contracted programs in that county may reach out to at any
time for technical assistance with local issues. In addition, CAOs have regular Direct Service Team
meetings with each E&T contracted program and Local Management Committee meetings with a panel
of several area E&T contracted programs and supportive service providers.
Additionally, eCIS, the eligibility management information system, is linked to CWDS via an overnight
batch process, allowing the CAOs and contracted providers to share updates concerning participants. In
addition, at least one staff person at each CAO is authorized to directly access CWDS to review cases and
case notes entered by contracted programs.
CAO staff directly refer eligible SNAP applicants to E&T program staff through eCIS, which is transmitted
to CWDS via an overnight batch process.
Further, E&T program staff are encouraged to submit reverse referrals. When submitting a reverse
referral, E&T program staff enter relevant information into CWDS to perform a preliminary screening.
CWDS interfaces with eCIS to determine if the individual is receiving SNAP and returns a response. E&T
program staff must then follow up with the CAO to definitively establish the individual’s eligibility for a
referral. If the CAO determines that an individual is eligible for a reverse referral, the CAO sends an
electronic referral through eCIS which is transmitted to CWDS via an overnight batch process. Participants
are only considered enrolled in E&T if an electronic referral is sent by the CAO and accepted by the E&T
program. Participants who are preliminary screened, but who are never electronically referred by the
CAO, are not considered enrolled in E&T.
(11) The relationship between the State agency and other organizations it plans to coordinate with
for the provision of services, including organizations in the Statewide workforce development
system, if available. Copies of contracts must be available for inspection;
DHS partners with a wide variety of local and regional organizations in communities across the state,
including: third party training providers through SNAP 50/50, community colleges through SNAP KEYS,
and Local Workforce Development boards through SNAP EARN. Contracted programs provide unique
perspectives and enjoy strong relationships with a broad array of community employers to ensure
placement of graduates in in-demand jobs in the local job market.
(12) The relationship between the State agency and other organizations it plans to coordinate
with for the provision of services, including organizations in the Statewide workforce development
system, if available. Copies of contracts must be available for inspection; The State agency must
document how it consulted with the State workforce development board. If the State agency
378 | Page
consulted with private employers or employer organizations in lieu of the State workforce
development board, it must document this consultation and explain the determination that doing
so was more effective or efficient. The State agency must include in its E&T State plan a description
of any outcomes from the consultation with the State workforce development board or private
employers or employer organizations. The State agency must also address in the E&T State plan
the extent to which E&T activities will be carried out in coordination with the activities under title
I of WIOA;
DHS collaborates with third party entities who offer PA Department of Labor and Industry-approved
Registered Pre-Apprenticeship programs in the fields of machining and construction. DHS collaborates
with the 14 Pennsylvania community colleges, 14 state universities, and numerous career or technical
schools certified by the Pennsylvania Department of Education through the SNAP KEYS program
established by state legislation (Act 92 of 2015
).
Department of Labor and Industry (L&I): DHS regularly engages its sister agency, L&I, to provide
information and updates regarding DHS E&T programs. These conversations have included specific details
on Pennsylvania’s SNAP E&T program design, including efforts to expand 50/50 partnerships so that
trainings in in-demand fields are offered at even more locations throughout the commonwealth, access
to data through an MOU for purposes of enhancing service delivery, and compiling the Annual SNAP E&T
Reporting Measures.
State Workforce Development Board: The Acting Secretary of DHS, Meg Snead, is a member of the PA
Workforce Development Board. During a quarterly meeting of the board, the previous Secretary of DHS,
Teresa Miller, presented information regarding the SNAP state plan’s E&T activities; this was provided in
writing for the board members’ briefing books, as well. Board members were invited to share input,
questions, and concerns on the SNAP E&T activities described.
Keystone Economic Development and Workforce Command Center: Governor Tom Wolf created this
Command Center, which meets weekly and is led by the Secretaries of Labor & Industry, the Department
of Community and Economic Development, and the Department of State, in addition to the President of
the PA Chamber of Commerce and the President of the AFL-CIO. DHS also participates on the Command
Center and provided a presentation on SNAP E&T programming. DHS’s goal and method of implementing
SNAP 50/50 has been discussed multiple times at the Command Center.
The PA Chamber of Commerce: DHS invited the President of the PA Chamber of Commerce to visit a SNAP
50/50 program to further understand the model and advance discussions around training programs to
meet employer needs, as well as employer investments in these programs.
Interagency Workforce Collaboration Meetings: DHS holds monthly interagency meetings focused on
workforce development. Plans for SNAP E&T programming, particularly around the 50/50 model, have
been discussed in these meetings with the L&I Deputy Secretary of Workforce Development and multiple
bureau directors and staff.
379 | Page
L&I Bureau of Workforce Development Administration and Center for Workforce Information and
Analysis: DHS collaborated with L&I regarding the state’s goals and developing access to data through an
MOU for purposes of enhancing service delivery and compiling the Annual SNAP E&T Reporting Measures.
DHS coordinates with L&I and local workforce development boards through American Job Centers. This
relationship ensures that dual eligible SNAP/WIOA clients can receive access to high quality services under
both programs while avoiding duplication. SNAP EARN contractors work with local workforce
development boards to refer SNAP participants to appropriate Title I services and reverse refer SNAP-
eligible Title I recipients into SNAP E&T. The SNAP EARN contractor is then able to track hours and
supports across both programs, and report these accurately to the SNAP certification office to ensure
compliance with ABAWD work requirements when necessary.
Since approval by FNS in 2006, Pennsylvania continues to operate a Mini-Simplified SNAP Program (mini-
SNAP) for households that receive SNAP and TANF (Title IV-A) benefits concurrently. DHS understands
that no federal SNAP E&T funds may be used to serve SNAP recipients who also receive Title IV-A
assistance.
Pennsylvania plans to implement policy changes and system enhancements to allow recipients of TANF
“non-assistance”, such as Diversion, to receive SNAP E&T services, while continuing to ensure that SNAP
E&T funds will not be used to serve individuals who are receiving Title IV-A assistance.
As part of mini-SNAP, joint TANF/SNAP households are subject to the TANF work requirement and are
served by DHS’s TANF E&T program, RESET. The RESET program and the SNAP E&T program are integrated
on the state and local levels. On the state level, the Bureau of Employment Programs within the Office of
Income Maintenance is responsible for administering both the RESET and the SNAP E&T programs, which
includes program oversight, policy guidance, and technical assistance to local CAO and to contracted
program staff. On the local level, each CAO has IMCWs that enroll participants in both RESET and SNAP
E&T.
As the administrator of both the RESET and SNAP E&T programs, DHS ensures that all participants in RESET
who lose eligibility for TANF assistance, and thus the ability to participate in RESET, are given the
opportunity to enroll in SNAP E&T programs if appropriate.
One of our SNAP 50/50 contracted programs, the Center for Employment Opportunities (CEO), works
exclusively with returning citizens. CEO serves three of Pennsylvania’s largest cities — Pittsburgh,
Harrisburg, and Philadelphia — and has an MOU with the Pennsylvania Department of Corrections (DOC).
CEO participants are dual clients of both DHS and DOC.
(13) The availability, if appropriate, of E&T programs for Indians living on reservations after the
State agency has consulted in good faith with appropriate tribal organizations;
N/A
(14) If a conciliation process is planned, the procedures that will be used when an individual fails
to comply with an E&T program requirement. Include the length of the conciliation period;
380 | Page
N/A
(15) The payment rates for child care established in accordance with the Child Care and
Development Block Grant provisions of 45 CFR 98.43, and based on local market rate surveys.
DHS works closely with the Office of Childhood Development and Early Learning (OCDEL), the CCDBG state
agency in Pennsylvania which is housed jointly under DHS and the Pennsylvania Department of Education.
SNAP E&T participants with a need for childcare are referred to OCDEL’s local Early Learning Resource
Center (ELRC) offices. At the ELRC, the participant is directly connected with a childcare provider approved
by the ELRC; the childcare provider is directly paid by the ELRC based on the established payment rates
that ELRC uses for both CCDBG and SNAP E&T clients.
(16) The combined (Federal/State) State agency reimbursement rate for transportation costs and
other expenses reasonably necessary and directly related to participation incurred by E&T
participants. If the State agency proposes to provide different reimbursement amounts to account
for varying levels of expenses, for instance for greater or lesser costs of transportation in different
areas of the State, it must include them here.
PA DHS issues participant reimbursements for the actual cost of transportation or other expenses,
however these reimbursements are limited to the annual and lifetime caps noted in the table below.
(17) Information about expenses the State agency proposes to reimburse. FNS must be afforded
the opportunity to review and comment on the proposed reimbursements before they are
implemented.
Allowable Participant
Reimbursements
Participant
Reimbursement Caps
(optional)
Who provides the
participant
reimbursement?
Method of
disbursement
Transportation (may
include public
transportation,
mileage, car repair,
taxi, carpool)
$1,500 per participant
per year combined
expenses in entire
category (SPAL)
Mileage limited to 20¢
per mile
DHS directly (SPAL),
Traveler’s Aid/SEPTA,
or via select
contracted programs
Actual amount, in
advance via EBT card
or restricted
endorsement check;
direct issuance of
needed item or
service through third-
party vendors
Clothing
$150 per participant
per year (SPAL)
DHS directly (SPAL) or
via select contracted
programs
Actual amount in
advance via EBT card;
direct issuance of
needed item or
381 | Page
Allowable Participant
Reimbursements
Participant
Reimbursement Caps
(optional)
Who provides the
participant
reimbursement?
Method of
disbursement
service through third-
party vendors
Dependent Care
Established rate for
dependent care costs
unless SNAP
regulations are
revised to increase
the federal ceiling or
match.
DHS directly via
referral to the local
ELRC
DHS directly pays the
provider the actual
cost of care (up to the
cap) in the calendar
month following the
month services are
provided.
Other work, education,
and training-related
expenses (may include
tools, equipment,
books, supplies, and
certain fees)
$1,000 lifetime limit
per participant
combined expenses in
entire category (SPAL)
DHS directly (SPAL) or
via select contracted
programs
Actual amount in
advance via EBT card;
direct issuance of
needed item or
service through third-
party vendors
(18) For each component that is expected to include 100 or more participants, reporting measures
that the State will collect and include in the annual report in paragraph (c)(17) of this section. Such
measures may include:
(a)
The percentage and number of program participants who received E&T services and
are in unsubsidized employment subsequent to the receipt of those services;
(b) The percentage and number of participants who obtain a recognized credential, a
registered apprenticeship, or a regular secondary school diploma (or its recognized
equivalent), while participating in, or within 1 year after receiving E&T services;
(c) The percentage and number of participants who are in an education or training
program that is intended to lead to a recognized credential, a registered apprenticeship
an on-the-job training program, a regular secondary school diploma (or its recognized
equivalent), or unsubsidized employment;
(d) Measures developed to assess the skills acquisition of E&T program participants that
reflect the goals of the specific components including the percentage and number of
participants who are meeting program requirements or are gaining skills likely to lead to
employment; and
(e) Other indicators approved by FNS in the E&T State plan.
382 | Page
Component
Outcome Measure
Methodology including timeframes being reported
(e.g. denominator and numerator)
Supervised Job
Search (SJS)
Number and
Percentage of
participants employed
during or upon
completion
Numerator will include those participants who were
employed or during or upon completion of the
component during the period of 10/1/2021 and
9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/2022
Job Search Training
(JST)
Number and
Percentage of
participants employed
during or upon
completion
Numerator will include those participants who were
employed or during or upon completion of the
component during the period of 10/1/2021 and
9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the activity during the period
of 10/1/2021 and 9/30/2022
Job Retention (JR)
Number and
Percentage of
participants employed
during or upon 90-day
completion
Numerator will include those participants who were
employed at the 90-day completion of the
component during the period of 10/1/2021 and
9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/2022
E&T Workfare (W)
Number and
Percentage of
participants gaining
skills likely to lead to
employment
Numerator will include those participants who are
enrolled in the component during the period of
10/1/2021 and 9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/2022
383 | Page
E&T Workfare (W)
Number and
Percentage of
participants employed
during or upon
completion
Numerator will include those participants who
obtained employment after or were employed when
the component completed during the period of
10/1/2021 and 9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/2022
Basic/Foundational
Skills Instruction
(includes High
School Equivalency
Program (EPB)
Number and
Percentage of
participants gaining
skills likely to lead to
employment
Numerator will include those participants who are
enrolled in the component during the period of
10/1/2021 and 9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/2022
Basic/Foundational
Skills Instruction
(includes High
School Equivalency
Program (EPB)
Number and
Percentage of
participants employed
during or upon
completion
Numerator will include those participants who
obtained employment after or were employed when
the component completed during the period of
10/1/2021 and 9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/2022
Basic/Foundational
Skills Instruction
(includes High
School Equivalency
Program (EPB)
Number and
Percentage of
participants who
earned a High School
Equivalency Degree
Numerator will include those participants who
obtained a High School Equivalency Degree during
the period of 10/1/2021 and 9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/22
Basic/Foundational
Skills Instruction
(includes High
School Equivalency
Program (EPB)
Number and
Percentage of
participants who
successfully complete
Numerator will include those participants who
successfully completed the component as
determined by the provider during the period
between 10/1/2021 and 9/30/22
384 | Page
as determined by the
provider
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/2022
Career/Technical
Education Programs
or other Vocational
Training (EPC)
Number and
Percentage of
participants gaining
skills likely to lead to
employment
Numerator will include those participants who are
enrolled in the component during the period of
10/1/2021 and 9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/2022
Career/Technical
Education Programs
or other Vocational
Training (EPC)
Number and
Percentage of
participants employed
during or upon
completion
Numerator will include those participants who
obtained employment after or were employed when
the component completed during the period of
10/1/2021 and 9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/2022
Career/Technical
Education Programs
or other Vocational
Training (EPC)
Number and
Percentage of
participants who
earned a Credential
Numerator will include those participants who
obtained a Credential during the period of
10/1/2021 and 9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/22
English Language
Acquisition (EPEL)
Number and
Percentage of
participants gaining
skills likely to lead to
employment
Numerator will include those participants who are
enrolled in the component during the period of
10/1/2021 and 9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/2022
English Language
Acquisition (EPEL)
Number and
Percentage of
Numerator will include those participants who
obtained employment after or were employed when
385 | Page
participants employed
during or upon
completion
the component completed during the period of
10/1/2021 and 9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/2022
Work Experience
(WE)
Number and
Percentage of
participants gaining
skills likely to lead to
employment
Numerator will include those participants who are
enrolled in the component during the period of
10/1/2021 and 9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/2022
Work Experience
(WE)
Number and
Percentage of
participants employed
during or upon
completion
Numerator will include those participants who
obtained employment after or were employed when
the component completed during the period of
10/1/2021 and 9/30/2022
Denominator will include those participants who are
currently participating in the component and those
who have completed the component during the
period of 10/1/2021 and 9/30/2022
(b) Able-bodied Adults without Dependents (ABAWD)28: A State agency interested in receiving additional
funding for serving able-bodied adults without dependents (ABAWDs) subject to the 3- month time limit,
in accordance with 7 C.F.R. §273.7(d)(3), must include the following for each Federal fiscal year covered
by the Combined Plan under WIOA:
(1) Its pledge to offer a qualifying activity to all at-risk ABAWD applicants and recipients;
N/A
(2) Estimated costs of fulfilling its pledge;
N/A
(3) A description of management controls in place to meet pledge requirements;
386 | Page
N/A
(4) A discussion of its capacity and ability to serve at-risk ABAWDs; Information about the size and
special needs of its ABAWD population;
N/A
(5) Information about the education, training, and workfare components it will offer to meet the
ABAWD work requirement.
N/A
(6) Information about the education, training, and workfare components it will offer to meet the
ABAWD work requirement.
N/A
Trade Adjustment Assistance (TAA)
There are no program-specific state planning requirements for TAA. If the state includes TAA in a Combined
State Plan, the state must incorporate TAA in its responses to the common planning elements in sections
II, III, IV, and V of the WIOA State Plan requirements instrument.
Pennsylvania has incorporated TAA in its responses to the common planning elements in sections II, III,
IV, and V.
Jobs for Veterans’ State Grants (OMB Control Number: 1225-0086)
The Jobs for Veterans’ State Grants (JVSG) are mandatory, formula-based staffing grants to States
(including DC, PR, VI and Guam). The JVSG is funded annually in accordance with a funding formula defined
in the statute (38 U.S.C. 4102A (c) (2) (B) and regulation and operates on a fiscal year (not program year)
basis, however, performance metrics are collected and reported quarterly on a Program Year basis (as
with the ETA-9002 Series). Currently, VETS JVSG operates on a multi-year grant approval cycle modified
and funded annually.
In accordance with 38 U.S.C. § 4102A(b)(5) and § 4102A(c), the Assistant Secretary for Veterans'
Employment and Training (ASVET) makes grant funds available for use in each State to support Disabled
Veterans' Outreach Program (DVOP) specialists and Local Veterans' Employment Representatives (LVER)
staff. As a condition to receive funding, 38 U.S.C. § 4102A(c)(2) requires States to submit an application for
a grant that contains a State Plan narrative, which includes:
(a) How the State intends to provide employment, training and job placement services to veterans and
eligible persons under the JVSG;
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Veterans and eligible persons receive employment, training, and job placement services at PA
CareerLink® offices as do all other PA CareerLink® customers. Veterans and eligible persons receive
veteran priority of service: they receive priority over non-veterans and other eligible persons when
receiving employment, training, and job placement services for which they are eligible.
Customers will be prompted to self-identify their veteran status upon entering the PA CareerLink® office
during check-in and will subsequently receive an initial assessment. Staff members conducting
assessments and determining if veterans or other eligible persons qualify to see the Disabled Veterans’
Outreach Program Specialist (DVOP) cannot be a JVSG-funded staff member. The DVOP assists veterans
with significant barriers as currently specified in Veterans’ Program Letters 03-14, 03-14/Change 1, 03-
14/Change 2, 03-19, and any SBEs subsequently identified by Department of Labor. If the veteran lacks
a significant barrier to employment and does not otherwise qualify to see the DVOP, then the veteran
will be referred to the first non-grant funded staff member available for assistance.
DVOP staff will perform the following duties to provide employment, training, and job placement
services to veterans and eligible persons:
• Provide targeted eligible veterans with comprehensive assessment of education, skills, and
abilities.
• Identify employment barriers and appropriate employment goals.
• Provide group and individual career coaching.
• Train veterans in communication, interviewing, professional conduct, and personal maintenance
skills.
• Develop an Individual Employment Plan for veterans receiving individualized career services to
identify employment goals, objectives, and appropriate services.
• Enroll and assist veterans in enrolling in PA CareerLink® online.
• Contact veterans by phone, email, or mail to discuss programs and services, job matches, and/or
to refer them to postings for which they are qualified.
• Review open/active files of current veteran customers and contact those with significant barriers
or in Priority status.
• Provide outreach to eligible veterans as cited in current Veterans’ Program Letters and other
guidance at onsite and off-site locations as indicated operationally.
• Provide customized labor market information to veteran customers.
• Document all services provided to veterans in the system of record (Commonwealth Workforce
Development System) and other applications.
• Provide data and information for federal Quarterly Manager’s Report by established deadline.
• Establish and maintain professional relationships with local organizations that serve veterans
(e.g., hospitals) for referrals.
• Establish and maintain professional, productive relationships with staff in local and neighboring
PA CareerLink® and Board offices to ensure co-enrollment in WIOA Title I training services when
applicable and appropriate.
Local Veterans’ Employment Representative staff (LVERs) will perform the job placement and related
following duties to promote and advocate for the hiring of all veterans and eligible persons to employers:
388 | Page
• Actively participate on local PA CareerLink® and regional business service and other teams to
promote veteran hiring.
• Conduct employer outreach to explain the benefits of hiring veterans.
• Inform federal contractors of their responsibility to recruit/train qualified veterans.
• Coordinate with business organizations, unions, and apprenticeship programs to promote
employment and training programs for veterans.
• Provide customized labor market information to business customers.
• Initiate and collaborate in efforts to hold career fairs; represent PA CareerLink® offices at job and
career fairs.
• Document all services provided to veterans in the system of record (Commonwealth Workforce
Development System) and other applications.
• Provide data and information for federal Quarterly Manager’s Report by established deadline.
• Develop service delivery strategies, for initiatives and programs for veterans, with partners and
providers.
• Establish and maintain professional relationships with staff in local and neighboring PA
CareerLink® and Board offices.
(b) The duties assigned to DVOP specialists and LVER staff by the State; specifically implementing DVOP
and LVER duties or roles and responsibilities as outlined in 38 U.S.C. § 4103A and 4104. These duties must
be consistent with current guidance;
The DVOP assists veterans with significant barriers as currently specified in Veterans’ Program Letters
03-14, 03-14/Change 1, 03-14/Change 2, 03-19, and any SBEs subsequently identified by Department of
Labor.
DVOPs provide Individualized Career Services to veterans with SBE’s, eligible spouses and other priority
groups designated by the Secretary of the Department of Labor. DVOPs evaluate veterans and eligible persons
they assist for needs, knowledge, skills, and abilities; provide career guidance through vocational
guidance or referrals to counseling; aid veterans in developing and documenting an individualized
employment plan (IEP); and review and update the IEP during the active case management process. They
coordinate supportive services with applicable providers; deliver technical assistance to community-
based organizations for employment and training services; and assist PA CareerLink® partners in providing
services to these veterans and eligible persons on a priority basis. Additionally, two DVOPs have been
identified to serve as Intensive Service Coordinators acting as the point of contact for Chapter 31 VR&E
veterans to coordinate employment services in accordance with relevant federal guidance.
LVERs promote the benefits of employing veterans to employers; work with employers; plan and
participate in job/career fairs; and facilitate employer training. LVERs are fully integrated into the PA
CareerLink® workforce development system and are active members of the business services team; they
work with other partners and workforce development providers to communicate employer outreach
and job openings.
LVERs work with employers to ascertain the jobs that employers need to fill and share this information
with the PA CareerLink® center. Other PA CareerLink® staff members, in turn, make veterans aware of
389 | Page
employment opportunities. LVERs play an important role in educating all PA CareerLink® partner staff
with current employment initiatives and programs for veterans.
(c) The manner in which DVOP specialists and LVER staff are integrated into the State’s employment service
delivery system or American Job Center;
Delivery of employment, training, and job placement services for veterans and eligible persons occurs in
the commonwealth’s American Job Centers; in Pennsylvania, these are branded as PA CareerLink® offices.
As employees of the commonwealth’s Bureau of Workforce Partnership & Operations (BWPO), which
provides all WIOA Title III services and some WIOA Title I services in PA CareerLink® offices, DVOP and
LVER staff have been integral and integrated members of the service delivery system in Pennsylvania since
prior to implementation of the Workforce Investment Act of 1998. As bureau employees, they must
complete the same training courses required (such as those on workforce development, case
management, interviewing skills, customer service, workplace violence prevention) of other bureau staff
who work in PA CareerLink® offices. DVOPs work with other PA CareerLink® staff on a common strategy
for identifying veterans in their offices during the initial assessment, and LVERs work with other PA
CareerLink® staff on strategies for “tagging” new job postings for veterans only. As PA CareerLink® staff,
DVOPs and LVERs are expected to attend all office staff meetings, training sessions, and workshops that
keep all partners apprised of program updates, changes, revisions, accomplishments, and
recommendations. As BWPO staff within the PA CareerLink® office, DVOPs and LVERs are expected to
attend all meetings, trainings, and workshops called by their BWPO supervisor as well. DVOPs serve on
jobseeker service teams, along with their BWPO and the Titles I, II, and IV coworkers, to ensure
information-sharing about resources, services, and referrals. LVERs serve on business services teams,
along with their BWPO and Titles I and IV coworkers, to promote job-ready veterans to employers; ensure
information-sharing with employers about the benefits of hiring veterans; explain FJCL and other
requirements to employers and partners-coworkers; and provide information on current job openings.
(d) The Incentive Award program implemented using the 1% grant allocation set aside for this purpose, as
applicable;
Pennsylvania does not participate in the incentive award program.
(e) The populations of eligible veterans to be served, including any additional populations designated by
the Secretary as eligible for services, and any additional populations specifically targeted by the State
Workforce Agency for services from one-stop delivery system partners (e.g., Native American veterans;
veterans in remote rural counties or parishes);
1. A special disabled or disabled veteran, as those terms are defined in 38 U.S.C § 4211(1) and (3) or
2. Homeless, as defined in Section 103(a) of the Stewart B. McKinney Homeless Assistance Act (42 U.S.C.
11302(a) and (b)) as amended or
3. A recently-separated service member, as defined in 38 U.S.C § 4211(6), who has been unemployed for
27 or more weeks in the previous 12 months any point in the previous 12 months or
4. An offender, as defined by WIOA Section 3 (38), who is currently incarcerated or who has been
released from incarceration or
390 | Page
5. Lacking a high school diploma or equivalent certificate or
6. Low-income (as defined by WIOA Section 3 (36) or
7. Veterans aged 18-24 or
8. Vietnam-era veterans or
9. Eligible transitioning service members, spouses, or caregivers
(f) How the State implements and monitors the administration of priority of service to covered persons;
Per the USDOL/VETS Grant Officer Memorandum 01-20, a response to this section is not required.
(g) How the State provides or intends to provide and measure, through both the DVOP and American Job
Center staff: (1) job and job training individualized career services, (2) employment placement services,
and (3) job-driven training and subsequent placement service program for eligible veterans and eligible
persons;
Per the USDOL/VETS Grant Officer Memorandum 01-20, a response to this section is not required.
(h) The hire date along with mandatory training completion dates for all DVOP specialists and LVER staff;
and,
DVOP Specialists
LAST NAME
FIRST NAME
Start Date
Madatory Training Date
Acker
Donna
05/04/09
11/5/2010
Suarez
Gerardo
07/01/19
7/10/2021
Curtis
Vicki
08/10/07
6/6/2008
Williams
Antwonyne
08/05/19
7/24/2020
Getz
William
07/15/19
7/10/2020
Peaden
Porter
06/22/02
10/18/1999
Cooper
Elizabeth
07/13/20
Morelock
Andrew
11/23/20
Boyer
Richard
03/31/14
8/12/2014
Torres
Rafael
09/23/19
7/10/2020
Fallon
William
07/03/15
12/18/2015
Haefner
Robert
10/27/14
10/27/2014
Miller
Justin
10/07/19
8/7/2020
Mynczwor
Stanley
10/29/18
2/7/2020
Perez
Shane
07/17/21
Haydu
John
04/29/13
11/22/2013
Crowe
Anthony
10/05/20
Campbell
Lindsey
11/09/20
Kane
Michael
11/25/19
8/7/2020
391 | Page
Bodnar
Joseph
06/17/19
7/10/2020
Giocondo
Crystal
08/26/19
7/10/2020
Dragon
Jon
11/09/20
Little
James
02/17/20
8/7/2020
Gemino
Samuel
12/07/20
White
Clifford
01/14/08
10/28/2008
Jones
Hunter
12/14/20
Heilbrun
Carl
06/15/15
12/18/2015
Paglia
Ryan
12/03/07
12/2/2008
Kepner-Billig
Jennifer
09/02/20
Evans
Roy
01/05/15
5/8/2015
Cramsey
Kevin
12/26/20
Nobles
Marialice
10/15/19
8/7/2020
Koppenhofer
Scott
04/21/19
1/27/2020
LVER Staff
LAST NAME
FIRST NAME
Start Date
Manadatory Training Date
Bates
Raymond
9/27/2003
1/11/2005
Bell
Joanne
4/18/2009
6/16/2009
Dandridge
Brian
10/21/2019
8/7/2020
Dukes
Stacy
7/15/2019
7/24/2020
Mason
Donald
9/7/2021
Kuhn
Fae
8/21/2017
1/29/2019
Montalbano
Charles
1/7/1988
11/16/1999
Jones
Vincent
10/18/2010
5/27/2011
Hollenbach
Randal
3/8/2019
7/24/2020
French
Timothy
3/25/2017
5/26/2017
Schlick
Jeffrey
Gardner
John
3/27/2017
6/13/2017
Warholic
George
8/1/2018
1/29/2019
Magliocca
Norman
8/21/2017
1/29/2019
Swartz
John
1/30/2016
7/29/2019
Jocuns
Samuel
2/11/2019
5/6/2019
Counts-
Weaverling
Jill
10/1/2012
6/21/2013
Sutton
Byron
8/14/2017
12/121/17
Crouch
Alexander
10/7/2019
6/26/2020
Young
Carl
7/14/2007
9/9/2008
392 | Page
Zelinsky
Frank
10/22/2018
8/15/2019
McCullough
Hugh
9/24/2005
10/3/2006
Casamassima
William
3/18/2019
10/18/2019
Pajovich
Jared
9/25/2017
12/12/2017
Tanner
George
7/20/2015
12/18/2015
(i) Such additional information as the Secretary may require.
N/A
Senior Community Service Employment Program (SCSEP) (OMB Control No.
1205-0040)
Economic Projections and Impact
(1) Discuss long-term projections for jobs in industries and occupations in the State that may provide
employment opportunities for older workers. (20 CFR 641.302(d))(May alternatively be discussed in
the economic analysis section of strategic plan.)
Using the U.S. Census Bureau’s Local Employment Dynamics (LED) data, the first table below identifies the
statewide industry long-term employment projections for occupations with the highest percentage of
workers age 55 and older. Using the Census Bureau’s North American Industry Classification System
(NAICS) codes, the Center for Workforce Information and Analysis used the staffing patterns to determine
which occupations were most likely to be found in those industries with the highest percentage of older
workers. The second table identifies the statewide occupational long-term employment projections for
the top employing occupations in the industries with the highest percentage of workers ages 55 and older.
Using these tables, NAICS code 4854, School and Employee Bus Transportation is an industry that employs
a high percentage of older workers and is projected to grow between 2018 and 2028. The Standard
Occupational Classification (SOC) code 53-3022 Bus Drivers: School or Special Client is an occupation in
the School and Employee Bus Transportation industry that is projected to have 4,216 annual openings,
and older workers are a good fit for these jobs.
Statewide Employment Projections for the Top 25 Industries with the Highest Percentage of Workers
Aged 55+
NAICS Code Industry Title
Empl.
(2016)
Proj. Empl.
(2026)
Volume Empl.
Change (2016-
26)
Percent
Empl.
Change
(2016-26)
4855 Charter Bus Industry 2,110 2,130 20 0.9%
4854 School and Employee Bus Transportation 24,900 26,550 1,650 6.6%
8122 Death Care Services 7,230 7,320 90 1.2%
8131 Religious Organizations 73,230 71,380 -1,850 -2.5%
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3131 Fiber, Yarn, and Thread Mills 390 390 0 0.0%
4853 Taxi and Limousine Service 1,950 1,610 -340 -17.4%
4531 Florists 3,120 2,540 -580 -18.6%
3159 Apparel Accessories and Other Apparel Manufacturing 480 510 30 6.3%
4911 Postal Service 27,880 24,320 -3,560 -12.8%
4871 Scenic and Sightseeing Transportation, Land 470 530 60 12.8%
4851 Urban Transit Systems 270 210 -60 -22.2%
4859 Other Transit and Ground Passenger Transportation 4,530 5,670 1,140 25.2%
3346 Manufacturing and Reproducing Magnetic and Optical Media 240 150 -90 -37.5%
3152 Cut and Sew Apparel Manufacturing 3,410 2,290 -1,120 -32.8%
6112 Junior Colleges 16,920 17,040 120 0.7%
4831 Deep Sea, Coastal, and Great Lakes Water Transportation 230 190 -40 -17.4%
3333 Commercial and Service Industry Machinery Manufacturing 2,510 2,200 -310 -12.4%
4245 Farm Product Raw Material Merchant Wholesalers 700 740 40 5.7%
8139 Business, Professional, Labor, Political, and Similar Organizations 17,600 17,230 -370 -2.1%
2213 Water, Sewage and Other Systems 2,560 2,740 180 7.0%
4231 Motor Vehicle and Motor Vehicle Parts and Supplies Merchant Wholesalers 15,290 14,970 -320 -2.1%
3221 Pulp, Paper, and Paperboard Mills 2,920 2,680 -240 -8.2%
3132 Fabric Mills 2,510 2,420 -90 -3.6%
4811 Scheduled Air Transportation 12,060 12,630 570 4.7%
3344 Semiconductor and Other Electronic Component Manufacturing 9,800 9,170 -630 -6.4%
4855 Charter Bus Industry 2,110 2,130 20 0.9%
Source: Long-Term Industry Employment Projections (2018-2028)
Statewide Employment Projections for the Top-Employing Occupations in the Industries with the
Highest Percentage of Workers 55-plus
SOC Code Occupational Title
Educ.
Level
Empl.
(2016)
Proj.
Empl.
(2026)
Percent
Empl.
Change
(2016-26)
Total
Annual
Demand
Entry-Level
Wage
(2018)
Average
Wage
(2018)
53-3022 Bus Drivers, School or Special Client ST OJT 30,160 32,680 8.4% 4,216 $21,840 $32,490
21-2011 Clergy BD 13,590 13,880 2.1% 1,517 $27,850 $53,470
43-5052 Postal Service Mail Carriers ST OJT 14,230 12,580 -11.6% 830 $38,720 $52,850
43-6014 Secretaries ST OJT 100,060 90,740 -9.3% 9,746 $25,980 $38,940
21-2021 Directors, Religious Activities & Education BD+ 9,650 9,690 0.4% 1,201 $22,480 $43,990
43-9061 Office Clerks, General ST OJT 167,470 161,630 -3.5% 19,111 $24,420 $38,360
37-2011 Janitors & Cleaners ST OJT 96,770 102,460 5.9% 13,688 $21,190 $30,440
43-5053 Postal Service Mail Sorters, Processors & Processing Machine Oprs ST OJT 5,010 4,210 -16.0% 302 $37,140 $52,050
13-1075 Labor Relations Specialists BD+ 4,660 4,330 -7.1% 419 $47,160 $82,540
43-3031 Bookkeeping, Accounting & Auditing Clerks PS+ 60,730 58,130 -4.3% 6,664 $28,440 $42,220
53-7062 Laborers & Freight, Stock & Material Movers ST OJT 152,080 165,200 8.6% 23,346 $24,570 $33,910
53-3033 Light Truck or Delivery Services Drivers ST OJT 38,250 40,690 6.4% 4,731 $22,000 $38,330
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43-5051 Postal Service Clerks ST OJT 3,620 3,200 -11.6% 217 $39,200 $51,260
49-9071 Maintenance & Repair Workers, General MT OJT 63,220 67,240 6.4% 6,725 $28,080 $43,500
53-3041 Taxi Drivers & Chauffeurs ST OJT 13,580 15,870 16.9% 1,825 $21,840 $32,490
11-1021 General & Operations Managers BD+ 82,580 88,220 6.8% 7,980 $59,350 $131,060
21-2099 Religious Workers, Other BD 3,730 3,740 0.3% 482 $17,490 $29,990
27-2042 Musicians & Singers LT OJT 5,940 5,800 -2.4% 684 N/A N/A
25-2011 Preschool Teachers AD 16,970 18,050 6.4% 1,866 $21,970 $31,850
43-1011 Supervisors - Office & Administrative Support Workers WK EXP 70,360 69,400 -1.4% 7,225 $40,460 $63,070
27-2041 Music Directors & Composers BD+ 2,680 2,620 -2.2% 309 $23,570 $49,730
39-9011 Childcare Workers ST OJT 46,690 48,100 3.0% 7,211 $18,240 $24,070
39-4021 Funeral Attendants ST OJT 2,470 2,560 3.6% 412 $19,770 $33,410
25-3021 Self-Enrichment Education Teachers WK EXP 14,500 15,590 7.5% 1,824 $20,840 $36,920
37-3011 Landscaping & Groundskeeping Workers ST OJT 40,440 43,230 6.9% 5,697 $23,790 $32,440
51-2028 Electrical & Electronic Equipment Assemblers MT OJT 14,060 14,430 2.6% 1,656 $26,400 $37,540
53-3021 Bus Drivers, Transit & Intercity MT OJT 4,980 5,170 3.8% 659 $27,850 $41,880
43-4181 Reservation & Transportation Ticket Agents & Travel Clerks ST OJT 3,130 3,250 3.8% 375 $27,020 $44,770
41-4012 Sales Representatives MT OJT 62,190 64,380 3.5% 6,857 $38,190 $75,360
51-6031 Sewing Machine Operators ST OJT 4,440 3,990 -10.1% 427 $20,700 $28,200
43-4051 Customer Service Representatives ST OJT 125,710 122,300 -2.7% 16,186 $25,640 $38,760
49-3031 Bus & Truck Mechanics & Diesel Engine Specialists LT OJT 13,700 14,480 5.7% 1,381 $36,840 $50,930
43-4171 Receptionists & Information Clerks ST OJT 40,520 42,550 5.0% 5,784 $21,890 $30,960
25-9041 Teacher Assistants PS 46,840 50,130 7.0% 5,439 $20,500 $27,920
27-3031 Public Relations Specialists BD 9,170 9,800 6.9% 1,047 $36,800 $64,090
13-2011 Accountants & Auditors BD 57,540 61,020 6.0% 5,871 $50,090 $77,810
41-2022 Parts Salespersons MT OJT 8,900 9,180 3.1% 1,116 $22,920 $34,010
27-1023 Floral Designers MT OJT 2,060 1,810 -12.1% 168 $21,100 $28,870
41-2031 Retail Salespersons ST OJT 169,250 165,660 -2.1% 24,101 $19,560 $29,580
39-4031 Morticians, Undertakers & Funeral Directors AD+ N/A N/A N/A N/A $29,460 $50,120
43-6011 Executive Secretaries & Executive Administrative Assistants WK EXP 19,270 15,640 -18.8% 1,591 $43,960 $63,160
49-3011 Aircraft Mechanics & Service Technicians PS 2,990 3,050 2.0% 254 $49,570 $72,270
37-2012 Maids & Housekeeping Cleaners ST OJT 51,210 52,140 1.8% 7,051 $20,320 $26,800
51-9196 Paper Goods Machine Operators MT OJT 6,030 5,890 -2.3% 633 $32,270 $43,570
51-1011 Supervisors - Production & Operating Workers WK EXP 28,520 29,050 1.9% 2,995 $42,290 $64,400
49-3023 Automotive Service Technicians & Mechanics PS 35,900 36,510 1.7% 3,586 $28,070 $43,160
25-1011 Business Teachers, Postsecondary PhD 5,520 6,380 15.6% 578 $49,110 $108,320
25-1194 Vocational Education Teachers, Postsecondary BD+ 4,940 5,070 2.6% 426 $38,200 $61,070
51-8031 Water & Wastewater Treatment Plant & System Operators LT OJT 5,380 5,090 -5.4% 446 $40,290 $54,970
17-3023 Electrical & Electronic Engineering Technicians AD 4,840 4,990 3.1% 494 $38,880 $59,610
33-9032 Security Guards ST OJT 44,620 46,230 3.6% 6,007 $22,440 $31,490
13-1199 Business Operations Specialists, Other BD 18,370 19,210 4.6% 1,887 $52,680 $86,160
53-1048 Supervisors - Transportation & Vehicle Operators WK EXP 20,090 21,610 7.6% 2,378 $37,980 $59,050
43-5081 Stock Clerks & Order Fillers ST OJT 85,950 87,500 1.8% 11,699 $21,290 $29,140
25-1123 English Language & Literature Teachers, Postsecondary PhD 3,840 4,070 6.0% 351 $49,220 $76,850
51-9061 Inspectors, Testers, Sorters, Samplers & Weighers MT OJT 22,690 19,250 -15.2% 2,239 $29,290 $43,450
25-2021 Elementary School Teachers BD+ 53,040 56,820 7.1% 4,430 $49,660 $69,410
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43-5071 Shipping, Receiving & Traffic Clerks ST OJT 25,550 25,780 0.9% 2,570 $26,550 $37,930
11-9131 Postmasters & Mail Superintendents WK EXP 760 610 -19.7% 35 $68,990 $80,070
43-5061 Production, Planning & Expediting Clerks MT OJT 11,370 11,970 5.3% 1,276 $34,340 $49,190
49-1011 Supervisors - Mechanics, Installers & Repairers WK EXP 20,110 21,060 4.7% 1,983 $50,550 $74,090
43-5032 Dispatchers MT OJT 7,540 7,650 1.5% 730 $29,000 $43,240
39-9032 Recreation Workers ST OJT 15,720 16,800 6.9% 2,809 $19,170 $28,510
25-1071 Health Specialties Teachers, Postsecondary PhD 7,540 9,230 22.4% 863 $46,050 $111,720
13-1161 Market Research Analysts & Marketing Specialists BD 26,820 30,090 12.2% 3,237 $39,960 $70,320
25-1121 Art, Drama & Music Teachers, Postsecondary MD 5,130 5,530 7.8% 479 $42,740 $81,600
51-2098 Team Assemblers MT OJT 46,570 41,100 -11.7% 4,558 $24,620 $35,730
25-1072 Nursing Instructors & Teachers, Postsecondary PhD 4,010 4,890 21.9% 455 $52,460 $78,360
25-3097 Teachers & Instructors, Other, Except Substitutes BD 8,120 8,850 9.0% 1,040 $21,400 $45,980
25-1022 Mathematical Science Teachers, Postsecondary PhD 2,460 2,600 5.7% 224 $50,080 $91,030
41-3099 Sales Representatives, Other Services MT OJT 36,220 38,970 7.6% 5,035 $35,700 $73,830
11-9061 Funeral Service Managers AD+ 1,000 1,040 4.0% 82 $57,170 $88,440
15-1151 Computer User Support Specialists PS 27,120 29,610 9.2% 2,574 $36,790 $55,600
13-1121 Meeting, Convention & Event Planners BD 4,520 4,820 6.6% 563 $33,320 $52,820
51-6063 Textile Knitting & Weaving Machine Operators ST OJT 770 740 -3.9% 81 $27,680 $35,040
53-7061 Cleaners of Vehicles & Equipment ST OJT 14,160 14,950 5.6% 2,198 $20,210 $27,980
Source: Long-Term Occupational Projections (2018-28) and Occupational Wages (2020)
(2) Discuss how the long-term job projections discussed in the economic analysis section of strategic plan
relate to the types of unsubsidized jobs for which SCSEP participants will be trained and the types of
skill training to be provided. (20 CFR641.302(d))
The only other industry that has more annual demand is Laborers and Freight, Stock and Material Movers
(23,346 annual demand) but this is a high physical impact employment that SCSEP participants cannot be
safely trained in. SCSEP participants are mostly trained in modern office, clerical, and customer service
skills in the NPOs in their training assignments. They are trained in modern computer software and clerical
techniques. Some participants that show an interest and drive to succeed in maintenance/janitorial
employment can also be trained in host agencies and have been very successful in finding unsubsidized
employment through SCSEP training.
(3) Discuss current and projected employment opportunities in the State (such as by providing
information available under §15 of the Wagner-Peyser Act (29 U.S.C. 491-2) by occupation), and the
types of skills possessed by eligible individuals. (20 CFR641.325(c))
The second table for response (1) above shows the highest annual demands of participants 55 years and
older as a Retail Sales Person (24,101 annual demand), Office Clerks, General (19,111 annual demand),
and Customer Service Representatives (15,154 annual demand). The customer service and office clerks
require clerical skills, such as filing, computer skills, good written and verbal communication, and an ability
to conduct yourself in a professional manner. Jobs in retail sales and customer service require a minimal
amount of skills and often provide on the job training. They do require an employee that works
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independently and is dependable. As is outlined in the table below, these specific jobs provide short-term
on the job training and require little training after high school.
Statewide Employment Projections for the Short- or Moderate-Term On-the-Job Training (OJT)
Occupations with a Total Annual Demand of 1,000 or More
SOC
Code
Occupational Title
Educ.
Level
Empl.
(2016)
Proj.
Empl.
(2026)
Percent
Empl.
Change
(2016-26)
Total
Annual
Demand
Entry-
Level
Wage
(2018)
Average
Wage
(2018)
35-3021 Combined Food Preparation & Serving Workers ST OJT 151,530 174,050 14.9% 31,240 $17,920 $22,800
41-2011 Cashiers ST OJT 145,340 139,100 -4.3% 26,204 $18,200 $23,070
41-2031 Retail Salespersons ST OJT 169,250 165,660 -2.1% 24,101 $19,560 $29,580
53-7062 Laborers & Freight, Stock & Material Movers ST OJT 152,080 165,200 8.6% 23,346 $24,570 $33,910
39-9021 Personal Care Aides ST OJT 119,450 150,620 26.1% 21,939 $22,130 $26,510
35-3031 Waiters & Waitresses ST OJT 98,520 102,860 4.4% 19,760 $17,880 $26,270
43-9061 Office Clerks, General ST OJT 167,470 161,630 -3.5% 19,111 $24,420 $38,360
43-4051 Customer Service Representatives ST OJT 125,710 122,300 -2.7% 16,186 $25,640 $38,760
37-2011 Janitors & Cleaners ST OJT 96,770 102,460 5.9% 13,688 $21,190 $30,440
43-5081 Stock Clerks & Order Fillers ST OJT 85,950 87,500 1.8% 11,699 $21,290 $29,140
43-6014 Secretaries ST OJT 100,060 90,740 -9.3% 9,746 $25,980 $38,940
31-1011 Home Health Aides ST OJT 46,450 59,840 28.8% 7,295 $22,130 $26,510
39-9011 Childcare Workers ST OJT 46,690 48,100 3.0% 7,211 $18,240 $24,070
37-2012 Maids & Housekeeping Cleaners ST OJT 51,210 52,140 1.8% 7,051 $20,320 $26,800
47-2061 Construction Laborers ST OJT 55,340 59,970 8.4% 6,876 $29,870 $45,000
41-4012 Sales Representatives MT OJT 62,190 64,380 3.5% 6,857 $38,190 $75,360
49-9071 Maintenance & Repair Workers, General MT OJT 63,220 67,240 6.4% 6,725 $28,080 $43,500
35-3011 Bartenders ST OJT 33,110 34,270 3.5% 6,042 $17,860 $25,930
33-9032 Security Guards ST OJT 44,620 46,230 3.6% 6,007 $22,440 $31,490
43-4171 Receptionists & Information Clerks ST OJT 40,520 42,550 5.0% 5,784 $21,890 $30,960
37-3011 Landscaping & Groundskeeping Workers ST OJT 40,440 43,230 6.9% 5,697 $23,790 $32,440
41-3099 Sales Representatives, Other Services MT OJT 36,220 38,970 7.6% 5,035 $35,700 $73,830
53-3033 Light Truck or Delivery Services Drivers ST OJT 38,250 40,690 6.4% 4,731 $22,000 $38,330
51-2098 Team Assemblers MT OJT 46,570 41,100 -11.7% 4,558 $24,620 $35,730
53-3022 Bus Drivers, School or Special Client ST OJT 30,160 32,680 8.4% 4,216 $21,840 $32,490
35-9031 Hosts & Hostesses: Restaurant, Lounge & Coffee Shop ST OJT 16,180 17,610 8.8% 4,012 $17,760 $21,810
35-2021 Food Preparation Workers ST OJT 20,840 22,370 7.3% 3,889 $18,160 $24,410
53-7051 Industrial Truck & Tractor Operators ST OJT 31,480 33,430 6.2% 3,846 $31,260 $39,640
53-7064 Packers & Packagers, Hand ST OJT 26,460 26,420 -0.2% 3,805 $21,550 $28,770
35-9021 Dishwashers ST OJT 22,570 23,100 2.3% 3,678 $18,320 $23,230
45-2092 Farmworkers & Laborers, Crop, Nursery & Greenhouse ST OJT 21,890 22,060 0.8% 3,604 $20,160 $32,550
35-9011 Dining Room & Cafeteria Attendants & Bartender Helpers ST OJT 15,710 17,060 8.6% 2,934 $17,800 $21,960
43-6013 Medical Secretaries MT OJT 21,180 24,270 14.6% 2,853 $28,460 $37,800
39-9032 Recreation Workers ST OJT 15,720 16,800 6.9% 2,809 $19,170 $28,510
43-3021 Billing & Posting Clerks MT OJT 22,900 24,960 9.0% 2,803 $30,630 $40,960
47-2073 Operating Engineers & Other Construction Equipment Oprs MT OJT 22,300 23,730 6.4% 2,796 $38,680 $56,240
39-9031 Fitness Trainers & Aerobics Instructors ST OJT 14,420 15,920 10.4% 2,670 $20,460 $38,590
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21-1093 Social & Human Service Assistants ST OJT 19,750 21,670 9.7% 2,654 $25,960 $35,550
43-5071 Shipping, Receiving & Traffic Clerks ST OJT 25,550 25,780 0.9% 2,570 $26,550 $37,930
51-9198 Helpers--Production Workers ST OJT 15,940 17,070 7.1% 2,546 $24,170 $33,630
51-9111 Packaging & Filling Machine Operators MT OJT 20,660 21,480 4.0% 2,529 $25,440 $36,780
39-3091 Amusement & Recreation Attendants ST OJT 10,200 11,030 8.1% 2,528 $17,720 $21,820
35-2012 Cooks, Institution & Cafeteria ST OJT 16,310 17,450 7.0% 2,502 $22,460 $30,580
35-3022 Counter Attendants, Cafeteria, Food Concession & Coffee Shop ST OJT 10,820 11,350 4.9% 2,458 $17,920 $22,800
51-9061 Inspectors, Testers, Sorters, Samplers & Weighers MT OJT 22,690 19,250 -15.2% 2,239 $29,290 $43,450
53-7061 Cleaners of Vehicles & Equipment ST OJT 14,160 14,950 5.6% 2,198 $20,210 $27,980
33-3051 Police & Sheriff's Patrol Officers MT OJT 28,680 29,760 3.8% 2,158 $45,010 $70,970
43-3071 Tellers ST OJT 20,260 17,580 -13.2% 2,011 $26,560 $32,030
35-3041 Food Servers, Nonrestaurant ST OJT 11,520 12,630 9.6% 1,998 $19,840 $24,620
51-4121 Welders, Cutters, Solderers & Brazers MT OJT 16,720 17,630 5.4% 1,973 $33,810 $46,870
53-3031 Driver/Sales Workers ST OJT 17,170 16,710 -2.7% 1,879 $17,910 $31,340
53-3041 Taxi Drivers & Chauffeurs ST OJT 13,580 15,870 16.9% 1,825 $21,840 $32,490
41-3021 Insurance Sales Agents MT OJT 16,600 17,990 8.4% 1,820 $29,640 $66,430
39-2021 Nonfarm Animal Caretakers ST OJT 9,470 10,720 13.2% 1,761 $19,010 $27,960
51-2028 Electrical & Electronic Equipment Assemblers MT OJT 14,060 14,430 2.6% 1,656 $26,400 $37,540
29-2052 Pharmacy Technicians MT OJT 18,150 19,350 6.6% 1,632 $24,130 $31,760
41-2021 Counter & Rental Clerks ST OJT 11,720 12,270 4.7% 1,594 $20,410 $31,630
33-9092 Lifeguards, Ski Patrol & Other Recreational Protective Service ST OJT 6,150 6,530 6.2% 1,569 $17,770 $21,850
43-4081 Hotel, Motel & Resort Desk Clerks ST OJT 8,830 8,470 -4.1% 1,429 $19,020 $24,510
33-3012 Correctional Officers & Jailers MT OJT 17,550 16,360 -6.8% 1,376 $42,780 $57,220
41-9022 Real Estate Sales Agents MT OJT 13,410 14,070 4.9% 1,371 $34,590 $57,420
39-3031 Ushers, Lobby Attendants & Ticket Takers ST OJT 5,400 5,530 2.4% 1,342 $17,950 $23,710
47-4051 Highway Maintenance Workers MT OJT 11,400 11,850 3.9% 1,335 $31,200 $44,000
45-2093 Farmworkers, Farm, Ranch & Aquacultural Animals ST OJT 8,120 7,900 -2.7% 1,285 $19,640 $29,020
43-4111 Interviewers ST OJT 9,990 10,280 2.9% 1,276 $25,440 $37,850
43-5061 Production, Planning & Expediting Clerks MT OJT 11,370 11,970 5.3% 1,276 $34,340 $49,190
51-4011 Computer-Controlled Machine Tool Operators MT OJT 11,440 11,890 3.9% 1,242 $32,160 $44,220
33-9091 Crossing Guards ST OJT 6,970 7,390 6.0% 1,217 $19,810 $32,130
39-9041 Residential Advisors ST OJT 7,280 7,890 8.4% 1,213 $23,710 $32,420
51-3092 Food Batchmakers MT OJT 7,620 7,800 2.4% 1,161 $24,310 $37,430
43-9041 Insurance Claims & Policy Processing Clerks MT OJT 11,010 11,170 1.5% 1,119 $33,020 $48,750
41-2022 Parts Salespersons MT OJT 8,900 9,180 3.1% 1,116 $22,920 $34,010
51-6011 Laundry & Dry-Cleaning Workers ST OJT 7,800 8,090 3.7% 1,089 $19,970 $25,820
47-2141 Painters, Construction & Maintenance MT OJT 9,860 10,460 6.1% 1,088 $31,720 $48,300
43-3011 Bill & Account Collectors MT OJT 9,760 9,120 -6.6% 1,062 $29,280 $40,230
Source: Long-Term Occupational Projections (2018-28) and Occupational Wages (2020)
Service Delivery and Coordination
(1) A description of actions to coordinate SCSEP with other programs. This may alternatively be discussed
in the State strategies section of the strategic plan, but regardless of placement in document, must include:
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(A) Planned actions to coordinate activities of SCSEP grantees with WIOA title I programs, including
plans for using the WIOA one-stop delivery system and its partners to serve individuals aged 55
and older. (20 CFR 641.302(g),641.325(e))
There are varying degrees of involvement by the AAAs and the nine National SCSEP sponsors with the PA
CareerLink® one-stop system. The AAAs and the nine National SCSEP sponsors are involved with the PA
CareerLink® centers in the following ways: Refer all individuals ages 55 and older to the PA CareerLink®
centers to enroll in CWDS; refer SCSEP eligible individuals ages 55 and older to the AAAs and the nine
National SCSEP sponsors for services; co-locate SCSEP staff at the PA CareerLink® centers on a full- or part-
time basis; and co-locate SCSEP participants at the PA CareerLink® centers to serve as greeters, resource
room aides, job developers, custodians, clerical aides, and customer service representatives. The PDA
SCSEP program manager will also provide yearly training on the WIOA title I programs as cross training.
The goal will be to provide SCSEP sub-grantees the necessary tools to provide useful referrals to local PA
CareerLink® staff.
(B) Planned actions to coordinate activities of SCSEP grantees with the activities being carried out
in the State under the other titles of the Older Americans Act (OAA). (20 CFR 641.302(h))
Since the Department of Aging also administers the other titles of the Older Americans Act (OAA), it is in
a position to coordinate the activities of the OAA with SCSEP. The Department of Aging will make the
national SCSEP sponsors aware of these activities through e-mail announcements. The PDA SCSEP
program manager, who is in direct contact with the OAA services unit director, attends bi-monthly
meeting with the OAA services team. During these meetings, updates are provided by the various OAA
services department team members and updates of these changes will be shared with all local SCSEP
subgrantees. The PDA SCSEP program manager is also the single point of contact for all SCSEP sub-
grantees with Area Agency on Aging throughout the state, and can assist all sub-grantees with answering
questions and assisting with concerns about OAA programs.
(C)Planned actions to coordinate SCSEP with other private and public entities and programs that
provide services to older Americans, such as community and faith based organizations,
transportation programs, and programs for those with special needs or disabilities. (20 CFR
641.302(i))
The PA Link to Aging and Disability Resources (The Link) is a focal point for Pennsylvania residents seeking
information and referrals for services to the elderly and adults with disabilities. The PA Link, through its
collaborative network of partners including state and local, public and private agencies, improves access
to information and linkages to long term living supports and services. Private and public entities and
programs providing services to older individuals such as assisted living, nursing home, vocational
rehabilitation, and transportation and providers serving persons with disabilities are just a few of the
agencies that comprise the Link. Many SCSEP providers are members of the Link which will serve them
well in learning about the myriad of local services available that can help SCSEP participants in general.
(D)Planned actions to coordinate SCSEP with other labor market and job training initiatives. (20
CFR 641.302(j))
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Each month, the Center for Workforce Information & Analysis (CWIA) provides the Department of Aging
with Job Posting files by Local Workforce Development Area. The Department of Aging sends this
information to its SCSEP sub-grantees and National Sponsors. Senior staff from the CWIA have presented
at annual SCSEP trainings in the past few years. The trainings consisted of an explanation of the many
available labor market information products and how SCSEP coordinators can use these products to find
SCSEP participants’ jobs.
(E)Actions to ensure that SCSEP is an active partner in the one-stop delivery system and the steps
the State will take to encourage and improve coordination with the one-stop delivery system. (20
CFR 641.335)
There are varying degrees of involvement by the AAAs and the nine National SCSEP sponsors with the PA
CareerLink® one-stop system. The AAAs and the nine National SCSEP sponsors are involved with the PA
CareerLink® centers in the following ways: Refer all individuals ages 55 and older to the PA CareerLink®
centers to enroll in CWDS; PA CareerLink® staff refer SCSEP eligible individuals ages 55 and older to the
AAAs and the nine National SCSEP sponsors for services; co-locate SCSEP staff at the PA CareerLink®
centers on a full- or part-time basis; and co-locate SCSEP participants at the PA CareerLink® centers to
serve as greeters, resource room aides, job developers, custodians, clerical aides, and customer service
representatives.
(F)Efforts to work with local economic development offices in rural locations.
In most rural job development areas, SCSEP program offices bring job development activities to the
participants and applicants. Job developers attend local job fairs and employment activities at local
agencies. They will also meet applicants and participant at local Area Agency on Aging (AAA) and senior
centers in their area to provide information on the SCSEP and enroll potential participants. In a very rural
three-county area in the Southwest corner of the commonwealth, the Southwest PA AAA maintains
relationships with key individuals at local organizations involved in economic development, such as the
Mon Valley Progress Council, the Middle Monongahela Development Association, and the Washington
and Fayette County Chambers of Commerce, as well as the Washington Business District Authority, and
the Washington County Foundation. The AAA has requested these organizations’ participation in area job
fairs and also to present during participant meetings on employment opportunities.
(2) The State’s long-term strategy for engaging employers to develop and promote opportunities for the
placement of SCSEP participants in unsubsidized employment. (20 CFR 641.302(e)) (May alternatively be
discussed in the State strategies section of strategic plan.)
SCSEP sub-grantees are provided with occupations in the commonwealth that require Short-Term On-
theJob Training (ST OJT) or Moderate-Term On-the-Job Training (MT OJT). Of the occupations that require
ST OJT or MT OJT, many are classified as High Priority Occupations (HPO). HPO’s are occupations that are
in demand by employers, have higher skill needs and are most likely to provide family sustaining wages.
SCSEP staff focus on companies that have HPOs that are appropriate for SCSEP participants. As partners
in the local PA CareerLink® centers, SCSEP staff have access to employers. SCSEP staff also work with
human resource managers to discuss their staffing needs and how SCSEP participants could potentially
400 | Page
meet these needs. The Department of Aging, through the Pennsylvania Hall of Fame of Champions of
Older Workers, annually honors one employer in the commonwealth that recognizes and values the 381
| Page talents of the commonwealth's older workers. The Department of Aging and representatives from
a few National SCSEP sponsors select the winner. Nomination forms are sent to all local WDB directors,
PA CareerLink® administrators, AAAs, National SCSEP sponsors, and General Assembly members. The
winner is honored annually in May during the PA Partners Conference Employer Recognition Luncheon.
During this annual employer awards luncheon, the Pennsylvania Department of Labor & Industry, Office
of Vocational Rehabilitation, Pennsylvania Department of Education and the Pennsylvania Department of
Human Services also honor employers.
(3) The State’s long-term strategy for serving minority older individuals under SCSEP. (20CFR 641.302 (c))
According to the SCSEP Analysis of Service to Minority Individuals PY 2019, Volume II, August 3, 2021 the
minority population in the commonwealth was 25.7 percent. Based on the Minority Report, 50.1 percent
of the individuals served in the SCSEP were minorities, which is almost double the statewide percentage.
The commonwealth’s previous strategies in serving minorities will continue because minorities are being
served at a much higher level than their proportionate share. SCSEP providers shall continue to make
extensive outreach efforts to potential minority SCSEP participants and communities, specifically to
community groups, senior centers, cultural/social groups, fraternal organizations, chambers of
commerce, libraries, community based media, community leaders and retail stores. Current partnerships
with minority organizations will be renewed. Outreach to minority populations will continue to include
paid advertisements and coordination with organizations that serve minority groups.
(4) A list of community services that are needed and the places where these services are most needed.
Specifically, the plan must address the needs and location of those individuals most in need of community
services and the groups working to meet their needs. (20 CFR 641.330)
The task of identifying the types of community services that are needed and the places where these
services are most needed is best left at the local level where there is a better understanding of each
community's unique needs. As the commonwealth is a diverse state, each community has its own unique
needs and the individuals comprising those communities that are most in need have varying degrees of
factors that precipitate their individual situations.
(5) The State’s long-term strategy to improve SCSEP services, including planned long-term changes to the
design of the program within the State, and planned changes in the use of SCSEP grantees and program
operators to better achieve the goals of the program. This may include recommendations to the
Department as appropriate. (20 CFR641.302(k))
In the past decade, the Department of Aging went from 52 SCSEP sub-grantees to its current 8. The
Department of Aging will be issuing a Request for Grant Applications for SCSEP services in at least 42 of
the 52 AAA Planning and Service Areas (PSAs) in December 2022. Selected providers will begin to provide
SCSEP services in the four designated AAA PSA Regions on July 1, 2023.
401 | Page
(6) The State’s strategy for continuous improvement in the level of performance for SCSEP participants’
entry into unsubsidized employment, and to achieve, at a minimum, the levels specified in OAA Section
513(a)(2)(E)(ii). (20 CFR 641.302(f))
All SCSEP grantees in the commonwealth will be invited to attend future SCSEP trainings conducted by
the Department of Aging. The annual training addresses best practices to assist grantees to improve their
performance in meeting the common measure performance goals of Employment rate-2nd quarter after
exit, Employment rate-4th quarter after exit, and median earnings as well as the other goals of community
service, most in need and service level.
Location and Population Served, including Equitable Distribution
(1) A description of the localities and populations for which projects of the type authorized by title V are
most needed. (20 CFR 641.325 (d))
Projects are authorized in each county of the commonwealth. The number of SCSEP positions or slots that
each county receives is based on a formula that takes into account the number of individuals ages 55 and
older who are at or below 125 percent of the poverty level. Local decisions based on many factors
determine which host agencies provide training to the participants. Some of these factors are: the host
agency’s ability to hire; does the host agency offer good training or provide a particularly important
community service; does the host agency assist with the job search process through their contacts with
other agencies and local businesses; and does the host agency provide a supportive environment for
participants with multiple and/or significant barriers that can also offer short-term opportunities for
participants prior to IEP development. Federal regulatory priorities of service govern what populations
are served. Priority of Service is provided first to Veterans and qualified spouses with further preference
to those persons 65 and older or individuals with: a disability; limited proficiency; low literacy skills; reside
in a rural area; low employment prospects; failed to find employment through WIOA Title I services;
homeless or at risk of homelessness; Formerly incarcerated.
(2) List the cities and counties where the project will be conducted. Include the number of SCSEP authorized
positions and indicate where the positions changed from the prior year.
The following lists the counties where the SCSEP project will take place in PY 2021 to include the number
of SCSEP authorized positions and any change from PY 2019 to PY 2020: Adams 2; Armstrong 15; Berks 9;
Bradford 12 (+8); Bucks 13; Butler 26 (+1); Cambria 6; Carbon 2; Chester 7(+1); Clarion 3; Columbia 12
(+9); Cumberland 23 (+16); Dauphin 5; Delaware 12 (+1); Erie 12; Fayette 7 (+2); Franklin 6 (+1); Greene
1; Indiana 5; Jefferson 3; Lackawanna 6; Lancaster 15; Lebanon 3; Lehigh 9 (+1); Luzerne 12 (-1); Lycoming
5; Monroe 10 (+1); Montgomery 20 (-2); Montour 3 (+1); Northampton 5; Philadelphia 99 (+5); Pike 6;
Potter 3; Schuylkill 5; Somerset 16 (-1); Susquehanna 2;; Venango 12 (+2); Washington 6; Wayne 3;
Westmoreland 13; Wyoming 2 ; York 7 (+1). In January 2021 50 SCSEP slots were swapped between the
national SCSEP grantee Associates for Training and Development (A4TD) and The Department in order to
better serve SCSEP participants. In all, The Department gained participant slots in four counties (Bradford,
Columbia, Cumberland, and Montour) and stopped operating in 11 counties (Blair, Bradford, Centre,
Clearfield, Huntington, Juniata, Mifflin, Northumberland, Perry, Snyder, Tioga, and Union). In
402 | Page
concentrating our efforts in specific counties, and partnering with A4TD, we are developing more robust
programs throughout the state that will be able to serve the community equally.
(3) Describe current slot imbalances and proposed steps to correct inequities to achieve equitable
distribution.
Pennsylvania has counties over-served with a +5-slot variance and 9 counties under-served with a -5-slot
variance. Counties such as Monroe, and Lehigh are over-served because there are larger eligible applicant
pools, more viable job opportunities and higher placement outcomes for the population that we serve.
They were also able to find more suitable training with the COVID restrictions. Counties such as
Philadelphia, Cumberland, and Montgomery are under-served due to the COVID-19 restrictions and an
unwillingness of people to enroll in SCSEP with the fear of infection. The effects of COVID-19 host agency
and recruitment restrictions has also led to the problem of under enrollment throughout the state.
Pennsylvania unemployment rate is currently at 8.1%, mostly due to COVID-19 restrictions Pennsylvania
continues to add jobs, but they are not in the fields that SCSEP participants are well suited. According to
data collected by PA Center for Workforce Information and Analysis, construction, mining and logging,
and education and health services are the fastest growing industries in Pennsylvania.
The AARP Foundation has 2 counties over-served with a +5-slot variance and 6 counties under-served with
a -5-slot variance. ATD has 2 counties over-served with a +5-slot variance and 8 counties under-served
with a -5-slot variance. NCOA has 6 counties over-served with a +5-slot variance and 12 counties under-
served with a -5-slot variance. NUL has 2 counties that is under-served with a -5 slot variance. TWP has
three counties that are under-served with a over a -5 slot variance. Most of these variances’ over-lap with
the state programs. Lack of an eligible applicant pool, transportation related issues, lack of viable job
opportunities, and COVID-19 safety restrictions are the major reasons why the underserved counties are
under-served, and over-served counties are overserved due to high population density and availability of
eligible applicants and availability of host agencies that can accommodate on-site training and the
lingering effects of COVID-19 restrictions and limits of applicants.
(4) The State’s long-term strategy for achieving an equitable distribution of SCSEP positions within the
State that:
(A) Moves positions from over-served to underserved locations within the State in compliance with
20 CFR 641.365.
All over enrolled areas have been instructed to start reducing participants through attrition and under
enrolled areas have been instructed to increase outreach were we are able to conduct outreach safely.
On the state level, the Pennsylvania Department of Aging will continue to spread information of SCSEP at
the state Workforce Development Board and the local workforce development boards whenever
appropriate. PA Department of Aging will continue to provide technical assistance to all of our
Pennsylvania project locations regarding the importance of achieving equitable distribution.In areas that
are under served by more than 5 like Philadelphia and Montgomery participants are underserved by the
state grantee and the national grantee. This is also true for some of the over-served regions like Cambria.
Philadelphia is just now opening up due to COVID-19 and should be able to fill all of its 25 open positions
by the end of the first quarter of 2021. These counties are over served in both the state and national
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grantees. In Monroe Co, the state program has been instructed to forward any referrals to the National
grantee as NCOA is under served in this county. In Lehigh, the AARP Foundation is overserved as a State
sub-grantee but underserved as a National grantee. They are in the process of opening more participants
on the National grant. NCOA overserved in most of the same counties the state programs are also
overserved.
(B) Equitably serves rural and urban areas.
The statewide distribution of eligible individuals who reside in rural and urban areas is 20 percent and 80
percent respectively. This data was obtained from the U.S. Bureau of Census, 2009-2013 American
Community Survey. Based on the final FY 20-21 quarterly progress reports for the Department of Aging
and the 9 national SCSEP sponsors, 26 percent of the participants served resided in rural area and 74
percent resided in urban areas. In order to maintain this level of service, the program will continue to
maintain current levels by reaching out to the eligible senior population at community centers, like local
libraries and senior centers. We will also continue to reach out to non-profit agencies to give a wide range
of training options to participants to help alleviate travel concerns.
(C) Serves individuals afforded priority for service under 20 CFR 641.520. (20CFR 641.302(a),
641.365, 641.520)
Please refer to the SCSEP priorities of service above. SCSEP providers use a variety of recruitment methods
to reach out to individuals who must be afforded priority of service. Some of these methods are as follows:
mailing postcards to zip codes that have a significant number of most in need individuals as defined by
the SCSEP; networking with the Office of Vocational Rehabilitation, Veterans Administration, Adult
Education Programs, and PA CareerLink® centers; working with agencies that specialize in immigrant and
minority services; and hiring SCSEP staff who are bilingual.
(5) The ratio of eligible individuals in each service area to the total eligible population in the State. (20 CFR
641.325(a))
Population for whom Poverty Status is Determined
Geography
Total Population for
whom Poverty is
Determined
Total Population 55
and Over
Under 125 Percent
of Poverty Level
(Number)
Under 125
Percent of
Poverty Level
(Percent)
At or Above 125
Percent of the
Poverty Level
(Number)
At or Above 125
Percent of the
Poverty Level
(Percent)
Pennsylvania
12,380,284
3,990,528
494,108
12.4%
3,496,420
87.6%
Adams County
98,301
34,657
2,790
8.1%
31,867
91.9%
Allegheny County
1,189,220
395,049
48,347
12.2%
346,702
87.8%
Armstrong County
65,167
24,629
3,646
14.8%
20,983
85.2%
Beaver County
163,216
60,496
6,846
11.3%
53,650
88.7%
Bedford County
47,728
18,077
2,829
15.6%
15,248
84.4%
Berks County
404,844
124,543
13,694
11.0%
110,849
89.0%
Blair County
120,340
41,728
5,846
14.0%
35,882
86.0%
404 | Page
Bradford County
60,147
21,644
2,901
13.4%
18,743
86.6%
Bucks County
618,415
208,878
14,729
7.1%
194,149
92.9%
Butler County
181,455
61,729
6,178
10.0%
55,551
90.0%
Cambria County
126,423
48,748
7,393
15.2%
41,355
84.8%
Cameron County
4,572
2,022
313
15.5%
1,709
84.5%
Carbon County
62,558
22,885
2,876
12.6%
20,009
87.4%
Centre County
143,344
39,453
3,174
8.0%
36,279
92.0%
Chester County
506,870
152,593
10,746
7.0%
141,847
93.0%
Clarion County
37,537
12,757
1,935
15.2%
10,822
84.8%
Clearfield County
74,047
26,907
4,062
15.1%
22,845
84.9%
Clinton County
37,185
12,027
1,601
13.3%
10,426
86.7%
Columbia County
61,000
21,223
3,104
14.6%
18,119
85.4%
Crawford County
81,944
29,564
4,157
14.1%
25,407
85.9%
Cumberland County
235,647
76,321
5,528
7.2%
70,793
92.8%
Dauphin County
271,057
82,782
9,538
11.5%
73,244
88.5%
Delaware County
543,919
165,422
17,100
10.3%
148,322
89.7%
Elk County
29,922
11,321
1,257
11.1%
10,064
88.9%
Erie County
260,956
83,996
11,392
13.6%
72,604
86.4%
Fayette County
126,862
46,290
8,057
17.4%
38,233
82.6%
Forest County
3,613
2,230
414
18.6%
1,816
81.4%
Franklin County
151,885
49,679
4,865
9.8%
44,814
90.2%
Fulton County
14,409
5,209
661
12.7%
4,548
87.3%
Greene County
33,320
11,654
1,773
15.2%
9,881
84.8%
Huntingdon County
39,825
14,937
2,048
13.7%
12,889
86.3%
Indiana County
79,196
27,561
3,678
13.3%
23,883
86.7%
Jefferson County
42,983
15,354
2,184
14.2%
13,170
85.8%
Juniata County
24,326
8,192
1,083
13.2%
7,109
86.8%
Lackawanna County
202,694
68,869
9,660
14.0%
59,209
86.0%
Lancaster County
528,680
160,968
15,165
9.4%
145,803
90.6%
Lawrence County
84,605
31,602
4,821
15.3%
26,781
84.7%
Lebanon County
136,039
44,226
4,812
10.9%
39,414
89.1%
Lehigh County
355,304
104,774
11,831
11.3%
92,943
88.7%
Luzerne County
305,739
103,343
14,057
13.6%
89,286
86.4%
Lycoming County
107,874
36,962
4,404
11.9%
32,558
88.1%
McKean County
38,319
13,529
1,771
13.1%
11,758
86.9%
Mercer County
104,066
39,050
4,157
10.6%
34,893
89.4%
Mifflin County
45,537
15,830
1,896
12.0%
13,934
88.0%
Monroe County
165,579
54,222
6,524
12.0%
47,698
88.0%
405 | Page
Montgomery County
802,207
251,000
17,003
6.8%
233,997
93.2%
Montour County
17,546
6,217
796
12.8%
5,421
87.2%
Northampton County
291,401
97,675
8,975
9.2%
88,700
90.8%
Northumberland County
87,589
31,748
4,400
13.9%
27,348
86.1%
Perry County
45,442
15,020
1,669
11.1%
13,351
88.9%
Philadelphia County
1,535,277
387,103
99,311
25.7%
287,792
74.3%
Pike County
54,989
21,400
1,972
9.2%
19,428
90.8%
Potter County
16,554
6,485
1,107
17.1%
5,378
82.9%
Schuylkill County
135,206
47,473
6,744
14.2%
40,729
85.8%
Snyder County
38,125
12,711
1,393
11.0%
11,318
89.0%
Somerset County
69,090
26,597
3,676
13.8%
22,921
86.2%
Sullivan County
5,925
2,737
388
14.2%
2,349
85.8%
Susquehanna County
40,454
16,230
2,006
12.4%
14,224
87.6%
Tioga County
40,362
14,775
2,310
15.6%
12,465
84.4%
Union County
36,023
12,506
1,344
10.7%
11,162
89.3%
Venango County
50,605
19,848
2,738
13.8%
17,110
86.2%
Warren County
39,012
15,068
1,847
12.3%
13,221
87.7%
Washington County
202,068
72,647
7,949
10.9%
64,698
89.1%
Wayne County
47,703
19,662
2,532
12.9%
17,130
87.1%
Westmoreland County
345,567
133,291
15,211
11.4%
118,080
88.6%
Wyoming County
26,519
9,750
1,114
11.4%
8,636
88.6%
York County
435,951
136,653
13,780
10.1%
122,873
89.9%
Source: American Community Survey 1-Year Estimate (2020)
(6) The relative distribution of eligible individuals who:
(A) Reside in urban and rural areas within the State
The statewide distribution of eligible individuals who reside in rural and urban areas is 20 percent and 80
percent respectively. This data was obtained from the U.S. Bureau of Census, 2009-2013 American
Community Survey. Based on the final FY 20-21 quarterly progress reports for the Department of Aging
and the 9 national SCSEP sponsors, 26 percent of the participants served resided in rural area and 74
percent resided in urban areas.
(B) Have the greatest economic need
According to data from the U.S. Bureau of Census, 2020 American Community Survey, there were 494,108
individuals in the commonwealth who were age 55 and older and whose incomes were below 125 percent
of the poverty level. Based on the final FY 19-20 quarterly progress reports for the Department of Aging
and the 9 national SCSEP sponsors, 90 percent of the participants served were below the poverty level.
The percent of individuals served by the Department of Aging and nine national SCSEP operators in the
406 | Page
commonwealth in FY 19-20 who were below the poverty level (90 percent) exceeded the statewide
percentage of eligible individuals that are below the poverty level (12 percent).
(C) Are minorities
According to the SCSEP Analysis of Service to Minority Individuals PY 2019, Volume II, August 3, 2021 the
minority population in the commonwealth was 25.7 percent. Based on the final FY 19-20 quarterly
progress reports for the Department of Aging and the 9 national SCSEP sponsors, 60 percent of the
individuals served were minorities, which is more than double the statewide percentage.
(D) Are Limited English Proficient.
According to data from the U.S. Bureau of Census, 2020 American Community Survey, 4.2 percent of the
SCSEP eligible population in the commonwealth did not speak English well. Based on the final FY 20-21
quarterly progress reports for the Department of Aging and the 9 national SCSEP sponsors, 4 percent of
the individuals served had limited English proficiency. The percent of individuals served by the
Department of Aging and nine national SCSEP operators in FY 20-21 who had limited English proficiency
(4 percent) is equal to the statewide percentage of eligible individuals who did not speak English very well
(4.2 percent).
(E) Have the greatest social need. (20 CFR 641.325(b))
One of the Department of Aging’s and the nine national SCSEP sponsors six performance goals is serving
the most in need. This goal measures the average number of barriers per SCSEP participant. The barriers
are: severe disability; frail; age 75 or older; old enough for but not receiving Social Security Title II; severely
limited employment prospects and living in an area of persistent unemployment; limited English
proficiency; low literacy skills; disability; rural; veterans; low employment prospects; failed to find
employment after using WIOA Title I services; homeless; at risk of homelessness; and formerly
incarcerated. The total number of barriers divided by the number of participants served provides the
average number of barriers per participant. Based on the final FY 19-20 quarterly progress reports for the
Department of Aging and the 9 national SCSEP sponsors all exceed their most in need targets.
(F) Formerly incarcerated individuals, as defined in TEGL 17-20
This question is only required under TEGL 6-21 and is not applicable to states that submit a combined
state plan under TEGL 4-21.
(7) A description of the steps taken to avoid disruptions to the greatest extent possible, when
positions are redistributed, as provided in 20 CFR 641.365; when new Census or other reliable data
become available; or when there is over-enrollment for any other reason. (20 CFR 641.325(i),
641.302(b))
SCSEP providers in the commonwealth will ensure the least disruption possible to participants when
positions are redistributed or when new Census data becomes available or for any other reason.
Participants can never be terminated because of changes in funding, slots, providers or any other reason.
407 | Page
If changes are needed, they will be implemented gradually, and no participant will be adversely affected.
SCSEP grantees in the commonwealth are not permitted to transfer slots from one county to another
county or from one county to another state unless there is prior approval from the Department of Aging
and the USDOL.
SCSEP Operations
(1) Administrative: describe the organizational structure of the project and how subprojects will be
managed, including:
(A) identification of the key staff, including the primary responsibilities and the amount of time
assigned to the SCSEP grant;
Key staff from the Department and the amount of time they are assigned to the grant are: Aging Services
Specialist (100 percent), Budget Analyst 3 (8 percent), Budget Analyst 4 (3 percent), Budget Analyst 4 (3
percent) and Budget Analyst 5 (2 percent). All of the aforementioned key staff, with the exception of the
Aging Services Specialist, are from the Department’s Bureau of Finance. Bureau of Finance staff compile
and process grants for all sub-grantees; review expenditure reports for all sub-grantees; process payments
for all sub-grantees; review budgets for all sub-grantees; and process quarterly reporting information to
the Comptroller. The Aging Services Specialist is the SCSEP Program Manager and is housed in the Bureau
of Aging Services. The Aging Services Specialist’s primary responsibilities are to monitor SCSEP
subgrantees; manage data collection and reporting; coordinate recognition events for SCSEP participants
and employers; negotiate annual performance goals; conduct SCSEP data validation; and prepare the
annual grant application for SCSEP funds. It should also be noted that Financial Representatives housed
in the Bureau of Finance conduct financial monitoring of all SCSEP sub-grantees.
(B) Include an organization chart depicting any subgrantees or local affiliates implementing the
grant. Include a table with authorized positions for each subgrantee or affiliate, if applicable;
Sub-grantees
Sub-grantee County Location Number of Authorized Positions
AAA of Westmoreland Westmoreland 13
GECAC Erie 12
Lancaster AAA Lancaster 15
Luzerne/Wyoming AAA Luzerne 12
Luzerne/Wyoming AAA Wyoming 2
Philadelphia Corp on Aging Philadelphia 99
Southwestern Pennsylvania AAA Fayette 7
Southwestern Pennsylvania AAA Greene 1
Southwestern Pennsylvania AAA Washington 6
Lycoming/Clinton AAA Clinton 1
408 | Page
Lycoming/Clinton AAA Lycoming 5
Local Affiliates
County AARP Region Number of Authorized Positions
Bradford Northern Region AARP 12
Carbon Northern Region AARP 2
Columbia Northern Region AARP 12
Lackawanna Northern Region AARP 6
Monroe Northern Region AARP 10
Montour Northern Region AARP 3
Pike Northern Region AARP 6
potter Northern Region AARP 3
Schuylkill Northern Region AARP 5
Susquehanna Northern Region AARP 2
Wayne Northern Region AARP 3
Adams Central AARP 2
Cumberland Central AARP 23
Dauphin Central AARP 5
Franklin Central AARP 6
Lebanon Central AARP 3
York Central AARP 7
Cambria Central AARP 6
Somerset Central AARP 16
Armstrong Western Region AARP 15
Butler Western Region AARP 26
Clarion Western Region AARP 3
Indiana Western Region AARP 5
Jefferson Western Region AARP 3
Venango Western Region AARP 12
Berks Eastern Region AARP 9
Bucks Eastern Region AARP 13
Chester Eastern Region AARP 7
Delaware Eastern Region AARP 12
Lehigh Eastern Region AARP 9
Montgomery Eastern Region AARP 20
Northampton Eastern Region AARP 5
Bradford Northern Region AARP 12
Carbon Northern Region AARP 2
409 | Page
Columbia Northern Region AARP 12
Lackawanna Northern Region AARP 6
Monroe Northern Region AARP 10
Montour Northern Region AARP 3
Pike Northern Region AARP 6
potter Northern Region AARP 3
Schuylkill Northern Region AARP 5
Susquehanna Northern Region AARP 2
Wayne Northern Region AARP 3
Adams Central AARP 2
Cumberland Central AARP 23
(C) describe training that will be provided to local staff;
The PA Department of Aging conducts an annual SCSEP training for local subgrantee staff on topics that
are requested from local subgrantee staff or are deemed appropriate by the Department based on current
SCSEP developments. The Department of Aging will be conducting quarterly meeting with all sub-grantees
to review US DOL policy changes and provide technical assistance. The SCSEP training products on
Workforce3One are also very helpful to both grantee and local staff.
(D) describe how projects will be monitored for program and financial compliance, including audit
plans; and
Sub-grantees will be monitored every program year using a combination of remote monitoring and on-
site monitoring visits. Each sub-grantee will be monitored on-site at least once every three years, except
for the Philadelphia and AARP Foundation sub-grantee sites, which will be monitored on-site at least
every other year. In addition, on-site monitoring will also occur for the following reasons:
• New sub-grantees will be monitored on-site within their first six months of operation
• If issues arise for a sub-grantee during data validation
• If participants file grievances against a sub-grantee about services
• If fiscal issues arise during the program year as reported during fiscal monitoring
• If a sub-grantee has not met their program goals over the previous three quarters.
During the first quarter of each program year, the Pennsylvania Department of Aging (PDA) SCSEP
program manager will establish a review schedule for the program year and determine which sub-
grantees are monitored on-site and which are monitored remotely. The reviews can be conducted at any
time during the program year and the schedule can be altered if information arises that requires
immediate investigation and action. The program year runs from 7/1/XX to 6/30/XX. Interviews with
grant participants, sub-grantee staff, and host agency supervisors will be conducted in person or over the
telephone for both remote and on-site monitoring.
410 | Page
Pre-visit activities
Every site will be informed of the monitoring visit at least two weeks in advance. An e-mail will be sent
to the site administrator along with a Program Evaluation Questionnaire (PEQ) that must be completed
and returned to the PDA SCSEP Program Manager one week before the monitoring (See Attachment 1).
The PEQ requests information and documentation about program design and administration of the SCSEP
grant, informs the program administrator of which paper files will be reviewed, and requests contact
information for potential participant and host agency interviewees. The PEQ requests electronic or paper
copies of:
• Program manuals for participants and host agencies.
• Complete participant files equal to 10% of sub-grantee slot allotment
• Host agency agreements
• Memorandums of Understanding (MOUs) and Infrastructure Funding Agreements (IFA) for all
one-stop sites.
• SCSEP Record Retention Policies
• SCSEP program Emergency Action Plans
• Workers compensation insurance policies
Note: When the monitoring is conducted on-site, paper documentation will be required from the sub-
grantee during the site visit and not sent electronically.
After receipt of the PEQ and all requested documentation for remote monitoring, the PDA SCSEP program
manager will review the answers to the PEQ, and utilizing the SCSEP program review workbook, determine
if the sub-grantee is properly implementing procedures for:
• Grant administration; To determine if the sub-grantee has proper policies in place for disaster
response, document retention, workers compensation insurance, and termination and grievance.
• Workforce Innovation and Opportunity Act (WIOA); To determine if the sub-grantee is operating
in collaboration with the local one-stop centers and other agencies in accordance with WIOA
• Orientation; To determine if the sub-grantee is communicating effectively, orally and in writing,
SCSEP regulations, goals, and requirements to host agencies and participants.
• Host Agencies/Community Service assignment; To determine if the sub-grantee is effectively
recruiting and monitoring host agencies.
• Recruitment, Selection, and Eligibility of Participants; To determine if the sub-grantee is
effectively recruiting and monitoring participants and properly applying eligibility criteria in
participant selection.
• Fringe Benefits; To determine if the sub-grantee has required policies and procedures in place for
workers compensation insurance, and for participants to make up time when the host agency is
closed for a federal holiday or the participant is out sick and offering free physical exams at
enrollment and annually thereafter.
• Participant Assessment and Individual Employment Plan (IEP) and Training; To determine if the
sub-grantee has the required policies and procedures to ensure the participant is completing
IEPs, assessments, and trainings in accordance with unsubsidized employment goals.
• Unsubsidized Placement/Job Development; To determine if the sub-grantee has required policies
and procedures in place to ensure participants are completing job search activities and that the
sub-grantee is assisting with participants gaining unsubsidized employment.
411 | Page
• Performance and Web-based Database Collection System (WDCS); Utilizing Quarterly Program
Reports (QPRs) from SPARQ, determine if the sub-grantee is effectively meeting program goals,
and if the subgrantee is utilizing SPARQ management reports to manage participant follow-ups,
durational limits, and approved breaks.
• Durational Limits; To determine if the sub-grantee has required policies and procedures in place
to ensure participants comply with durational limits, and that the sub-grantee sends participants
required notifications of durational limits.
Any areas of concerns noted in the aforementioned topics will be identified for discussion during the
monitoring call or on-site interview with sub-grantee staff. In addition, program invoices from the
previous program year, and for all quarters from the current program year will be reviewed for discussion
during the monitoring call or on-site interview with sub-grantee staff.
Day of monitoring
The PDA SCSEP program manager will conduct on-site or telephone interviews with host agency
supervisor(s), participant(s), and sub-grantee staff to determine the sub-grantee’s effectiveness. Case
records will be reviewed for:
• Copies of Durational Limit (DL) letters sent at 12 months, 6 months and 30 days prior to the
participant’s DL exit along with their Participant Transition IEPs at 12 months and 6 months prior
to exit.
• Completed and signed page 6 of the participant form for initial eligibility determination and
signatures of participant and SCSEP staff, and the completed and signed recertification
determination form (page 7 of participant form) for the first recertification.
• Completed I-9 and W-4 forms
• Completed initial assessment, IEP, and Training Description and the subsequent two
reassessments, IEPs and Training Descriptions.
• Completed Safety Evaluations
• Documentation of offer of initial physical examination and offer of annual physical exams each
year thereafter.
An exit interview will be conducted by telephone or on-site with the sub-grantee program manager to
discuss areas of concern discovered during the monitoring and allow the sub-grantee time to provide
additional verification or information.
After the monitoring
The PDA SCSEP Program Manager will issue a report of findings and areas of concern to the sub-grantee
no more than five (5) business days from the date of the on-site or remote monitoring review. The report
will include any findings found in the sub-grantee’s program design and administration and provide a
request for a Corrective Action Plan (CAP) from the sub-grantee to address all findings. The sub-grantee
will be required to provide a diagnosis of the reason for the deficiency, their action plan to correct the
deficiency, a follow up process to ensure the action plan is effectively correcting the deficiency, and
verification, if appropriate, that the deficiency is corrected. (Attachment 3) The CAP must be submitted
no later than 30 days from the submission of the PDA monitoring report, and a follow up of the CAP will
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be required of the sub-grantee no more than 90 days after implementation of the CAP. The sub-grantee
with be required to submit review results after the CAP follow-up is complete.
All monitoring reviews and CAPs will be stored electronically for future reviews for the duration of the
sub-grantee’s contract with the PDA.
Fiscal Monitoring
Financial Representatives will conduct onsite financial monitoring of all subgrantees at least once in a
three-year period, utilizing the attached monitoring tool (Attachment 4) to determine compliance. The
Financial Representatives in the Bureau of Finance come to the PDA credentialed by their degrees/work
experience and receive training from their peers and from other fiscal and program staff in the PDA. PDA
will issue a financial monitoring report to the subgrantee no later than 30 days after the onsite visit has
concluded. In addition to the financial monitoring conducted by the Financial Representatives, other PDA
staff in the Bureau of Finance and the Bureau of Aging Services review monthly subgrantee financial
reports/invoices and participant reports and conduct data validation on an annual basis. Staff from the
Bureau of Finance and the Bureau of Aging Services review subgrantee financial reports/invoices monthly
for AARP Foundation and each quarter for the Area Agency on Aging (AAA) sub-grantees to determine if
a reasonable request of funds compared to the approved allocation is being made. Each January, Bureau
of Aging Services staff determine if SCSEP subgrantee allocations should be reallocated based on current
and projected expenditures of funds. Annually, PDA staff conduct a data validation review for a sample
of participant records for all subgrantees. Participant timesheets are monitored during the data validation
review to determine if the participant hours being entered into SPARQ each quarter match the hours on
the timesheets for the respective quarter. The Bureau of Finance Contracting Division is tasked with
reviewing subgrantees financial audits. They ensure award amounts are accurately reported and any
noted audit findings are appropriately remediated. Audit findings are also forwarded to the Department’s
Financial Representatives who follow up on site to ensure corrective actions have been implemented.
(E) describe how the State will manage its providers and how it will transfer participants if new
providers are selected to serve in the State.
All the PA Department of Aging SCSEP subgrantees are awarded 4-year contracts to operate a SCSEP
program in their area. The contract stipulates that every year during the four years of the contract the
sub-grantee can request to discontinue operation and hand the agreement back to the department or
continue to operate the program for the program year. If a sub-grantee chooses to discontinue
operation, an RFA will be published and a new sub-grantee will be chosen. The Area Agencies of Aging
has the right of first refusal of SCSEP funds and currently 7 AAAs operate SCSEP programs along with The
AARP Foundation. The AARP Foundation has agreed to transfer any participants to their program if a AAA
has decided to cease operating a program to eliminate any hardship to participants while the sub-grantee
selection is processed.
(2) Recruitment: describe how grantee will recruit and select of participants will be achieved. The eligibility
of participants is described under 20 CFR 641.500 and 641.525.
The PA Department of Aging’s SCSEP subgrantees have the responsibility of developing recruitment
procedures that will allow them to enroll individuals in accordance with the service priority categories and
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which will help them to achieve the Most in Need performance goal. Subgrantee recruitment methods
include, but are not limited, to the following:
• convening special meetings with community agencies to pool recruitment resources;
• coordinating with Workforce Innovation and Opportunity Act (WIOA) Programs, PA CareerLink®
centers, County Assistance Offices, Vocational Rehabilitation Offices and other local service
agencies;
• speaking engagements with civic organizations, business organizations, and other employer
groups;
• having a public relations program that includes paid advertisements, employment and training
"news" stories with photographs, public service announcements on radio and TV and PA
Department of Aging employment brochures;
• dissemination of specially produced material (pamphlets, placards, brochures, and audio/visual
presentations); and
• holding job fairs and local ceremonies to observe "National Employ Older Worker" week.
(3) Income Eligibility: describe how participant income will be recertified each year, including where
eligibility records will be maintained.
Participant income, family size and employment status are recertified for all participants within 12 months
of their last eligibility certification or recertification. It should be noted that local subgrantee staff inform
participants to report any change in income, family size or employment status that could affect the
participant’s continued eligibility for SCSEP. If a participant reports any change in income, family size or
employment status, the recertification will be conducted immediately. Eligibility records are securely
stored at the offices of local subgrantees.
(4) Orientation: describe the orientation procedures for:
(A) Participants
Participants receive an overview of the program prior to enrollment and then after enrollment, there is a
formal orientation for participants. The formal orientation informs participants of the SCSEP goals and
policies, durational limits, allowable and unallowable political activities, grievance procedure, termination
policy, etc. Participants sign an orientation form acknowledging that they have received and understand
the orientation information that was provided to them.
(B) Host Agencies
During the host agency orientation, the host agency director and the participant’s supervisor are provided
with information related to their responsibility to supervise the participant in a safe and healthy
environment; provide the participant with training and assistance in finding an unsubsidized job;
maintenance of effort requirements, participant complaint procedures, etc. The Host Agency Director
signs the host agency agreement acknowledging their responsibilities and requirements with training the
participant in the SCSEP.
(5) Duration Limits: describe any policy for maximum duration of enrollment or maximum time in
community service and provide a copy of the current Duration Limit policy.
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As of November 1, 2011, participants are subject to a maximum of 48 months of SCSEP participation,
excluding approved breaks in service, without the possibility of a waiver for an additional 12 months.
Any participant reaching his or her 48-month durational limit on or after November 1, 2011 will be exited
from SCSEP. Sub-grantees shall send letters to individuals and their host agencies twelve months prior to
their scheduled exit dates. Similar letters must again be sent to the affected participants and host
agencies six months prior to their 48-month durational limit and again at 30 days prior to the effective
date of their exit from SCSEP. The aforementioned 30-day letter shall serve as the participant's
termination letter and it shall contain a copy of the sub-grantee's grievance procedures in the event the
participant wishes to appeal the termination.
Sub-grantees shall develop Transition Individual Employment Plans (IEPs) at 12 months and 6 months
prior to the participants' scheduled durational limit exit date. At twelve months prior to the participant's
scheduled durational limit exit date, sub-grantees shall obtain an honest assessment of the participant's
strengths and weaknesses from the host agency supervisor. For those participants with good
employability potential, sub-grantees will start over with a redesigned IEP. A redesigned IEP is a process
for helping each individual participant accomplish as much as possible while on the program, with an
unsubsidized job and economic security as the end result. The redesigned IEP will keep sub-grantees and
the participant focused and on task. The reassessment is critical for participants with multiple barriers to
employment. The reassessment may trigger a completely new IEP, often with different goals and action
plans. The IEP shall consider the jobs available in the local market that the participant could attain within
the amount of time he or she has remaining in SCSEP. Host agency rotation will most likely be part of this
process and is also a valuable tool for moving participants along. Sub-grantees shall also provide these
individuals with specialized training or On-the-Job Experience (OJE) to increase their placement potential.
For those participants who are less apt to find unsubsidized employment, sub-grantees must complete
the following tasks at twelve months prior to the participant's scheduled durational limit exit date. Obtain
an honest assessment of the participants' strengths and weaknesses from the host agency supervisor and
develop an exit transition IEP. To help with the exit transition IEP, sub-grantees will recruit host agencies
able to provide a supportive environment for participants with personal barriers or growing frailties; ask
such agencies for referrals to their colleagues in the same field; attend United Way meetings to learn of
other agencies serving vulnerable populations; and make certain agencies maintain a safe environment
and have the capacity to make adaptations to accommodate disabilities. Sub-grantees shall carefully
review the local job market and qualifications for jobs to determine that the jobs are: suitable for the
needs of this particular client group; with employers known for hiring older workers and persons with
disabilities; and part-time, not physically strenuous, easily adaptable to accommodations. Sub-grantees
shall also seek available training opportunities that lead to these identified job opportunities and that
utilize appropriate adult education methodologies.
When all participants are 6 months away from reaching their durational limit exit date, sub-grantees shall
refer them to appropriate programs that could provide further employment assistance such as the local
CareerLinks, or stipend volunteer programs such as AmeriCorps and SeniorCorps which fund local RSVP,
Senior Companions, Foster Grandparents, and other volunteer programs. Participants with disabilities
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shall be referred to the local Office of Vocational Rehabilitation. Sub-grantees shall also take the time to
make certain that participants have a budget minus SCSEP wages which can be followed, and that the
participant is signed up for all appropriate social service programs. Sub-grantees shall also determine if
these participants have a social support system and obtain the participants' permission to alert the
support system to the participants' impending vulnerability and try to ensure a safety net throughout the
transition.
It should be noted that the AARP Foundation and those AAAs that also receive funding from national
SCSEP sponsors must adhere to the PDA's IDL policy for PDA funded participants if the national sponsor's
IDL policy is different. Questions should be directed to David Miles at telephone number (717) 783-0178
or via e-mail at davimiles@pa.gov
.
(6) Assessments: describe the procedures for assessing job aptitudes, job readiness, and job preferences of
participants and their potential to transition into unsubsidized employment. Also describe how the
assessment will be used to develop the participant’s Individual Employment Plan (IEP).
The assessment is made in partnership with the participant. SCSEP subgrantee staff gathers information
on the individual’s work history, formal and informal education and training, skills, talents, physical
capabilities, and need for supportive services. The PA Department of Aging’s largest subgrantee uses a
computerized assessment and career planning system called JobReady to complete the assessment and
Individual Employment Plan (IEP). JobReady allows program staff and participants to: (1) identify job
choices based on an assessment of the participants’ interests, personal characteristics, skills and
experience; (2) quickly test and assess participants’ existing skill levels for their job choices while
identifying skill gaps and other barriers; (3) create the IEP that starts with a host agency training
assignment and guides the participants through the stated objectives and actions required to prepare for
their job goals; (4) access online training programs to eliminate skill gaps; (5) earn Job Skill Certificates
that show employers that participants have the required abilities for the job; and (6) link to job openings
in the community. Participants are reassessed at least twice annually. The initial IEP is determined based
on the participant’s assessment. Subgrantee staff and the participant jointly develop the IEP to ensure
that it is realistic and that it accurately reflects the participant’s interests and needs.
(7) Community Service Assignments: describe how the participant will be assigned to community service
including:
(A) the types of community service activity that will be emphasized and how they were chosen;
methods used to match participants with community service training;
The SCSEP provides over 475,000 community service hours to public and non-profit agencies, allowing
them to enhance and provide needed services. Local community leaders are in a better position to
understand the unique needs of their communities. Therefore, the PA Department of Aging leaves the
task of identifying the types of community services and the places where these services are needed at the
local level. Locally, the types of community services needed are based on input from the partnerships
developed in each county between the SCSEP subgrantees and County Human Service Agency Coalitions,
the United Way and Aging Resource and Disability Links.
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(B) the extent to which participants will be placed in the administration of the project itself;
Several PA Department of Aging SCSEP subgrantees use participants in administrative and job
development capacities. Many participants that have worked in project administration at the
subgrantee’s office were subsequently hired by the subgrantee’s agency.
(C) the types of host agencies used and the procedures and criteria for selecting the assignments;
SCSEP subgrantees are aware of the local community needs from networking with community leaders.
They are also aware of which agencies can qualify as a SCSEP host agency. They determine the quality of
training that can be provided by the host agency and if the training is related to a High Priority Occupation.
Local SCSEP subgrantees use the assessment and the IEP as the basis for developing an appropriate host
agency assignment. They review the available host agencies to find the closest match with the
participant’s IEP goal and training objectives. When a participant has specific needs that cannot be met
by the current host agencies, the local SCSEP subgrantee will seek out a new host agency.
(D) the average number of hours in a participant’s training week;
SCSEP participants work an average of 20 hours per week and currently earn $7.25 per hour.
(E) the fringe benefits offered (if any); and
SCSEP participants receive FICA, Workers Compensation and an annual physical exam. The offer of an
initial physical examination and an annual physical examination thereafter is made to all participants. The
participant is advised that the physical examination is a benefit and not a requirement for initial
enrollment or continuing enrollment. If a participant declines to accept the offer of a physical
examination, this will be documented.
(F) procedures for ensuring adequate supervision.
The agreements between the PA Department of Aging SCSEP subgrantees and the host agencies will state
that a participant must receive at least the same amount and degree of supervision as permanent
employees performing comparable job tasks. Subgrantees will conduct periodic host agency monitoring
to assure appropriate supervision is being provided.
(8) Training: describe the training that will be provided during community service assignments and any
other types of training provided, including linkages with local one-stop centers, and Registered
Apprenticeship.
The assessment and IEP are used to develop each participant’s community service training assignment.
Most SCSEP subgrantees offer computer training for participants. One subgrantee’s host agency
developed a two-week curriculum for computer classes, which took place at two PA CareerLink® centers,
Pennsylvania’s one-stop centers, in Southwestern Pennsylvania. The concept was to bring together older
individuals and senior high school students into a collaborative process to foster relationships whereby
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older individuals could use their experiences to mentor students and students could provide computer
training to older individuals. All 15 SCSEP enrollees participated in the training.
Organizations located at the PA CareerLink® provide training in areas such as literacy, self-esteem, basic
computer entry, Internet job search, and interpersonal skills. There are currently no linkages between
subgrantees and the Registered Apprenticeship Program but this is something that may be explored as a
topic at a future SCSEP training.
(9) Supportive Services: describe the supportive services that will be offered to help participants obtain and
retain an unsubsidized job, including transportation assistance (if applicable).
For any participant who finds unsubsidized employment, supportive services may be provided up to 12
months following the participant’s exit provided that the services are necessary for the participant to
remain employed. Subgrantees first seek to obtain supportive services for free from local agencies. For
example, local Area Agencies on Aging provide support services that can help participants retain an
unsubsidized job such as adult day care, meals on wheels, personal care services, transportation and home
modifications. Local Adult Education programs partner with SCSEP subgrantees to provide Adult Basic
Education and high school equivalency preparation services to participants, which will facilitate their job
search. Individuals age 65 and older may ride for free at all times, any day of the week, on the fixed route
services of local public transit systems throughout Pennsylvania. Also, on non-fixed route bus systems,
the commonwealth’s Shared-Ride Program allows individuals age 65 and older to ride at an 85 percent
reduced fare with the local shared-ride transportation provider. When necessary, SCSEP funds are used
mostly for the following supportive services: transportation for individuals under age 65, work shoes,
uniforms, eyeglasses and tools.
(10) Termination: describe procedures for terminating a participant, including Individual Employment
Plan(IEP) terminations. Please provide a copy of the current termination procedures.
There are six (6) reasons a participant may be involuntarily terminated from the SCSEP which are listed
below along with an explanation. Sub-grantees must follow this Termination Policy fairly and equitably
when involuntarily terminating participants. Participants will not be terminated based on age as there is
no upper age limit for participation in the SCSEP. Except as noted below in the case of serious violations,
participants will receive progressive discipline and an opportunity for corrective action before a formal
termination notice is issued. In all cases, participants will receive a 30-day termination letter notifying
them of the date of exit, the reason for the termination, and the right to appeal under PDA's grievance
procedure, as described below. A copy of the grievance procedure will be attached to the termination
letter. Participants will receive both a copy and a verbal explanation of the Involuntary Termination Policy
during orientation. This policy is based on the Older Americans Act Amendments of 2006 and the SCSEP
Final Rule, effective on October 1, 2010.
Types of Involuntary Terminations A participant can be involuntarily terminated from the SCSEP for six
(6) reasons. The reasons are:
1. Knowingly providing false information in the eligibility process.
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A participant may be terminated for fraudulent actions, such as intentionally providing inaccurate
information to qualify for the SCSEP. If this occurs, the participant will be placed on Leave without
Pay immediately, and a 30-day notification of termination will be sent to the participant.
2. Being incorrectly determined eligible at enrollment or annual recertification.
A participant will be terminated if found ineligible for participation in the SCSEP either after
enrollment or after the annual recertification through no fault of the participant. A participant
may be enrolled or deemed eligible for continued enrollment based on an error in determining
program eligibility, e.g. income may be recorded or calculated inaccurately. When this occurs,
the participant will be notified regarding the error and immediately sent a 30-day notification of
termination letter. The participant will be able to continue participating in the program until the
date of exit as noted in the letter.
3. Being determined no longer eligible at recertification.
A participant is recertified annually, or more frequently if there is a substantial change in
circumstances, to determine if he or she continues to be eligible for participation. During the
recertification, a participant may be determined no longer eligible due to a change in eligibility
criteria such as income, family of one due to a change in disability status, employment status,
and number of household members. The participant will be notified and immediately sent a 30-
day notification of termination letter. The participant will be able to continue participating in the
program until the date of exit as noted in the letter.
4. Reaching the maximum 48-months enrollment limit.
As of November 1, 2011, a participant will be terminated when he or she meets the 48-month
maximum participation date. The participant will be sent a 30-day notification of termination
letter 30 days before the 48-month maximum participation date. The participant will be able to
continue participating in the program until the date of exit as noted in the letter.
5. Becoming employed during enrollment.
To qualify for enrollment in the SCSEP, a participant must be unemployed; all participants are
informed that they may not be employed while participating in the program and that they must
notify the program representative immediately upon becoming employed. A participant who is
discovered to be employed white enrolled without having notified the program of the
employment will be terminated from the program. If this occurs, the participant will be placed
on Leave without Pay immediately, and a 30-day notification of termination will be sent to the
participant.
6. For cause, including refusing to accept a reasonable number of job offers or referrals to
unsubsidized employment based on the Individual Employment Plan (IEP) (with no extenuating
circumstances hindering the participant from moving to unsubsidized employment).
There are several reasons to terminate a participant "for-cause." When warranted, a participant may be
terminated for certain behaviors and/or conduct. The following are specific reasons; however, other
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similar reasons that demonstrate willful misconduct or an intentional disregard of program rules may
cause involuntary termination:
IEP related reasons for Termination:
Refusing to accept a reasonable number of job offers or referrals to unsubsidized employment. A
participant may be subject to disciplinary action up to and including termination when he or she refuses
a total of three job offers and/or referrals to job openings.
Refusing to comply with the Individual Employment Plan (IEP). If the participant fails, without good cause,
to cooperate fully with PDA's sub-grantees to accomplish the goals of his or her IEP, an IEP- Related
termination 'for-cause" may be in order. Examples of lack of cooperation with PDA sub-grantees to
accomplish IEP goals may include but are not limited to the following when provided for in the
participant's IEP:
• Refusing to search for a job,
• Sabotaging a job interview. For example, a participant tells the interviewer that he or she is not
interested in the job or tells the interviewer that he or she is not qualified,
• Refusing or not participating fully in training opportunities,
• Refusing to transfer to a new community service training assignment,
• Refusing to register at the local CareerLink,
• Refusing to take advantage of Workforce Innovation and Opportunity Act (WIOA) opportunities,
• Refusing to accept or lack of follow-through in obtaining supportive services that will enhance
the participant's ability to participate in a community service assignment consistent with the IEP,
• Refusing to cooperate with other IEP-related referrals,
• Refusal to cooperate with the assessment or IEP process, e.g., refusing to participate in
completing the assessment and IEP.
An IEP Related Termination would not be considered appropriate under the following extenuating
circumstances:
• When occurrences are not within control of the participant, e.g. transportation is not available
to training or an unsubsidized job,
• When situations such as the death of a closely related person or partner or a physical condition
impact the training or work situation,
• When the training or unsubsidized job places undue hardship on the participant that exceed
those of the community service assignment,
• When the proposed unsubsidized employment is costlier to the participant than the SCSEP
position, and
• Other related reasons for an IEP Related Termination should be considered on a case-by-case
basis.
Non-IEP related reasons for Termination:
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Refusal to cooperate in recertifying eligibility, for example, refusing to provide required documents to
determine continued eligibility or refusing to attend or be available for the recertification appointment.
• Failure or refusal to perform assigned duties, e.g., refusing without good cause to do assignments
that are part of the IEP and required to increase skills and knowledge,
• Falsification of official records, such as timesheets, for example, intentionally signing the
signature of the host agency supervisor on a timesheet or other official documents or including
hours on a time sheet that are not accurate.
• Intentional disclosure of confidential or private information obtained from the host agency, sub-
grantee, or grantee, for example, informing others of information that is supposed to be kept
private or confidential.
• Frequent tardiness or unauthorized absences, including reporting to the assignment late or not
reporting to the assignment and not informing the supervisor. Generally, three instances of
absence without good cause or without proper notice may warrant termination.
• Insubordination, defined as intentionally refusing to carry out the direction or instructions of a
host agency supervisor or PDA sub-grantee staff member, provided there were no extenuating
circumstances and the directions or instructions were reasonable.
• Workplace harassment or discrimination based on sex, race, color, religion, national origin, age,
marital status, or disability.
• Obscene, abusive, harassing, or threatening language or behavior.
• Physical violence or intentional destruction of property, for example, being violent and
threatening to or carrying out threats that physically harm individuals or property.
• Theft, meaning illegal taking or withholding the property of another without permission.
• Causing an imminent threat to health or safety of self or others.
• Consuming, selling, purchasing, manufacturing, distributing, possessing or using any illegal or
non-prescribed drug or from being under the influence of alcohol and or drugs while performing
his or her host agency assignment or while carrying out objectives required by the IEP. Legally
prescribed medications are excluded if they do not affect the participant's ability to perform his
or her duties or protect the safety of the participant or others.
• Exceeding approved Leave without Pay by failing to return from an approved break by the
required date without due notice or good cause.
(11) Complaints & Grievances: describe the procedures for addressing and resolving participant complaints
and grievances related to program termination. Please provide a copy of the current complaint/grievance
policies.
As per the language contained in Section 641.910 of the SCSEP Regulations, the following procedures
describe the process for resolving complaints between Area Agencies on Aging (AAAs) SCSEP sub-
grantees, non-AAA SCSEP sub-grantees and participants. AARP Foundation, which is currently the
Department's only non-AAA SCSEP sub-grantee, will use their own internal procedures for resolving
complaints. It should also be noted that any future non-AAA PDA SCSEP sub-grantee shall also use their
own internal procedures for resolving complaints. The only difference between the AAA and non-AAA
sub-grantees will be that non-AAA SCSEP sub-grantees shall allow their participants to appeal to the
Department of Aging after they appeal to the non-AAA SCSEP sub-grantee’s State Director. Non-AAA
SCSEP sub-grantee participants shall not have the right to appeal to the President/CEO of the non-AAA
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SCSEP sub-grantee after they have appealed to the non-AAA SCSEP sub-grantee’s State Director. All PDA
non-AAA SCSEP sub-grantees shall provide the Department with their grievance procedures for applicants
and participants as well as copies of all correspondence related to participant complaints.
All PDA SCSEP sub-grantees shall adhere to the following grievance procedures for applicants and
participants. First, an informal process involving the person grieving and the local SCSEP AAA or non-AAA
Project Director will be attempted. If this does not satisfactorily resolve the grievance, then a formal
process will be initiated. The grievance will be prepared in writing by both parties and the AAA Director
or the non-AAA SCSEP sub-grantee State Director will hear representatives from each side. A decision will
be rendered by the AAA Director or the non-AAA SCSEP sub-grantee State Director within ten business
days and a written copy of said decision shall be provided to the complainant and to the PDA. If this
decision is believed to be unjustified by either party, they may appeal to:
PDA, Bureau of Aging Services,
555 Walnut Street, 5th Floor,
Harrisburg PA 17101-1919,
ATTN: SCSEP Program Manager
The appeal to PDA must be made within 30 days of the date of the AAA Director's letter or the non-AAA
SCSEP sub-grantee’s State Director letter. The PDA will render a written decision within ten business days
after receiving the written grievance. The PDA will maintain the complaint and decision in its files after
the completion of the grievance process. The PDA's decision will be final unless the complainant believes
that a federal law, other than those alleging unlawful discrimination, was broken or if the complainant
believes that the PDA's grievance procedures were not followed.
If the complainant believes that a federal law was broken or that PDA's grievance procedures were not
followed, he or she can appeal the decision to the USDOL within 60 days of the date of the PDA written
decision. Appeals to the USDOL shall be sent to:
Division Chief, Division of National Programs, Tools, & Technical Assistance
Employment & Training Administration, Office of Workforce Investment
United States Department of Labor
200 Constitution Ave. NW, Room C4510
Washington, DC 20210
Allegations determined to be substantial and credible will be investigated and addressed by the U.S.
Department of Labor. All PDA SCSEP sub-grantees as well as the PDA shall document all grievances after
receiving the grievance in writing. Written testimony and minutes must be kept on file as well as decision
justifications. This procedure will be used as the process for adverse actions such as a denial of service, a
reduction of service, or a termination of service. The PDA grievance policy shall be applied fairly and
uniformly for all complainants. Questions about, or complaints alleging a violation of: the
nondiscrimination requirements of title VI of the Civil Rights Act of 1 964, S 504 of the Rehabilitation Act
of 1973, S 188 of the Workforce Investment Act of 1998 (WIA), or their implementing regulations, may
be directed or mailed to:
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Director
Civil Rights Center, U.S.
Department of Labor
200 Constitution Avenue NW, Room N—4123
Washington, DC 20210.
A copy of the grievance procedure must be given to applicants during the initial intake interview and this
must be documented. A copy of the grievance procedure must be provided to all involuntarily terminated
participants, including participants who are terminated for cause, when the AAA issues a written
termination to the participant 30 days prior to the termination date. For all involuntary terminations,
including termination for cause, the AAA must write the terminated participant a letter which states that
he or she will be terminated in 30 days and the reason(s) for the termination. The letter shall include a
copy of the AAAs grievance policy. The official exit date will be 30 days after the last date of work if the
participant does not grieve the termination. If the participant needs to be removed from the host agency
because of the cause of the termination, then the participant shall be put on Leave without Pay or
reassigned to another host agency for the 30 days, If the participant is placed on Leave without Pay, sub-
grantees must enter the beginning and ending dates of the 30 days in the approved break fields in the
Community Service Assignment Form in SPARQ.
Questions should be directed to David Miles at telephone number (717) 783-0178 or via email at
.
(12) Maximizing enrollment: describe procedures for fully enrolling all available slots, including over
enrolling participants, and how over-enrollments will be balanced with equitable distribution
requirements.
Over enrolling participants, based on the SCSEP subgrantee’s historical exit rate, is a management tool
that SCSEP subgrantees use to minimize adjusting participant training hours throughout the fiscal year.
For those subgrantees with slots in more than one county, the Department Aging Services Specialist
monitors the county’s actual enrollment data against the county’s equitable distribution amount in
SCSEPED.org. Counties with slot imbalances are required to move towards equitable distribution through
attrition.
(13) Performance: include a proposed level for each performance measure for each of the program years
covered by the plan. While the plan is under review, the State will negotiate with the Employment and
Training Administration to set the appropriate levels for the next year. The State may also negotiate
performance levels in a subsequent modification. At a minimum, States must identify the performance
indicators required under the SCSEP Final Rule published on September 1, 2010, and, for each indicator,
the State must develop an objective and quantifiable performance goal for the next year. The performance
measures include:
(A) entered employment,
48.5 percent
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(B) employment retention,
39.6 percent
(C) average earnings,
$2,841
(D) service level,
162.3 percent
(E) service to most-in-need, and
2.90
(F) community service
80 percent
(14) Administrative Costs: describe any request for an increase in administrative costs consistent with
section 502(c)(3) of the Older Americans Act.
The PA Department of Aging has never requested an increase in administrative costs.
SCSEP Assurances
The State Plan must include assurances that:
1. Where SCSEP is included in the Combined Workforce Plan, the State established a written policy
and procedure to obtain advice and recommendations on the State Plan from representatives of
the State and area agencies on aging; State and local boards under WIOA; public and private
nonprofit agencies and organizations providing employment services, including each grantee
operating a SCSEP project within the State, except as provided under section 506(a)(3) of OAA and
20 CFR 641.320(b); Social service organizations providing services to older individuals; Grantees
under Title III of OAA, Affected Communities, Unemployed older individuals, Community-based
organizations serving older individuals; business organizations; and labor organizations.
Working in conjunction with the Pennsylvania Department of Aging, the commonwealth made all of the
above entities aware of the posting of the Combined State Plan for public comment and of the procedures
by which entities were able to submit public comment.
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Community Services Block Grant (OMB Control Number: 0970-0382)
Note: Below is information about the employment and training activities carried out under the Community
Services Block Grant (CSBG) (42 U.S.C. 9901 et seq.) that is included in the WIOA Combined State Plan. The
complete CSBG State Plan is submitted directly to the Federal agency that administers that program and
is collected under OMB Control Number: 0970-0382.
Where CSBG is included in the Combined State Plan, the State CSBG Lead Agency (as designated by the
chief executive of the State under the requirements of section 676(a) of the CSBG Act (42 U.S.C. 9908(a))
will coordinate plans for employment and training activities under CSBG as part of a larger antipoverty
and workforce development strategy.
As part of the Combined State Plan, the State CSBG Lead Agency must:
(a) Describe how the State and the eligible entities will coordinate the provision of employment
and training activities through Statewide and local WIOA workforce development systems; and
may
The PA Department of Community and Economic Development (DCED) is the commonwealth agency that
represents the required one-stop (PA CareerLink® partner) representing employment and training
activities carried out under the Community Services Block Grant Act (42. U.S.C. 9901 et seq.) at the state
level. DCED will continue to contribute financial assistance to be applied to the infrastructure and other
operating costs of the PA CareerLink® sites annually and to the extent funding exists through the
Community Services Block Grant funds.
The mission of the Community Services Block grant (CSBG) is to provide a full range of services and
activities having a measurable impact on the causes of poverty in a community or those areas of a
community where poverty is a particularly acute problem. Only federally designated Community Action
Agencies (CAA) receive funding, therefore in PA, there are 43 CAAs that cover all 67 PA counties.
Ameliorating the causes and conditions of poverty take on a variety of community engagement activities
and collaborative activism to remove obstacles that block the achievement of self-sufficiency; i.e.
community stakeholder collaboration; literacy activities; employment and training resources; obtaining
adequate housing; grassroots activities that provide intervention to the causes of poverty; addressing the
needs of youth through programming or coordination; and increased engagement in community
planning, development and improvement activities.
CSBG has been in existence since 1965, always with the same mission: to ameliorate the causes and
conditions of poverty. Initiatives have included, but are not limited to: neighborhood linkages, leverage
of community resources, conduction of Volunteer Income Tax Assistance sites, building housing capacity,
provision of family self-sufficiency and case management, early childhood intervention and Head Start;
facilitation of Results-Oriented Management and Accountability. In 2017, for everyone dollar of CSBG
funds, the PA network leveraged $17.38 from other federal, state, local, and private sources, including
the calculated value of volunteer hours.
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DCED will participate in the local workforce service delivery system via the local CSBG agencies. In the
initial years of the implementation of the WIOA State Plan, agreements were put into place between DCED
and L&I to establish that CBSG agencies:
• Participate on local and regional planning groups;
• Engage in Business Service Teams activities;
• Have print materials available in the PA CareerLink® centers;
• Be linked to local workforce websites on computers;
• Potentially hold meetings at PA CareerLink® centers;
• Conduct joint employer outreach sessions as necessary; and
• Seek to leverage grant funding opportunities.
It is DCED’s commitment that CSBG, as a required partner, will become part of the fabric of the public
workforce system in a much more formalized way than in the previous years. To that end, DCED and L&I
staff have actively collaborated to determine the status of the relationships between CSBG agencies and
CareerLink® offices. These analyses have identified not only the historical relationships between the
systems, but also the positive/innovative projects occurring and the areas that are lacking in coordination
and collaboration.
(b) Provide examples of innovative employment and training programs and activities conducted
by eligible entities or other neighborhood-based organizations as part of a community antipoverty
strategy.
These projects were identified as positive projects by L&I, DCED and the CSBG and CareerLink agencies
and shared with both networks and will serve as best practices for the weaker areas to consider in their
development:
• Center for Community Action, Tableland Services, Inc. and the Southern Alleghenies workforce
Development Board have redefined their approaches to target the multiple and complex barriers
for individuals seeking employment. The CSBG agencies identified single contact persons who
would be available for direct contact by their CareerLink offices and therefore would use current
technology like Skype or Facetime to meet jointly with clients to address barriers such as housing
or child care, for example. The CSBG agency is relied on for the navigation of helping services
regardless of whether they provide the direct services or not since they can serve as the
coordinator with knowledge of community helping practices.
• Schuylkill Community Action, Commission on Economic Opportunity and the Luzerne/Schuylkill
Workforce Development Board maintains positive engagement regarding individuals’ needs
which are barriers to employment. The two community action agencies serve as the navigators
and service providers or referral agents to address barriers. Staff members are identified as
contact persons and board/committee members. Joint workshops are conducted as well.
• Montgomery County Community Action Development Commission and the Montgomery
County Workforce Development Board take their collaboration very seriously with monthly
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support meetings to continuously analyze how the challenging barriers to work can be overcome.
They engage in virtual workshops with individuals and want to move into the two-generation
approach in working with families to address all barriers to employment. They have together
created a six-week training for manufacturing jobs and continue to bring in other community
leaders to collaborate. In addition, the CSBG agency Executive Director has been, for many years,
an active and engaged Workforce Development Board member.
Reintegration of Ex-Offenders (REO) Program
Coordination of Services and Activities for Justice-Involved Individuals
Describe how the State and the REO grantee(s) will coordinate services and activities for justice involved
individuals to successfully attain employment and transition into their communities with Statewide and
local WIOA workforce development systems.
Increased collaboration amongst the education, training, workforce development, criminal justice and
community-based systems to enhance reentry employment opportunities promotes an effective and
efficient government that works. The alignment of reentry planning and service activities among
stakeholders can likely improve the justice-involved individual’s ability to attain and retain a job that pays
family-sustaining wages and to be a productive tax-paying citizen.
Approximately 1 in 28 individuals in Pennsylvania are either incarcerated or under some form of
parole/probation supervision. Over 81 percent of the individuals entering the DOC self-report as unskilled
or possess no skills and reading levels are slightly below 8th and 9th grades for male and female offenders,
respectively. Over 90 percent of the DOC population will ultimately be released and have reintegration
needs including employment. Identified as an individual with barriers to employment, ex-offenders also
characteristically are basic skills deficient and depict the sub-populations of individuals with disabilities,
low-income individuals, individuals receiving public assistance such as SNAP, homeless, older, English
language learners, single parents, long-term unemployed, and veterans.
Faith-based and community organizations, as well as Local Workforce Development Boards, local
workforce service providers and criminal justice system providers that intend to apply to the REO Program
solicitations can contact DOC for a letter of support or more formal agreements to support reentry
program implementation. Additional information on requesting a letter of support can be found on the
DOC website: https://www.cor.pa.gov/About%20Us/Initiatives/Pages/Grants---Letters-of-Support.aspx
.
The DOC values the applicant’s ability to demonstrate an understanding of the criminally-involved
population and the criminal justice system as well as the evidence-based practices that support an
individual’s reentry success and recidivism reduction. The PA Department of Corrections (DOC) will
respond to requests for information from PA Department of Labor & Industry (L&I), including confirmation
if we provided a letter of support.
The U.S. Department of Labor (U.S. DOL) REO Program awards are provided directly to the applicant and,
in the instance a formal collaboration with the DOC has been established, DOC coordinates access to the
state offender population and participates in REO programs as agreed upon.
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Coordination of services and activities for justice involved individuals to attain and retain employment
across the community, workforce and criminal justice systems is critical. However, since most applicants
are direct recipients of the grant award, DOC does not partner with all applicants, and there is no formal
mechanism established by U.S. DOL to indicate/communicate to DOC or L&I that an REO award is made
in Pennsylvania. The DOC and L&I may participate in a workgroup if initiated by an REO grantee to support
activities to include:
• Outreach and communicate to REO applicants (and potential applicants) on availability of
solicitations.
• Establish a process to determine formal agreements of support by L&I and DOC for applications,
including prioritization for programs/activities that a) align with the WIOA priorities outlined in
the State Plan, b) incorporate workforce best practices that achieve successful employment
outcomes and c) incorporate criminal justice best practices that achieve successful recidivism
reduction outcomes.
• Monitor U.S. DOL REO awardee information for Pennsylvania recipients.
• Provide technical assistance, where possible and appropriate, to REO recipients in areas such as:
designating staff contacts to guide interaction with the workforce and criminal justice systems,
establish points of access and processes across the REO program and the workforce and criminal
justice systems, identify opportunities to align common intake/referral, identify opportunities to
support the identification and tracking of performance for ex-offenders, and other opportunities.
The State Board has also established a Re-entry Ad Hoc Committee that will identify strategies to support
ex-offenders re-entering the workforce and encourage employers to hire ex-offenders. Committee
members will include State Board members, Local Board members and staff, representatives from the PA
Departments of Labor & Industry and Corrections, CareerLink® staff, training providers, employers, and
ex-offenders.
Innovative Employment and Training Programs
Provide examples of innovative employment and training programs and activities conducted by faith based
and community organizations (FBCOs), State reentry councils, and justice-organizations in coordination
with education and training providers, one-stop centers and other supportive services, which improve
employment outcomes for justice-involved individuals.
The Department of Corrections (DOC) created a Workforce Development Specialist position to promote
workforce development for inmates and reentrants both within DOC and to external partners. The
position works with the Division of Corrections Education, reentry staff within State Correctional
Institutions, the Bureau of Community Corrections (BCC), Board of Probation and Parole (PBPP) Field Staff,
and with outside organizations to implement meaningful learning opportunities for inmates and to
establish community connections to create a continuity of support to ensure reentrants gain and sustain
employment and reduce their chance of recidivism. The Specialist will collaborate with reentry partners
to understand reentrants' barriers to employment; provide feedback to DOC staff on potential changes to
policy that may assist reentrants. The Specialist is the single point of contact for outside employers,
community colleges, training programs, and unions who wish to partner with DOC.
