Planning Guidance and Instructions for Submission of the Strategic State Plan and Plan Modifications for Title I of the Workforce Investment Act of 1998 (WIA) and the Wagner-Peyser Act, 72853-72868 [E8-28404]

Agencies

• Employment and Training Administration
• DEPARTMENT OF LABOR

[Federal Register Volume 73, Number 231 (Monday, December 1, 2008)]
[Notices]
[Pages 72853-72868]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: E8-28404]


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DEPARTMENT OF LABOR

Employment and Training Administration


Planning Guidance and Instructions for Submission of the 
Strategic State Plan and Plan Modifications for Title I of the 
Workforce Investment Act of 1998 (WIA) and the Wagner-Peyser Act

AGENCY: Employment and Training Administration.

ACTION: Notice.

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SUMMARY: The purpose of this notice is to provide interested parties 
with the planning guidance for use by states in submitting their 
Strategic State Plans for Title I of the Workforce Investment Act of 
1998 and the Wagner-Peyser Act as well as Plan modifications. The 
Planning Guidance provides a framework for the collaboration of 
governors, local elected officials, businesses and other partners to 
continue the development of workforce investment systems that address 
customer needs, deliver integrated user-friendly services, and are 
accountable to the customers and the public.

FOR FURTHER INFORMATION CONTACT: Ms. Gay Gilbert, Administrator, Office 
of Workforce Investment, U.S. Department of Labor, 200 Constitution 
Ave., NW., Room S-4231, Washington, DC 20210. Telephone: (202) 693-3980 
(voice) (this is not a toll free number) or (202) 693-7755 (TTY).

SUPPLEMENTARY INFORMATION: 

State Planning Guidance and Instructions for Title I of the Workforce

Investment Act of 1998 (WIA) and the Wagner-Peyser Act

    OMB Control Number: 1205-0398.
    Expiration Date: Nov. 30, 2011.

Table of Contents

Statement of Purpose
Background
Part I. National Strategic Direction
    A. Demand-Driven Workforce Investment System within a Regional 
Economic Development Context
    B. System Reform and Increased Focus on Workforce Education and 
Training
    C. Enhanced Integration through the One-Stop Delivery System 
with Improved Service Delivery and Increased Efficiencies
    D. Vision for Serving Youth Most in Need
    E. Increased Economic and Workforce Information Data Integration 
and Analysis
    F. Effective Utilization of Faith-based and Community 
Organizations
    G. Increased Use of Flexibility Provisions in WIA
    H. An Integrated and Enhanced Performance Accountability System 
that Provides Improved System Results
Part II. State Planning Instructions
    A. Plan Development Process
    B. Plan Submission Requirements
    C. Department of Labor Review and Approval
    D. Negotiated Performance Indicators
    E. Modifications to State Plan
    F. Inquiries
State Plan Contents
I. State Vision
II. State Workforce Investment Priorities
III. State Governance Structure
    A. Organization of State Agencies
    B. State Workforce Investment Board (WIB)
    C. State Agencies and State Board Collaboration and 
Communication

[[Page 72854]]

IV. Economic and Labor Market Analysis
V. Overarching State Strategies
VI. Major State Policies and Requirements
VII. Integration of One-Stop Service Delivery
VIII. Administration and Oversight of Local Workforce Investment 
System
IX. Service Delivery
    A. One-Stop Service Delivery Strategies
    B. Workforce Information
    C. Adults and Dislocated Workers
    D. Rapid Response
    E. Youth
    F. Business Services
    G. Innovative Service Delivery Strategies
    H. Strategies for Faith-based and Community Organizations
X. State Administration
XI. Assurances
Attachments
    A. Program Administration Designees and Plan Signatures
    B. Optional Table for State Performance Indicators and Goals
    C. Local Planning Guidance for Single Workforce Investment Area 
States
    D. ETA Regional Administrators (for reference only)

Statement of Purpose

    The purpose of this document is to provide planning guidelines to 
States and localities for the development of the Strategic State Plan 
for title I of the Workforce Investment Act of 1998 (WIA) and the 
Wagner-Peyser Act (hereinafter referred to as the State Plan.) The 
State Plan is required in order for States to receive formula 
allotments under the Act. The information required in the State Plan is 
requested in order to meet the information requirements of the Act and/
or to demonstrate compliance with WIA, the WIA regulations including 29 
CFR 37, the Wagner-Peyser Act, and the Wagner-Peyser Act regulations.

Background

    The State Planning Guidance and Instructions provide a framework 
for collaboration between governors, local elected officials, 
businesses and other partners to design and build workforce investment 
systems that address customer needs; deliver integrated, user-friendly 
services; and are accountable to the customers and the public. The 
document is organized in two distinct parts. Part I provides strategic 
guidance from a national perspective and communicates the current goals 
and strategic direction for the workforce investment system. Part II 
provides the actual format and guidance related to content for 
submission of the State Plan.
    As one of its primary roles, the U.S. Department of Labor (DOL) 
provides leadership and guidance to support a system that not only 
meets the objectives of title I of WIA, but also enables State and 
local partners to have the flexibility to design systems and deliver 
services in a manner that achieves the goals for WIA based on their 
particular needs.

Part I. National Strategic Direction

    Part I communicates national direction and strategic priorities for 
the workforce investment system.
    The U.S. economy and its labor markets are undergoing changes of 
historic proportion. Globalization has forced change in every region in 
the country and impacted every aspect of our economy. While global 
competition is typically seen as a national challenge, the front lines 
of the battlefield are regional, where businesses create competitive 
advantage by collaborating with researchers, entrepreneurs, and 
government entities. That advantage stems from the ability to transform 
new ideas and knowledge into advanced, high-quality products or 
services--in other words, to innovate. Those regions that will be most 
successful will connect three key elements: Talent, infrastructure, and 
investment. In particular, they will connect workforce skills and 
lifelong learning strategies; regional infrastructure and economic 
development strategies; and investment and entrepreneurship strategies. 
Entrepreneurship plays a critical role in fueling innovation, as 
entrepreneurs account for more than half of all technological 
innovation which powers America's competitiveness.
    Maintaining America's competitive position in the global economy 
requires a workforce with postsecondary education credentials, the 
capacity to work in a high-technology environment, and the opportunity 
to engage in lifelong learning to keep pace with change. Preparing 
workers to be part of such a workforce is the role of our system. The 
Employment and Training Administration (ETA) envisions that the 
workforce investment system will operate as a talent development 
system; it is no longer defined only as a job training system. A talent 
development system not only meets the needs of industry, but 
contributes to economic prosperity by collaborating with economic 
development to identify emerging industries that it can help foster and 
grow. Its vision is an educated and prepared workforce that is able to 
compete in the global economy.
    Broadly, the Federal strategic priorities for the workforce 
investment system for this planning cycle include:
     Building a demand-driven system within a regional economic 
development context;
     Implementing system reform, with streamlined governance 
and alignment of economic and workforce development regions;
     Enhancing an integrated service delivery system that 
focuses on functions and services rather than programs or funding 
streams;
     Advancing a vision for serving youth most in need;
     Expanding the workforce information system as the 
foundation for strategic planning and career guidance;
     Strengthening partnerships with faith-based and community 
organizations;
     Increasing the use of flexibility provisions in WIA to 
design innovative programs that fuel regional economic competitiveness 
and create employment opportunities for career seeker customers; and
     Utilizing an integrated and enhanced performance 
accountability system.

A. Demand-Driven Workforce Investment System Within a Regional Economic 
Development Context

    In today's economy, the workforce investment system has an 
opportunity to play a critical role in fueling competitiveness by 
developing talent--one of the three key requirements for innovation. To 
become a dynamic catalyst, the workforce investment system must evolve 
beyond its current configuration and status. Ideally, the system will 
be positioned to respond to a variety of economic conditions with 
talent development strategies that range from retrofitting an economy 
in an area where an entire industry is being reengineered, to building 
new industries from the ground up, and to building an entrepreneurial 
culture that fosters job creation.
    The challenge for the workforce investment system is to become 
agile enough to serve an economy driven by innovation, recognizing the 
reality that approximately two-thirds of all new jobs are created by 
small businesses. Jobs in today's economy increasingly hinge on 
specialized skills, as 90 percent of the fastest growing jobs require 
education and training past high school.
    Therefore, it is imperative that the system continue its 
transformation as a catalyst in reshaping talent development strategies 
in support of regional economic competitiveness. While the workforce 
investment system has implemented a number of key strategies to become 
increasingly demand-driven, new strategies are needed in the workforce 
investment system to drive regional economic growth. The workforce 
investment system must transform to be relevant in the 21st

[[Page 72855]]

century economy. Elements of transformation include:
    (1) The workforce investment system operates as a talent 
development system; it is no longer defined as a job training system. 
Its goal is an educated and prepared workforce--on a U.S. or global 
standard.
    (2) Workforce investment system formula funds are transformed, 
providing significantly increased opportunity for postsecondary 
education for lifelong learning aligned with the region's talent 
development strategy.
    (3) The workforce investment system no longer operates as an array 
of siloed programs and services.
    (4) Workforce Investment Boards are structured and operate on a 
regional basis and are composed of regional strategic partners who 
drive investments by aligning spending with a regional economic vision 
for talent development.
    (5) Economic and workforce development activities within regions 
are aligned, leading to the adoption of common and innovative policies 
across the workforce, education, and economic development systems and 
structures that support talent development and the regional economy.
    (6) The workforce investment system is agile enough to serve the 
innovation economy, recognizing the reality that two-thirds of all new 
jobs are created by small businesses.
    (7) The workforce investment system actively collaborates with 
economic development, business, and education partners to gather and 
analyze a wide array of current and real-time workforce and economic 
data in order to create new knowledge about regional economies and 
support strategic planning, routinely track economic conditions, 
measure outcomes, and benchmark economic competitiveness in the global 
marketplace.

B. System Reform and Increased Focus on Workforce Education and 
Training

    The needs of the 21st century labor market are radically different 
from what we have known in the past, and for which most workers are 
currently trained. As a result, the American economy is facing a 
shortage of skilled workers which necessitates a talent development 
system that cultivates an educated and prepared workforce committed to 
lifelong learning. The following strategies can help advance an 
essential culture of lifelong learning:
     K-12 and alternative education curricula must be designed 
to academically prepare students to successfully move into 
postsecondary education as well as prepare students for success in the 
workplace through a range of strategies.
     Educational strategies for adult learners must offer more 
entry and exit points in recognition that students will need to earn 
and learn simultaneously. Such strategies may need to approach 
education and career progression incrementally rather than on one 
continuous path to a specific degree with the aim of moving the learner 
to the workplace. This is particularly essential for incumbent workers 
who need lifelong education to remain in economically self-sustaining 
jobs.
     New education models are needed to support the development 
of cross-disciplinary learning that matches the expanding number of 
cross-functional competencies and skill sets that are needed on the 
job.
    States have multiple ways to drive system transformation and 
integration through policies, required practices, and investment of 
State set-aside funds, among others. There are a number of key areas 
the State may consider addressing in its Strategic Plan to respond to 
the current challenges of maintaining a competitive advantage and 
ensuring a prepared and educated workforce. These key areas may 
include, but are not limited to, the following:
     Aligning economic and workforce development strategies and 
facilitating the adoption of common and innovative policies across the 
workforce, education, and economic development systems and structures 
that support talent development in a regional economy;
     Reorganizing governance structures to operate on a 
regional basis and in a way that reduces administrative costs, 
streamlines service delivery systems, and increases flexibility to 
address the needs of State and regional economies;
     Promoting the engagement of strategic partners who drive 
investments in economic regions and align spending within a regional 
economic vision for talent development;
     Using State set-aside funds to respond more efficiently to 
economic trends and shocks, enabling State and Local Workforce 
Investment Boards greater agility;
     Increasing use of system resources for training through 
targeted policies such as setting a specific percentage of WIA funding 
that must be devoted to training and transforming the use of WIA 
formula funds to postsecondary education and lifelong learning 
opportunities aligned with the region's talent development strategy;
     Promoting the use of Registered Apprenticeship as an 
important talent development strategy and a critical postsecondary 
education, employment and training opportunity as part of the suite of 
options offered through the workforce investment system;
     Developing statewide polices to guide the use of 
assessments of individuals to enhance service delivery for business and 
job seekers; and
     Developing comprehensive, user-friendly economic data and 
skills information to enable informed decisions by the system, and its 
customers and partners.

C. Enhanced Integration Through the One-Stop Delivery System With 
Improved Service Delivery and Increased Efficiencies

    The workforce investment system, as currently constituted, 
struggles to meet the challenges of educating and training a workforce 
that is prepared to compete in today's economy. This is partly due to 
the lack of integration, which causes too much money to be spent on 
competing bureaucracies, overhead costs, and unnecessary 
infrastructure, and not enough on meaningful skills training that leads 
to job growth and economic prosperity. The ultimate objective is a 
workforce investment system that eliminates duplicative costs for 
physical infrastructure, information systems, and administrative and 
managerial personnel; this will enable the system to devote scarce 
resources to more efficiently and effectively implement talent 
development strategies across multiple programs.
    In addition to infrastructure integration, integrated service 
delivery remains essential to a demand-driven workforce investment 
system that effectively serves businesses and individuals. The 
workforce investment system must operate as a seamless system 
functionally organized around service delivery rather than an array of 
separate programs with separate processes. The objective is for 
``customers'' to be seen as customers of the workforce investment 
system, not of a particular program. This goal is particularly 
important when focusing on targeted populations such as veterans, 
individuals with disabilities, military spouses, migrant and seasonal 
farmworkers, older workers, and others. All of these populations need 
access to all of the services in a One-Stop Career Center.
    Achieving the goal of integrated service delivery requires strong 
State leadership to overcome administrative challenges and to foster a 
policy environment conducive to the integration of funding, facilities, 
and service delivery. The WIA State planning process offers a vehicle 
for the

[[Page 72856]]

governor and State Workforce Investment Board to set forth policy 
expectations for integration and to help eliminate obstacles.

D. A Vision for Serving Youth Most In Need

    Currently, there are nearly four million youth who are not in 
school, do not have a diploma, and are not working. Over 30 percent of 
our youth are dropping out of high school nationally, and the number is 
closer to 50 percent in many urban areas. In an attempt to address this 
problem, DOL has developed a Youth Vision which proposes that the 
workforce investment system serve the neediest youth: Youth aging out 
of foster care, those involved with the juvenile justice system, 
children of incarcerated parents, migrant youth, Native American youth, 
and youth with disabilities. Transforming the system to meet this 
objective requires that the current capacity, knowledge, and models in 
the workforce investment system be strengthened. Transformation is also 
necessary if the system is to meet new performance expectations and the 
specific performance measures for out-of-school youth literacy and 
numeracy gains, diploma attainment, and transition to postsecondary 
education.
    Governors must continue to provide strong leadership in advancing 
the vision for serving youth most in need. States should expand upon 
existing efforts by aligning resources to address barriers and 
challenges and increase opportunities to access postsecondary 
education. States are encouraged to expand their cross-agency 
partnerships to ensure the right set of agencies:
     Are represented in the development of a coordinated 
strategic plan;
     Build upon State-level collaborative efforts by conducting 
strategic planning sessions to better understand the range of issues 
that impact their ability to serve the neediest youth;
     Develop a comprehensive understanding of resources that 
are available in the State for serving the neediest youth;
     Conduct analyses that identify where gaps in services and 
resource coordination exist; and
     Develop new strategies for serving the neediest youth 
through jointly funded solicitations.
    States should also engage employers and civic leaders to identify 
demand-driven workforce solutions that address the unique challenges 
that out-of-school youth present. This includes building the capacity 
of the workforce investment system to provide services to these youth 
in a business solutions environment by identifying replicable models 
and innovative business solutions which connect secondary and 
postsecondary education, businesses and industry associations, and the 
workforce investment system.
    Recognizing the critical need to reconnect out-of-school youth with 
high quality educational opportunities, the Youth Vision emphasizes the 
development of academically rigorous alternative education pathways. 
WIA-funded Youth programs should serve as a catalyst for increasing 
both the quality and quantity of alternative learning environments and 
connecting out-of-school youth with secondary and postsecondary 
educational opportunities and high-growth employment opportunities. A 
system for serving out-of-school youth should include high quality 
educational programs that will meet the learning styles and needs of 
youth who need to be reconnected to educational opportunities.

E. Increased Economic and Workforce Information Data Integration and 
Analysis

    ETA reaffirms and strengthens its message about the centrality of 
workforce information for the workforce investment system leaders, and 
their economic development, business, and education partners. To be 
successful in its new role as a catalyst for leading talent 
development, the workforce investment system needs to actively 
collaborate with its partners to gather and analyze a wide array of 
current and real-time workforce and economic data in order to compile 
new knowledge about regional economies and support strategic planning, 
routinely track economic conditions, measure outcomes, and benchmark 
economic competitiveness in the global marketplace.
    Not only is workforce information critical to support decisions of 
the national State and local political leadership, economic developers, 
business and industry, investors, and educators and to drive the 
investments of the workforce investment system, it is also a 
fundamental tool for guidance counselors, students, job seekers, and 
workers. The provision of workforce information in an economic context, 
through easy-to-use electronic tools, will empower customers in career 
planning and lifelong learning required by today's dynamic global 
economy.
    Fulfilling the mandate for leadership in workforce and economic 
information can only occur by embracing a wide array of data sources, 
greater integration of the data, more complex analysis, new strategies 
for making it available to strategic partners engaged in developing 
regional economic agendas and talent development strategies. 
Accomplishing this requires collaboration among the owners of the data 
and developing methods to leverage public and private resources to 
produce the economic and workforce intelligence needed in a regional 
economy.

F. Effective Utilization of Faith-Based and Community Organizations

    In every community, including those facing high poverty rates and 
other serious challenges, there are faith-based and community 
organizations (FBCOs) working to improve their community. These 
organizations can be valuable partners for the workforce investment 
system. DOL encourages States to build and strengthen both monetary and 
non-monetary partnerships with FBCOs.
    These partnerships can strengthen participant outcomes by expanding 
access to services that complement those provided by the One-Stop 
Career Center, including job readiness and life skills training and 
niche and specialized services. These partnerships can also create new 
``points of access'' to the One-Stop's electronic tools and job search 
assistance in many struggling communities.
    Two distinct activities are critical to utilizing fully the 
complementary strengths of FBCOs. First, States must ensure compliance 
with the DOL's equal treatment regulations 29 CFR 2, subpart D. 
Compliance includes taking the administrative steps necessary to create 
a ``level playing field'' for all organizations willing to join with 
the government in service, including faith-based groups and other non-
traditional community partners.
    Second, States should actively cultivate FBCO partnerships to 
expand the reach of the workforce investment system and to improve 
outcomes for participants, including high-need individuals.

G. Increased Use of Flexibility Provisions in WIA

    To fuel regional economic competitiveness and create employment 
opportunities for workers, States should exercise their authority to 
design and implement innovative strategies. States should take 
advantage of flexibility provisions under current legislative 
authority, including waivers and work-flex, to tailor service delivery 
and program design to fit the unique characteristics of their workforce 
areas.
    The State planning process is a vehicle for identifying waiver 
opportunities and formally requesting

[[Page 72857]]

waivers, including extensions of approved waivers, in concert with 
overall strategic planning. States are strongly encouraged to think 
about flexibility in broad terms and to utilize the flexibility 
provided by WIA to advance their strategic goals. States have received 
waivers in multiple program areas, during this and the previous five-
year planning cycle, that have allowed them to implement a wide range 
of innovations to transform their workforce investment systems. States 
have received waivers that:
     Increase training opportunities by permitting the use of a 
portion of local area formula funds or funds reserved for rapid 
response activities to provide incumbent worker training.
     Decrease the amount that small and medium-sized businesses 
need to invest in order to take advantage of WIA's provision for 
customized and on-the-job training.
     Allow States to choose the most appropriate mix of youth 
services needed within each local and regional economy.

DOL provides technical assistance on waivers and work-flex and provides 
information on the waiver strategies States have utilized to date.

H. An Integrated and Enhanced Performance Accountability System That 
Provides Improved System Results

    In an effective accountability system, a clear link exists between 
the State's program and service delivery design and the results 
achieved. Further, the performance information should be available and 
easily understood by all customers, stakeholders, and operators of the 
workforce investment system.
    While great strides have been made in our reporting system in 
recent years, the accountability outcomes for the workforce investment 
system have not yet reached all goals. In addition, the various 
reporting requirements for the multiple programs operated by the 
workforce investment system impede the integrated service delivery 
system required for the demand-driven workforce investment systems that 
support regional economic competitiveness. To address this issue, DOL 
has implemented a set of common performance measures for many of its 
workforce programs, including WIA title IB, the Wagner-Peyser Act, and 
the Trade Adjustment Assistance Act. The common measures allow DOL to 
clearly state the core purposes of all the programs operated by the 
workforce investment system--helping people find jobs; stay employed; 
and improve earnings.
    The common measures are the foundation of DOL's evolving 
performance accountability system. DOL continues to collect from States 
and grantees other information on program activities, participants, and 
outcomes necessary for program management, including data that support 
the existing WIA performance measures that are required to convey full 
and accurate information on the performance of workforce programs to 
policymakers and stakeholders.

Part II. State Planning Instructions

A. Plan Development Process

    WIA gives States and local areas a unique opportunity to develop 
employment and training systems tailored specifically to State and 
local area needs. Since the State Plan is only as effective as the 
partnerships that operationalize it, it should represent a 
collaborative process among State and local elected officials, Boards 
and partners (including economic development, education, and private 
sector partners) to create a shared understanding of the State's 
workforce investment needs, a shared vision of how the workforce 
investment system can be designed to meet those needs, and agreement on 
the key strategies to attain this vision. This type of collaborative 
planning at all stages--from the initial planning discussions through 
drafting the State Plan document--will enable the State Plan to both 
drive local system improvements and allow room for strategies tailored 
to local needs. Plan development must also include an opportunity for 
stakeholder and public review and comment.

Describe in one page or less the process for developing the State Plan

    1. Include (a) a discussion of the involvement of the governor and 
the State Board in the development of the Plan, and (b) a description 
of the manner in which the State Board collaborated with economic 
development, education, the business community and other interested 
parties in the development of the State Plan. (Sec.  112(b)(1).)
    2. Include a description of the process the State used to make the 
Plan available to the public and the outcome of the State's review of 
the resulting public comments. (Sec. Sec.  111(g), 112(b)(9).)

B. Plan Submission Requirements

1. Requirements for Submission and Points of Contact
    WIA State Plans must have an original signature of the governor, 
and the name of the governor must be typed below or above the 
signature. States can meet this requirement by completing the signature 
page provided in Attachment A of this Guidance, entitled Program 
Administration Designees and Plan Signatures, which includes a space 
for the governor to sign and certify that the State will operate the 
WIA and Wagner-Peyser Act programs in accordance with the Plan.
    The designated Federal Coordinator for the review and approval 
process is Janet Sten, E-mail: Sten.Janet@dol.gov; phone: 202-693-3045.
2. Submission Options--Electronic, CD-ROM or Hard Copy Format
    States have the option to submit State Plans in an electronic, hard 
copy, or CD-ROM format. DOL encourages States to submit State Plans in 
electronic format to reduce the reporting and processing burden and to 
ensure timely receipt by the Department.
    a. Electronic Submission. States can submit a State Plan 
electronically either by posting it on an Internet Web site that is 
accessible to the Department or by transmitting it through E-mail to 
the Department. State Plan certifications with electronic signatures 
are acceptable. If a State chooses not to use an electronic signature, 
then the signature page (Attachment A) must be submitted in hard copy.
    i. Posting State Plans on an Internet Web Site. Under this option, 
a State should post its State Plan on an Internet Web site; inform the 
Federal Coordinator and the appropriate ETA Regional Administrator (as 
listed in Attachment D) through electronic mail of the URL and the 
location of the document on the Web site; provide contact information 
in the event of problems with accessing the Web site; and certify that 
no changes will be made to the version of the State Plan posted on the 
Web site after it has been submitted to the Department, unless the 
Department gives prior approval for such changes.
    ii. Transmitting State Plans by E-Mail. States submitting their 
Plan by electronic mail should send it to WIA.PLAN@DOL.GOV with a copy 
sent to the appropriate ETA Regional Administrator (as listed in 
Attachment D). If a State chooses to submit its State Plan by 
transmitting it through electronic mail, the State must submit it in 
Microsoft Word or PDF format.
    b. Hard Copy or CD-ROM Submission. States choosing to submit a hard 
copy should submit one copy of the Plan with an original signature to 
the appropriate ETA Regional Administrator (as listed in Attachment

[[Page 72858]]

D), and one copy to Janet Sten, the Federal Coordinator for Plan Review 
and Approval.
    Division of Workforce System Support, Employment and Training 
Administration, U.S. Department of Labor, 200 Constitution Ave., NW., 
Room S-4231, Washington, DC 20210, ATTN: Janet Sten.
    States submitting a State Plan on CD-ROM should submit one copy of 
the Plan to Janet Sten, the Federal Coordinator for Plan Review and 
Approval, and one copy to the appropriate ETA Regional Administrator 
(as listed in Attachment D). If the State Plan on the CD-ROM does not 
include the signature of the governor on the signature page, the State 
must submit separately an electronic signature or a signature page in 
hard copy. Plans submitted on a CD-ROM must be in Microsoft Word or PDF 
format.
3. Receipt Confirmation
    The Federal Coordinator, without regard to which option the State 
uses for submission, will confirm receipt of the State Plan within two 
business days of receipt and indicate the date for the start of the 
review period. When a State submits an incomplete State Plan, the 
period for review will not start until all required components of the 
State Plan have been received.

C. Department of Labor Review and Approval

    State Plans will be reviewed in accordance with 20 CFR 661.220(e), 
which provides that the Secretary must approve all State Plans within 
90 days of their submission, unless the Secretary determines in writing 
that: (1) the State Plan is inconsistent with the provisions of title I 
of WIA or the WIA regulations, including 29 CFR 37; or (2) the portion 
of the State Plan impacting the Wagner-Peyser Act Plan does not satisfy 
the criteria for approval in section 8(d) of the Wagner-Peyser Act or 
the Wagner-Peyser Act regulations at 20 CFR 652.
    ETA will advise the State by letter, as soon as possible, that the 
State Plan is approved or disapproved. If the State Plan is not 
approved, ETA will clearly indicate the reasons for disapproval and 
specify what additional information is required or what action needs to 
be taken for the State Plan to be approved.

D. Negotiated Performance Indicators

    WIA allows considerable flexibility in system design and service 
delivery, in exchange for both accountability for a key set of outcomes 
and improving those outcomes over time. To accomplish this, the 
Secretary of Labor and the governor of each State must reach agreement 
on the State's negotiated performance levels for the core indicators of 
performance, and for customer satisfaction indicators of employers' and 
participants' satisfaction. These levels of performance become the 
basis for sanctions for failed performance and, with additional 
performance levels for WIA title II Adult Education and Family Literacy 
Act programs and Carl D. Perkins Career and Technical Education Act of 
2006 programs, the basis for incentive grants.
    At a minimum, the State Plan should include proposed performance 
goals for WIA and Wagner-Peyser Act programs for each of the 
performance indicators for each program year covered by the Plan. While 
the State Plan is under review, the ETA Regional Administrator and the 
State will discuss the performance levels, and negotiate on them as 
appropriate. The Department expects States to enter into preliminary 
discussions with the Local Workforce Investment Boards and the ETA 
Regional Administrators before submitting the State Plan. States are 
expected to come to the negotiating table with support from their Local 
Workforce Investment Boards for the proposed performance goals. 
Entering into preliminary discussions prior to Plan submission will 
maximize the time available to States, local areas, and the Department 
to develop a shared set of goals. ETA Regional Administrators will 
coordinate with other DOL program administrators, including the 
Veterans' Employment and Training Service (VETS) Regional 
Administrators, to assure comprehensive Departmental participation.
    States should note that the proposed levels of performance are 
subject to public review and comment requirements. States that have 
completed negotiations with ETA should include their agreed-upon levels 
of performance for each program year covered by the Plan for the WIA 
and Wagner-Peyser Act programs.
    In cases where final agreement on performance goals is reached 
after the State Plan is submitted to ETA for review and approval, but 
before ETA approval of the State Plan, the letter advising the States 
of approval of the State Plan will include ETA's approval of the 
agreed-upon goals.
    In cases where final agreement on performance goals has not been 
reached until after the State Plan has been approved, the ETA Regional 
Administrator's letter advising the State of the agreed-upon goals will 
constitute a modification to the State Plan. For subsequent revisions 
to performance goals during the life of the State Plan, the ETA 
Regional Administrator's letter advising the State of the agreed upon 
goals will also constitute a modification to the State Plan. The State 
must ensure that the agreed-upon goals are included in the State's 
official copy of the State Plan, and that any published State Plan, on 
the State's Web site or through other forums, includes the agreed-upon 
goals. ETA will incorporate these performance goals into the Regional 
and National Office copies of the State's Plan.

E. Modifications to State Plans

    Modifications may be needed in any number of areas to keep the 
State Plan a viable, living document over its life span. WIA 
regulations permit States to modify their Plan at any time and 20 CFR 
652.212 and 661.230 outline the circumstances under which modifications 
must be submitted. Modifications are required when:
    (1) Changes in Federal or State law or policy substantially change 
the assumptions upon which the Plan is based.
    (2) There are changes in the statewide vision, strategies, 
policies, performance indicators, the methodology used to determine 
local allocation of funds, reorganizations which change the working 
relationship with system employees, changes in organizational 
responsibilities, changes to the membership structure of the State 
Board or alternative entity and similar substantial changes to the 
State's workforce investment system.
    (3) The State has failed to meet performance goals, and must adjust 
service strategies.
    The regulations, at 20 CFR 652.212, which relate to the Wagner-
Peyser Act portions of the Plan, also require modifications when there 
is any reorganization of the State agency designated to deliver 
services under the Wagner-Peyser Act, any change in service delivery 
strategy, any change in levels of performance when performance goals 
are not met, or any change in services delivered by State merit-staff 
employees.
    In general, it is substantial changes to the Strategic State Plan 
that require a modification under the regulations, i.e., any change 
that significantly impacts the operation of the State's workforce 
investment system.
    Modifications to the State Plan are subject to the same public 
review and comment requirements that apply to the development of the 
original State Plan. States wishing to submit a State Plan 
modifications should follow the submission guidelines listed in Section 
B, ``Plan Submission Requirements.''

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States should direct any questions about the need to submit a Plan 
modification to the appropriate ETA Regional Administrator (as listed 
in Attachment D).

F. Inquiries

    General inquiries about the State Planning Guidance and 
Instructions may be directed to Janet Sten, the Federal Coordinator for 
Plan Review and Approval. She may be contacted by E-mail at 
Sten.Janet@dol.gov or by phone at 202-693-3045. Inquiries about 
specific State issues should be directed to the appropriate ETA 
Regional Administrator (as listed in Attachment D).
State Plan Contents
    I. State Vision. Describe the governor's vision for a statewide 
workforce investment system. Provide a summary articulating the 
governor's vision for utilizing the resources of the workforce 
investment system in support of the State's economic development that 
address the issues and questions below. States are encouraged to attach 
more detailed documents to expand upon any aspect of the summary 
response if available. (Sec.  112(a) and (b)(4)(A-C).)
    A. What are the State's economic development goals for attracting, 
retaining and growing business and industry within the State? (Sec.  
112(a) and (b)(4)(A-C).)
    B. Given that a skilled workforce is a key to the economic success 
of every business, what is the governor's vision for maximizing and 
leveraging the broad array of Federal and State resources available for 
workforce investment flowing through the State's cabinet agencies and/
or education agencies in order to ensure a skilled workforce for the 
State's business and industry? (Sec.  112(a) and (b)(4)(A-C).)
    C. Given the continuously changing skill needs that business and 
industry have as a result of innovation and new technology, what is the 
Governor's vision for ensuring a continuum of education and training 
opportunities that support a skilled workforce? (Sec.  112(a) and 
(b)(4)(A-C).)
    D. What is the governor's vision for bringing together the key 
players in workforce development including business and industry, 
economic development, education, and the workforce investment system to 
continuously identify the workforce challenges facing the State and to 
develop innovative strategies and solutions that effectively leverage 
resources to address those challenges? (Sec.  112(b)(10).)
    E. What is the governor's vision for ensuring that every youth has 
the opportunity for developing and achieving career goals through 
education and workforce training, including the youth most in need of 
assistance, such as out-of-school youth, homeless youth, youth in 
foster care, youth aging out of foster care, youth offenders, children 
of incarcerated parents, migrant and seasonal farmworker youth, youth 
with disabilities, and other youth at risk? (Sec.  112(b)(18)(A.)
    II. State Workforce Investment Priorities. Identify the governor's 
key workforce investment priorities for the State's workforce 
investment system and how each will lead to actualizing the governor's 
vision for workforce and economic development. (Sec. Sec.  111(d)(2) 
and 112(a).)

III. State Governance Structure (Sec.  112(b)(8)(A).)

    A. Organization of State Agencies
    1. Provide an organizational chart that delineates the relationship 
to the governor of the agencies involved in the workforce investment 
system, including education and economic development and the required 
and optional One-Stop partner programs managed by each agency.
    2. In a narrative describe how the agencies involved in the 
workforce investment system interrelate on workforce, economic 
development, and education issues and the respective lines of 
authority.
    B. State Workforce Investment Board (Sec.  112(b)(1).)
    1. Describe the organization and structure of the State Board. 
(Sec.  111.)
    2. Identify the organizations or entities represented on the State 
Board. If you are using an alternative entity which does not contain 
all the members required under section 111(b)(1) of WIA, describe how 
each of the entities required under this section will be involved in 
planning and implementing the State's workforce investment system as 
envisioned in WIA. How is the alternative entity achieving the State's 
WIA goals? (Sec. Sec.  111(a-c), 111(e), and 112(b)(1).)
    3. Describe the process your State used to identify your State 
Board members. How did you select Board members, including business 
representatives, who have optimum policy-making authority and who 
represent diverse regions of the State as required under WIA? (20 CFR 
661.200).)
    4. Describe how the Board's membership enables you to achieve your 
vision as described above. (Sec. Sec.  111(a-c) and 112(b)(1).)
    5. Describe how the Board carries out its functions as required in 
section 111(d) of WIA and 20 CFR 661.205. Include functions the Board 
has assumed that are in addition to those required. Identify any 
functions required in section 111(d) of WIA that the Board does not 
perform and explain why.
    6. How will the State Board ensure that the public (including 
people with disabilities) has access to Board meetings and information 
regarding State Board activities, including membership and meeting 
minutes? (20 CFR 661.205).
    7. Identify the circumstances which constitute a conflict of 
interest for any State or Local Workforce Investment Board member or 
the entity that s/he represents, and any matter that would provide a 
financial benefit to that member or his or her immediate family. 
(Sec. Sec.  111(f), 112(b)(13), and 117(g).)
    8. What resources does the State provide the Board to carry out its 
functions (e.g., staff, funding, etc.)?
    C. State Agencies and State Board Collaboration and Communication. 
(Sec.  112(b)(8)(A).)
    1. Describe the steps the State will take to improve operational 
collaboration of the workforce investment activities and other related 
activities and programs outlined in section 112(b)(8)(A) of WIA, at 
both the State and local level (e.g., joint activities, memoranda of 
understanding, planned mergers, coordinated policies, etc.). How will 
the State Board and agencies eliminate any existing State-level 
barriers to coordination? (Sec. Sec.  111(d)(2) and 112(b)(8)(A).)
    2. Describe the lines of communication established by the governor 
to ensure open and effective sharing of information among the State 
agencies responsible for implementing the vision for the workforce 
investment system and between the State agencies and the State 
Workforce Investment Board.
    3. Describe the lines of communication and mechanisms established 
by the governor to ensure timely and effective sharing of information 
between the State agencies/State Board and local workforce investment 
areas and Local Boards. Include types of regularly issued guidance and 
how Federal guidance is disseminated to Local Boards and One-Stop 
Career Centers. (Sec.  112(b)(1).)
    4. Describe any cross-cutting organizations or bodies at the State 
level designed to guide and inform an integrated vision for serving 
youth in the State within the context of workforce investment, social 
services,

[[Page 72860]]

juvenile justice, and education. Describe the membership of such bodies 
and the functions and responsibilities in establishing priorities and 
services for youth. How is the State promoting a collaborative cross-
agency approach for both policy development and service delivery at the 
local level for youth? (Sec.  112(b)(18)(A).)
    IV. Economic and Labor Market Analysis. (Sec.  112(b)(4)): As a 
foundation for this Plan and to inform the strategic investments and 
strategies that flow from this Plan, provide a detailed analysis of the 
State's economy, the labor pool, and the labor market context. Elements 
of the analysis should include the following:
    A. What is the current makeup of the State's economic base by 
industry?
    B. What industries and occupations are projected to grow and/or 
decline in the short term and over the next decade?
    C. In what industries and occupations is there a demand for skilled 
workers and available jobs, both today and projected over the next 
decade? Estimate projected demand.
    D. What jobs/occupations are most critical to the State's economy?
    E. What are the skill needs for the available, critical and 
projected jobs?
    F. What are the current and projected demographics of the available 
labor pool (including the incumbent workforce) both now and over the 
next decade?
    G. Is the State experiencing any ``in migration'' or ``out 
migration'' of workers that impact the labor pool?
    H. Based on an analysis of both the projected demand for skills and 
the available and projected labor pool, what skill gaps is the State 
experiencing today and what skill gaps are projected over the next 
decade?
    I. Based on an analysis of the economy and the labor market, what 
workforce development issues has the State identified?
    J. What workforce development issues has the State prioritized as 
being most critical to its economic health and growth?

V. Overarching State Strategies

    A. Identify how the State will use WIA title I funds to leverage 
other Federal, State, local, and private resources in order to maximize 
the effectiveness of such resources and to expand the participation of 
business, employees, and individuals in the statewide workforce 
investment system? (Sec.  112(b)(10).)
    B. What strategies are in place to address the national strategic 
direction discussed in Part I of this guidance, the governor's 
priorities, and the workforce development issues identified through the 
analysis of the State's economy and labor market? (Sec.  112(b)(4)(D) 
and 112(a).)
    C. Based on the State's economic and labor market analysis, what 
strategies has the State implemented or planned to implement to target 
industries and occupations within the State that are high-growth, high-
demand, and vital to the State's economy? (Sec.  112(a) and 
112(b)(4)(A).) The State may want to consider:
    1. Industries projected to add a substantial number of new jobs to 
the economy; or
    2. Industries that have a significant impact on the overall 
economy; or
    3. Industries that impact the growth of other industries; or
    4. Industries that are being transformed by technology and 
innovation that require new skill sets for workers; or
    5. Industries that are new and emerging and are expected to grow.
    D. What strategies are in place to promote and develop on-going and 
sustained strategic partnerships that include business and industry, 
economic development, the workforce investment system, and education 
partners (K-12, community colleges and others) for the purpose of 
continuously identifying workforce challenges and developing solutions 
to targeted industries' workforce challenges? (Sec.  112(b)(8).)
    E. What State strategies are in place to ensure that sufficient 
system resources are being spent to support training of individuals in 
high-growth, high-demand industries? (Sec.  112(b)(17)(A)(i) and 
112(b)(4)(A).)
    F. What workforce strategies does the State have to support the 
creation, sustainability, and growth of small businesses and support 
for the workforce needs of small businesses as part of the State's 
economic strategy? (Sec.  112(b)(4)(A) and 112(b)(17)(A)(i).)
    G. How are the funds reserved for statewide activities used to 
incentivize the entities that make up the State's workforce investment 
system at the State and local levels to achieve the governor's vision 
and address the national strategic direction identified in Part I of 
this guidance? (Sec.  112(a).)
    H. Describe the State's strategies to promote collaboration between 
the workforce investment system, education, human services, juvenile 
justice, and other systems to better serve youth that are most in need 
and have significant barriers to employment, and to successfully 
connect them to education and training opportunities that lead to 
successful employment. (Sec.  112(b)(18)(A).)
    I. Describe the State's strategies to identify State laws, 
regulations, policies that impede successful achievement of workforce 
development goals and strategies to change or modify them. (Sec.  
112(b)(2).)
    J. Describe how the State will take advantage of the flexibility 
provisions in WIA for waivers and the option to obtain approval as a 
workflex State pursuant to Sec.  189(i) and Sec.  192.
    VI. Major State Policies and Requirements. Describe major State 
policies and requirements that have been established to direct and 
support the development of a statewide workforce investment system not 
described elsewhere in this Plan as outlined below. (Sec.  112(b)(2).)
    A. What State policies and systems are in place or planned to 
support common data collection and reporting processes, information 
management, integrated service delivery, and performance management? 
(Sec. Sec.  111(d)(2) and 112(b)(8)(B).)
    B. What State policies are in place that promote efficient use of 
administrative resources such as requiring more co-location and fewer 
affiliate sites in local One-Stop systems to eliminate duplicative 
facility and operational costs or requiring a single administrative 
structure at the local level to support Local Boards and to be the 
fiscal agent for WIA funds to avoid duplicative administrative costs 
that could otherwise be used for service delivery and training? The 
State may include administrative cost controls, plans, reductions, and 
targets for reductions if it has established them. (Sec. Sec.  
111(d)(2) and 112(b)(8)(A).)
    C. What State policies are in place to promote universal access and 
consistency of service statewide? (Sec.  112(b)(2).)
    D. What policies support a demand-driven approach to workforce 
development, as described in Part I, ``Demand-Driven Workforce 
Investment System--such as training on the economy and labor market 
data for Local Board and One-Stop Career Center staff? (Sec.  112(b)(4) 
and 112(b)(17)(A)(iv).)
    E. What policies are in place to ensure that the resources 
available through the Federal and/or State Registered Apprenticeship 
programs and the Job Corps are fully integrated with the State's One-
Stop delivery system? (Sec.  112)(b)(17)(A)(iv).)
    VII. Integration of One-Stop Service Delivery. Describe the actions 
the State has taken to ensure an integrated One-Stop service delivery 
system statewide. (Sec. Sec.  112(b)(14) and 121).)
    A. What State policies and procedures are in place to ensure the 
quality of

[[Page 72861]]

service delivery through One-Stop Career Centers such as development of 
minimum guidelines for operating comprehensive One-Stop Career Centers, 
competencies for One-Stop Career Center staff or development of a 
certification process for One-Stop Career Centers? (Sec.  112(b)(14).)
    B. What policies or guidance has the State issued to support 
maximum integration of service delivery through the One-Stop delivery 
system for both business customers and individual customers? (Sec.  
112(b)(14).)
    C. What actions has the State taken to promote identifying One-Stop 
infrastructure costs and developing models or strategies for local use 
that support integration? (Sec.  112(b)(14).)
    D. How does the State use the funds reserved for statewide 
activities pursuant to Sec.  129(b)(2)(B) and 134(a)(2)(B)(v) to assist 
in the establishment and operation of One-Stop delivery systems? (Sec.  
112(b)(14).)
    E. How does the State ensure the full array of services and staff 
in the One-Stop delivery system support human capital solutions for 
businesses and individual customers broadly? (Sec.  112(b)(14).)

VIII. Administration and Oversight of Local Workforce Investment System

    A. Local Area Designations
    1. Identify the State's designated local workforce investment areas 
and the date of the most recent area designation, including whether the 
State is currently re-designating local areas. (Sec. Sec.  112(b)(5).)
    2. Include a description of the process used to designate such 
areas. Describe how the State considered the extent to which such local 
areas are consistent with labor market areas: geographic areas served 
by local and intermediate education agencies, post-secondary education 
institutions and area career and technical education schools; and all 
other criteria identified in section 116(a)(1) in establishing area 
boundaries, to assure coordinated planning. Describe the State Board's 
role, including all recommendations made on local designation requests 
pursuant to section 116(a)(4). (Sec. Sec.  112(b)(5) and 116(a)(1).)
    3. Describe the appeals process used by the State to hear appeals 
of local area designations referred to in Sec. Sec.  112(b)(5) and 
116(a)(5).
    B. Local Workforce Investment Boards--Identify the criteria the 
State has established to be used by the Chief Elected Official(s) in 
the local areas for the appointment of Local Board members based on the 
requirements of section 117. (Sec. Sec.  112(b)(6), 117(b).)
    C. How will the State build the capacity of Local Boards to develop 
and manage a high performing local workforce investment system? 
(Sec. Sec.  111(d)(2) and 112(b)(14).)
    D. Local Planning Process (Sec.  112(b)(2) and 20 CFR 
661.350(a)(13))--Describe the State mandated requirements for local 
workforce areas' strategic planning, and the assistance the State 
provides to local areas to facilitate this process, including:
    1. What oversight of the local planning process is provided, 
including receipt and review of plans and negotiation of performance 
agreements?
    2. How does the Local Plan approval process ensure that Local Plans 
are consistent with State performance goals and State strategic 
direction?
    Regional Planning (Sec. Sec.  112(b)(2) and 116(c).)
    1. Describe any intra-State or inter-State regions and their 
corresponding performance measures.
    2. Include a discussion of the purpose of these designations and 
the activities (such as regional planning, information sharing and/or 
coordination activities) that will occur to help improve performance. 
For example, regional planning efforts could result in the sharing of 
labor market information or in the coordination of transportation and 
support services across the boundaries of local areas.
    3. For inter-State regions (if applicable), describe the roles of 
the respective governors and State and Local Boards.
    E. Allocation Formulas (Sec.  112(b)(12).)
    1. If applicable, describe the methods and factors (including 
weights assigned to each factor) the State will use to distribute funds 
to local areas for the thirty percent discretionary formula Adult 
employment and training funds and Youth funds pursuant to Sec. Sec.  
128(b)(3)(B) and 133(b)(3)(B).
    2. Describe how the allocation methods and factors help ensure that 
funds are distributed equitably throughout the State and that there 
will be no significant shifts in funding levels to a local area on a 
year-to-year basis.
    3. Describe the State's allocation formula for dislocated worker 
funds under Sec.  133(b)(2)(B).
    4. Describe how the individuals and entities on the State Board 
were involved in the development of the methods and factors, and how 
the State consulted with Chief Elected Officials in local areas 
throughout the State in determining such distribution.
    F. Provider Selection Policies (Sec. Sec.  112(b)(17)(A)(iii), 122, 
and 134(d)(2)(F).)
    1. Identify the State policies and procedures, to be applied by 
local areas, for determining eligibility of local level training 
providers, how performance information will be used to determine 
continuing eligibility and the agency responsible for carrying out 
these activities.
    2. Describe how the State solicited recommendations from Local 
Boards and training providers and interested members of the public, 
including representatives of business and labor organizations, in the 
development of these policies and procedures.
    3. Describe how the State will update and expand the State's 
eligible training provider list to ensure it has the most current list 
of providers to meet the training needs of customers.
    4. Describe the procedures the governor has established for 
providers of training services to appeal a denial of eligibility by the 
Local Board or the designated State agency, a termination of 
eligibility or other action by the Board or agency, or a denial of 
eligibility by a One-Stop operator. Such procedures must include the 
opportunity for a hearing and time limits to ensure prompt resolution.
    5. Describe the competitive and non-competitive processes that will 
be used at the State level to award grants and contracts for activities 
under title I of WIA, including how potential bidders are being made 
aware of the availability of grants and contracts. (Sec.  112(b)(16).)
    6. Identify the criteria to be used by Local Boards in awarding 
grants for Youth activities, including criteria that the governor and 
Local Boards will use to identify effective and ineffective Youth 
activities and providers of such activities. (Sec.  112(b)(18)(B).)
    G. One-Stop Policies (Sec.  112(d)(14).)
    1. Describe how the services provided by each of the required and 
optional One-Stop partners will be coordinated and made available 
through the One-Stop system. (Sec.  112(b)(8)(A).)
    2. Describe how the State helps local areas identify areas needing 
improvement and how technical assistance will be provided.
    3. Identify any additional State mandated One-Stop partners (such 
as Temporary Aid to Needy Families (TANF) or Food Stamp Employment and 
Training) and how their programs and services are integrated into the 
One-Stop Career Centers.
    H. Oversight/Monitoring Process--Describe the monitoring and 
oversight criteria and procedures the State utilizes to move the system 
toward the State's vision and achieve the goals identified above, such 
as the use of mystery

[[Page 72862]]

shoppers, performance agreements. (Sec.  112(b)(14).)
    I. Grievance Procedures. Attach a copy of the State's grievance 
procedures for participants and other affected parties (including 
service providers.) (Sec. Sec.  122(g) and 181(c).)
    J. Describe the following State policies or procedures that have 
been developed to facilitate effective local workforce investment 
systems (Sec. Sec.  112(b)(17)(A) and 112(b)(2)):
    1. State guidelines for the selection of One-Stop providers by 
Local Boards;
    2. Procedures to resolve impasse situations at the local level in 
developing memoranda of understanding (MOUs) to ensure full 
participation of all required partners in the One-Stop delivery system;
    3. Criteria by which the State will determine if Local Boards can 
run programs in-house;
    4. Performance information that on-the-job training and customized 
training providers must provide;
    5. Reallocation policies;
    6. State policies for approving local requests for authority to 
transfer funds between the Adult and Dislocated Worker funding streams 
at the local level;
    7. Policies related to displaced homemakers, nontraditional 
training for low-income individuals, older workers, low-income 
individuals, disabled individuals and others with multiple barriers to 
employment and training;
    8. If the State did not delegate this responsibility to Local 
Boards, provide the State's definition regarding the sixth Youth 
eligibility criterion at section 101(13)(C)(iv) (``an individual who 
requires additional assistance to complete an educational program, or 
to secure and hold employment''). (Sec. Sec.  112(b)(18)(A) and 20 CFR 
664.210).)
    IX. Service Delivery--Describe the approaches the State will use to 
provide direction and support to Local Boards and the One-Stop Career 
Center delivery system on the strategic priorities to guide 
investments, structure business engagement, and inform service delivery 
approaches for all customers. (Sec.  112(b)(17)(A)) Activities could 
include:
    A. One-Stop Service Delivery Strategies: (Sec. Sec.  112(b)(2) and 
111(d)(2).)
    1. How will the services provided by each of the required and 
optional One-Stop partners be coordinated and made available through 
the One-Stop system? (Sec.  112(b)(8)(A).)
    2. How are Youth formula programs funded under Sec.  128(b)(2)(A) 
integrated in the One-Stop system?
    3. What minimum service delivery requirements does the State 
mandate in a comprehensive One-Stop Career Center or an affiliate site?
    4. What tools and products has the State developed to support 
service delivery in all One-Stop Career Centers statewide?
    5. What models/templates/approaches does the State recommend and/or 
mandate for service delivery in the One-Stop Career Centers? For 
example, do all One-Stop Career Centers have a uniform method of 
organizing their service delivery to business customers? Is there a 
common individual assessment process utilized in every One-Stop Career 
Center? Are all One-Stop Career Centers required to have a resource 
center that is open to anyone?
    B. Workforce Information--A fundamental component of a demand-
driven workforce investment system is the integration and applicati