ERIC ED356415: Meeting the Challenges: Coordinating To Promote Self-Sufficiency. Volume II. JOBS Program. Federal Funding Resources.

50 Pages·1991·0.87 MB·English

by  ERIC

DOCUMENT RESUME
ED 356 415
CE 063 526
TITLE
Meeting the Challenges: Coordinating
To Promote
Self-Sufficiency. Volume II. JOBS
Program. Federal
Funding Resources.
INSTITUTION
Maximus, Inc., McLean, VA.; National
Alliance of
Business, Inc., Washington, D.C.;
Pelavin Associates,
Inc., Washington, DC.
SPONS AGENCY
Administration for Children, Youth,
and Families
(DHHS), Washington, D.C.;
Employment and Training
Administration (DOL), Washington,
D.C.; Office of
Vocational and Adult Education (ED),
Washington,
DC.
PUB DATE
[91]
CONTRACT
233-90-0006
NOTE
50p.; For the handbook, volume
1, see CE 063 525. The
matrixes contain small print.
PUB TYPE
Reference Materials
Bibliographies (131)
EDRS PRICE
MFO1 /PCO2 Plus Postage.
DESCRIPTORS
Adult Basic Education; *Agency
Cooperation; *Basic
Skills; *Cooperative Programs;
Coordination; Day
Care; Economically Disadvantaged;
Employment
Potential; Federal Legislation;
*Federal Programs;
Financial Support; Guidelines;
Human Services; Job
Placement; Job Skills; *Job Training;
Program
Implementation; Remedial Instruction;
State Programs;
Statewide Planning; Tax Credits;
*Welfare Recipients;
Welfare Services
IDENTIFIERS
*Job Opportunities and Basic
Skills Program
ABSTRACT
The five matrices in this
volume are designed to
assist states in coordinating
their Job Opportunities and Basic
Skills (JOBS)
programs. The matrices, each organized
around a theme,
summarize key elements of
a variety of federal programs. Matrix
A
features the main
programs of human services, labor, and
education
agencies that are most critical
to the JOBS program. Matrices
B and C
supplement Matrix A by displaying
additional human services,
labor,
and education
programs. Child care programs
are covered in Matrix D.
The set concludes with Matrix
E, which profiles housing
programs, and
Matrix F. which describes
tax credits. Each page of the
matrices
spans two pages. The key elements
summarized include the following:
authorization, purpose,
administrative auspices, funding
levels,
allocation basis, match
requirements, fiscal
year, program year,
planning cycle, nature of
state plan, mandate for substate
planning,
rules/regulations and policies,
eligibility, reporting requirements,
performance indicators,
coordination requirements, and
other. A
glossary of acronyms used in
the matrices completes the
document.
(YLB)
***********************************************************************
Reproductions supplied by EDRS
are the best that can be made
from the original document.
***********************************************************************
*JOBS PROGR \NI
FEDERAL FUNDING
RESOURCES
MEETING THE
CHALLENGES:
Coordinating to promote self-sufficiency
4i
11,..
. .
.
T CC Y AVAILABLE
U.S. DEPARTMENT OF LABOR
U.S. DEPARTMENT OF HEALTH
U.S. DEPARTMENT OF EDUCATION
Employment and
AND HUMAN SERVICES Administration
aff ice of Vocational and
Training Administration
for Children and Families
Adult Educttlon
Prepared Under Contract #233-90-0006
for the U.S. Department of Health and
Human Services' Administration for Children
and Families, the U.S. Department of
Labor, and the U.S. Department of Education
by the National Alliance of Business,
MAXIMUS, Inc., and Pelavin Associates,
Inc.
, e
Volume II
,JOBS PROGRAM
FEDERAL FUNDING RESOURCES
I
P
A
Coordinating to promote self-sufficiency
4
(4(
U.S. DEPARTMENT OF LABOR
U.S. DEPARTMENT OF HEALTH
U.S. DEPARTMENT OF EDUCATION
Employment and
Office of Vocational and
AND HUMAN SERVICES Administration
Training Administration
for Children and Families
Adult Education
.1
JOBS PROGRAM FEDERAL FUNDING RESOURCES MATRICES
These five matrices are designed to assist states in coordinating their JOBS programs.
The matrices, each organized around a theme, summarize key elements of a variety of
federal programs. Matrix A features the main programs of human services, labor, and
education agencies that are most critical to the JOBS program. Matrices B and C supplement
Matrix A by displaying additional human services, labor, and education programs. Child
Matrix D. The set concludes with Matrix E, which profiles
care programs are covered
housing programs, and Matrix F, which describes tax credits. The matrices have been
designed to allow the reader to look at many programs with a single glance. Each page of
the matrices, therefore, spans two 81/2" x 11" pieces of paper.
You can use the matrices in the following ways.
To familiarize yourself with other programs
o
You may not be as familiar as you'd like to be with the variety of
federal programs that serve the same disadvantaged population that
you serve. The matrices provide exposure to the details of a range of
Learning more about programs may spur new ideas for
programs
coordination, introducing opportunities for coordination of which you
had not previously thought.
To identify services for participants
o
You may have identified a need for a service for your population, but
you did not know the rules for accessing available programs. For
example, the matrices provide the eli7,ibility requirements for
programs, such as the Section 8 Housing Voucher Program, to assist
your participants who have housing problems.
To identify funding sources for participant activities
o
Participants may want to engage in specific activities but do not know
how to receive funding to make this possible. For example, the
matrices will permit you to advise participants as to whether they may
qualify for a Pell Grant.
To package services
o
JOBS participants often have multiple needs, such as education,
training, child care, and housing. The matrices can identify other
agencies with which you will want to coordinate in order to offer your
participants the full range of services they need. The matrices will
also aid in designing programs based on coordination because they
provide planning, reporting, and other program specific information.
To head off potential difficulties in coordination
o
Check the planning cycles of programs with which you wish to
coordinate. Are they the same as yours? What about performance
indicators? By using the matrices to note the differences between
programs you can anticipate and prepare to meet some of the
challenges to coordination.
To maximize your resources
o
Is your funding source an entitlement? Is it capped? Are there
matching requirements? What about other programs providing needed
services? The matrices can be used to compare funding streams and
strategize how best to use the funds that are at your state's disposal.
To understand the constraints of your partners in coordination
o
By examining how funds are allocated, what reporting is required,
what eligibility criteria are used, and the performance standards that
must be met you can understand the operating environment of your
fellow agencies. This can reduce frustration and lead to joint efforts
to overcome constraints.
A glossary of acronyms used in the matrices follows the matrices.
MATRIX A
I
MATRIX
JOBS PROGRAM FEDERAL
Title II-B
JTPA
-
FEATURE
JTPA
Title II-A
-
JTPA
Title IV-F JOBS
Title II-C
-
E
Sununer Youth mployment
(FEDERAL)
AAdduulltt
Training Program
Training
T
raining
and
Program
1.
Authorization
Social Security Act (SSA),
Job Training Partnership
Job Training Partnership Act
Job Training Partnership
Title IV, Parts A & F, PL
Act (JTPA) of 1982 as
(JTPA) of 1982 as amended,
Act (JTPA) of 1982 as
74-271, as amended; Family
amended, Titles 1 & II, PL
Titles 1 & II, PL 97-300,
amended, Titles I & II, PL
Support Act (FSA) 1988,
97-300, 29 USC 1501, et.
29 USC 1501, et. seq as
97-300, 29 USC 1501, et.
Title II, PL 100-485, 102
seq as amended by PL
amended by PL 99-406 and
seq as amended by PL
Stat. 2343 U.S.C. 681
99-406 and as amended by
as amended by Job Training
99-406 and as amended by
Note.
Job Training Reform
Reform Amendments of
Job Training Reform
Amendments of 19-'2., PL.
1992, PL 102-367.
Amendments of 1992,
102-367.
PL 102-367.
NOTE: Prior to PL 102-
NOTE: PL 102-367
367, Title II-A was a
creates a new Title II-C, a
program for both youth and
year-round youth program
adults.
In the latest
to provide services to
amendments, services to
youth, previously served
youth are provided in both a
under Title II-A, in
new Title 11-C
a year-
addition to the already
round youth program, and
existing Title 11-B summer
the already existing
youth employment and
Title 13-B summer youth
training program.
employment and training
program.
2.
Purpose
To provide applicants &
To prepare adults for
To enhance basic skills of
To improve the long-term
recipients of Aid to Families
participation in the labor
youth; encourage school
employability of youth;
with Dependent Children
force by increasing their
completion or enrollment in
enhance the educational,
(AFDC) with education, job
occupational and educational
supplementary or alternative
occupational and
training, & work activities
skills, resulting in improved
school programs; to provide
citizenship skills of youth;
that will help them avoid
long-term employability,
eligible youth with exposure
encourage school
long-term welfare
increased employment and
to the world of work; and to
completion or enrollment in
dependence & achieve self-
earnings and reduced
enhance the citizenship skills
alternative school
sufficiency. Services must
welfare dependency.
of youth.
programs; increase the
include (I) high school or
employment and earnings
equivalent; (2) basic &
of youth; reduce welfare
remedial education; (3)
dependency; and assist
English as a Second
youth in addressing
Language; (4) skills
problems that impair the
training; (5) job readiness;
ability of youth to make
(6) job development & job
successful transitions from
placement; & (7) at least
school to work,
two of the following - group
apprenticeships, the
& individual job search,
military, or postsecondary
on-the-job-training,
education and training.
community work experience
or other approved work
experience, or work
supplementation. Child care
& other supportive services
needed to permit
participation must also be
provided.
A PAGE 1
FUNDING RESOURCES
JTPA - Title 11
JTPA - Title III
Carl D. Perkins Act
Adult Education Act
s% Set-Aside
EDWAA
Education and Coordination
Adult Education Act of 1966,
CDP Vocational Education Act of 1984;
Job Training Partnership Act (JTPA) of
Job Training Partnership Act
as amended, PL 100-297,
re-authorized as CDP Vocational &
1982 as amended, Tide III, PL 97-300,
(JTPA) of 1982 as amended,
20 U.S.C. 1201 et. seq. as
Applied Technology Education Act in
29 USC 1501, et. seq as amended by
Titles 1 & II, PL 97-300;
1990, Titles 1, IL & III, PL 101-392,
amended, PL 102-73.
PL 100-411 and as amended by Job
29 USC 1501, et. seq as
20 U.S.C. 2331 to 2342.
Training Reform Amendments of 1992,
amended by PL 99-406 and as
PL 102-367.
amended by Job Training
Reform Amendments of 1992,
PL 102-367.
To assist states to improve
To make the U.S. more competitive in
To assist dislocated workers to obtain
To provide funding for
the world economy by full development
education opportunities for
unsubsidized employment through training
projects on school-to-work
adults who lack basic literacy
of academic & occupational skills of all
& related employment services using a
transition; literacy and lifelong
segments of population. The purpose is
Literacy is defined as
skills.
decentralized system of state programs
learning; projects on the
an individual's ability to read,
to be achieved by improving educational
through the Economic Dislocation and
training, placement and
write, & speak English, &
programs that lead to academic &
Worker Adjustment Assistance Act.
retention of women in
occupational skill competencies needed compute & solve problems at
nontraditional employment and
levels of proficiency necessary
to work in a technologically advanced
to facilitate the coordination of
to function on the job & in
society.
education and training services
society, to achieve one's goals,
for eligible individuals.
& develop one's knowledge &
potential. Adult education
programs should: (1) enable
the acquisition of basic literacy
to allow participants to
function independently; (2)
provide instruction to enable
job training & subsequent
employment; (3) enable adults
to continue their education to
at least the secondary level; &
(4) improve participants ability
to have a positive effect on the
literacy of their children.
MATRIX
JOBS PROGRAM FEDERAL
JTPA - Title <> -B
FEATURE
JTPA - Title II-A
JTPA - Title II-C
Tide IV-F JOBS
Summer Youth Employment
(FEDERAL)
Adult Training Program
Youth Training
and Training Program
3.
Administrative
Administration for Children
Employment & Training
ETA, U.S. DOL.
DOL, ETA.
& Families (ACF), U.S.
Auspices
Administration (ETA), U.S.
Department of Health &
Department of Labor
Human Services (DHHS).
(DOL).
State IV -A agencies, Indian
Tribes & Alaska Native
organizations.
4.
Funding Levels
SIB in FYs 1992 & 1993,
$1.053B for PY 1993.
$683M for Funding Cycle
5702M for PY 1993.
$1.1B in FY 1994, $1.3B in
Year (CY) 1992.
FY 1995, & $113 in FY
1996 & each succeeding
year.
5.
Allocation Basis
Funding is a capped
ETA distributes the funds to
ETA distributes funds to
ETA distributes the funds
entitlement. Federal
states based on statutory
states based on the statutory
to states based on statutory
financial participation (FFP)
formulae 77% to SDAs on
formula used for Title II-C
formulae, 82% to SDAs
is available up to a limit
the following basis:
1/3 on
without the set-asides in
based on the following:
established in the statute for
the basis of the relative
Title II-C.
1/3 on the basis of the
each FY. State allocations
number of unemployed
relative number of
are based on the sum of (1)
individuals residing in areas
unemployed individuals
an amount equal to the
of substantial unemployment
residing in areas of
state's FY 1987 WIN
within each service delivery
substantial unemployment
allotment; & (2) an amount
area (SDA) as compared to
within each service
allocated from the balance
the total number of such
delivery area (SDA) as
of the national entitlement --
unemployed individuals in
compared to the total
on the basis of the state's
areas of substantial
number of unemployed
relative average monthly
unemployment in all SDAs;
individuals in all SDAS;
number of adult recipients.
1/3 based on the relative
1/3 based on the relative
excess number of
excess number of
unemployed individuals
unemployed individuals
within each SDA as
within each SDA as
compared to the total excess
compared to the total
number of unemployed
excess number of
individuals in all SDAs; and
unemployed individuals in
1/3 based on the relative
all SDAs; and 1/3 based on
number of economically
the relative number of
disadvantaged adults within
economically disadvantaged
a SDA as compared to the
adults within
SDA as
total number of
compared to the total
economically disadvantaged
number of economically
adults in all SDAs.
disadvantaged adults in all
SDAs.
NOTE: This new formula
only goes into effect if
NOTE: This new formula
funding for TTPA Title II-A
only goes into effect if
and C is increased by
funding for 'TPA Title
$25 million.
II-A and C is increased by
$25 million.
If it does not, the existing
formula remains in effect.
If it does not, the existing
23% remains with the state
formula remains in effect.
for the following uses:
18% remains with the state
5% for administration;
for the following uses: 5%