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Table of Contents

Chapter 1) Administration and Governance

Chapter 2) The One-Stop (Job Center) Delivery System

  • 2.1 Comprehensive Job Center Requirements and Standards of Service
  • 2.2 One-Stop Delivery System
  • 2.3 Structure of the One-Stop Delivery System
  • 2.4 Memorandum of Understanding (MOU) for the One-Stop Delivery System
  • 2.5 One-Stop Operators (OSO)
  • 2.6 Job Center Branding

Chapter 3) Program Funding and Grants Management

  • 3.1 WIOA Allocation Process
  • 3.2 Modification of Grants
  • 3.3 Transfer of Funds
  • 3.4 Termination of Grants
  • 3.5 Grant Closeout

Chapter 4) Fiscal Management

  • 4.1 Access, Retention and Custodial Requirement for Records
  • 4.2 Standards for Financial Management System
  • 4.3 Reporting Requirements
  • 4.4 Cash Management and Invoicing Standards
  • 4.5 Cost Categories and Allowable Activities
  • 4.6 Program Income
  • 4.7 Sub grantee Monitoring
  • 4.8 Procurement Standards
  • 4.9 Property Management Standards
  • 4.10 Audit and Audit Resolutions
  • 4.11 Debt and Debt Collection
  • 4.12 General Principles Affecting Allow ability of Costs
  • 4.13 Allocation of Joint Costs
  • 4.14 Cost Allocation or Indirect Cost Rates
  • 4.15 Leverage Funds

Chapter 5) Non-Discrimination/Equal Opportunity and Affirmative Action

Chapter 6) Complaints, Grievances, and Appeals

Chapter 7) Individual Training Accounts and Eligible Training Programs



Chapter 8) Adult and Dislocated Worker Programs

  • 8.1 Introduction and Overview
  • 8.2 Eligibility
  • 8.3 Program Design
  • 8.4 Career Services
  • 8.5 Training Services
    • 8.5.1 Eligibility
    • 8.5.2 Credentials
    • 8.5.3 Informed Choice
    • 8.5.4 Coordination of Funds
    • 8.5.5 Recovery of Costs
    • 8.5.6 Expenditure Requirement
    • 8.5.7 Career Pathways
    • 8.5.8 Accelerated Licensure for Vets
    • 8.5.9 Training vs. Individualized Career Service
    • 8.5.10 Methods of Funding Training
    • 8.5.11 Types of Training
  • 8.6 Supportive Services
  • 8.7 Program Exit
  • 8.8 Follow-up Services
  • 8.9 National Dislocated Worker Grants

Chapter 9) Rapid Response

Chapter 10) Youth and Young Adult Program

Chapter 12) File Documentation

  • 12.1 Opening and Closing Services
  • 12.2 Case Notes

WIOA Title I-A & I-B Policy & Procedure Manual
Ch. 11) Performance Accountability and Reporting

11.17 Measurable Skill Gain Policy

Last revision: August 7, 2017

The Measurable Skill Gain (MSG) is a new indicator required by the Workforce Innovation Opportunity Act (WIOA) designed to measure in-progress skill gains made by program participants in education or training during a program year.

The MSG indicator

The MSG indicator is the percentage of program participants who, during a program year:

Operational Parameters

Who is in the MSG Denominator?

Table 11.17.1: Factors for the MSG denominator.
Adult/Dislocated Worker Program Youth Program
Participants who receive any training service regardless of fund source related to the IEP.

or

Co-enrolled in partner program training

Reporting Note:
All training/education related to the IEP must be entered in ASSET.
Training Types
  • Occupational Skills Training
Education Types
  • Secondary Education
  • Post-Secondary Education
  • Adult Basic Education/Adult Secondary Education
  • Job Corps
  • YouthBuild
Education triggers entry into the Measurable Skill Gain and Credential Attainment Rate regardless of fund source.

Specific Guidance for each method of Measurable Skill Gain:

Each method has its own parameters for whom may make each gain. Additional details are found in the Joint ICR, Statewide and Local Report Specifications and TEGL 10-16.

Method #1: EFL Gain

There are three sub-methods to EFL gain method. Only two sub-methods apply to Wisconsin.

Method 1a: EFL Gain via Pre-Test/Post-Test

Method 1b: EFL gain by entry into Post-Secondary

Method 1c: EFL Gain via Carnegie Credits (Does not apply in Wisconsin)

Information on the Tests of Adult Basic Education

Method #2: Achievement of Secondary School Diploma or equivalent

Method #2 gains can only be made by participants who enter the program without a secondary school diploma or equivalent.

Method #3: Wisconsin's State Unit Policy for Academic Standards.

Method #3 gains may be made by any participant in education/training however primarily applies to participants in traditional secondary and post-secondary education programs.

  1. Background: §677.155 (a)(1)(v) outline the methods to make a measurable skill gain. Among the methods is a Secondary or Post-secondary transcript or report card for a sufficient number of credit hour that shows a participant is meeting the State unit's academic standards. TEGL 10-16 and TAC 17-01 Performance Accountability Guidance reference an administrative unit in each state that provides authorization to postsecondary institutions and a State educational agency that establishes education standards for secondary education. Wisconsin has many post-secondary education authorities that govern various types of post-secondary institutions. There is no single state standard defining an individual's success. The Wisconsin Department of Public Instruction (DPI) provides academic standards geared towards compliance by a secondary institution in the instruction of each subject area. DPI allows local school boards to determine academic grade, course pass or fail standards. Therefore, Wisconsin DWD, as the agency responsible for administering the WIOA Title I programs accept passing report cards from secondary and post-secondary institutions based on the standards below.
  2. Acceptable documentation: Any reasonable verification of a transcript or report card will meet the requirement for documentation such as an unofficial transcript, online report card or Blackboard printout/screenshot.
  3. Secondary School Minimum Achievements
    1. The report card demonstrates satisfactory achievement in all classes by the participant in secondary education for one semester (i.e. report card with grades of D- or higher in traditional grading systems or "satisfactory" grade in non-traditional grading schemes). The semester must be within the program year.
    2. The report card must not indicate the participant dropped out of school, was removed from the institution or other conditions that indicate removal on academic/conduct grounds.
  4. Post-Secondary School Minimum Achievements
    1. Full Time Students must achieve a minimum of 12 credit hours (in accordance with the institution's standards) within one semester. The semester must be within the program year.
    2. Part Time Students must achieve a minimum of 12 credits (in accordance with the institution's standards) in two consecutive semesters. If a semester term begins in one program year and ends in the next, the semester is considered in the PY it ends.
    3. The report card must not indicate the participant dropped out of school, was removed from the institution or other conditions that indicate removal on academic/conduct grounds.
  5. WIOA Title I providers must record the date the report card/transcript was issued or the completion date of the semester into the Automated System Support for Employment Training (ASSET) for inclusion into the Measurable Skill Gain Numerator. A copy of the Report Card/Transcript must be retained on file. See the WIOA Performance Technical Assistance Guide (TAG) for data entry instructions.

Method #4: Training Benchmarks

Joint Guidance: "Satisfactory or better progress report, towards established milestones, such as completion of an OJT or completion of one year of an apprenticeship program or similar milestones, from an employer or training provider who is providing training – Documentation for this gain may vary, as programs should identify appropriate methodologies based upon the nature of services being provided, but progress reports must document substantive skill development that the participant has achieved. The gain may be documented by a satisfactory or better progress report from an employer or training provider. Progress reports may include training reports on milestones completed as the individual masters the required job skills, or steps to complete an OJT or apprenticeship program. Increases in pay resulting from newly acquired skills or increased performance also can be used to document progress."

Table 11.17.2: Measurable Skill Gain Method #4 Checklist
Measurable Skill Gain
Is it a progress report? Yes/No
Is there documented substantive skill development achieved by the participant?
  • Individual mastery or improvement of job skills.
  • Steps to complete an OJT or apprenticeship program.
  • Increases in pay from acquired skills. (Did the participant get a raise?)
  • Individual's performance is documented to be improved.
  • Other documented substantive skill achievements
  • On a progress report with specific skill ratings did at least one skill improve/satisfactory? If multiple skills are on the report card, identify any single skill that was improved.





Yes/No
If all boxes are answered "Yes" enter the date the progress report was issued into ASSET. Retain a copy of the progress report in the participant file.

Figure 11.17.1: Measurable Skill Gain Method #4, Logic Chart

Figure 11.17.1 is a process flow diagram to determine if a Measurable Skill Gain requirement is met. There are two questions with yes or no responses. Begin here. Question 1. Is the document a progress report. If yes, go to question 2. If no, stop. Not a Measurable Skill Gain via progress report. Try a different method to demonstrate a measurable skill gain. Question 2. Does the progress report document substantive skill development by the participant? Examples: Participant received a pay increase because of increasing skills; Employer noted performance improvement in specific skill(s); Participant completed required steps to complete an OJT or apprenticeship program; Employer/training provider expressed satisfaction with the participant's interim performance; For progress reports with ratings for specific skills; does at least one skill show improvement and/or a satisfactory or better rating? If no, stop. Not a Measurable Skill Gain via progress report. Try a different method to demonstrate a measurable skill gain. If yes, Measurable Skill Gain requirement is met. Enter the date of the progress report into ASSET (Manage Assessments). Save a copy of the progress report in the participant's case file.

Method #5: Skill Progression

Joint Guidance: "Successful passage of an exam that is required for a particular occupation or progress in attaining technical or occupational skills as evidenced by trade-related benchmarks, such as knowledge-based exams -– Documentation for this gain may include passage of a component exam in a Registered Apprenticeship program, employer-required knowledge-based exam, satisfactory attainment of an element on an industry or occupational competency-based assessment, or other completion test necessary to obtain a credential."

Table 11.17.3: Measurable Skill Gain Method #5 Checklist
Measurable Skill Gain
1. It is an objective test or assessment done by an evaluator on an evaluation, with pass/fail benchmarks. Yes/No
2. Is the exam/test/assessment required for entry or advancement in a particular occupation? (If the person does not complete the exam, are they qualified/allowed to have the job)
  OR
3. Is the exam/test/assessment required for completion of a WIOA credential?


Yes/No

If all answers are "Yes", enter the date the exam was passed in ASSET. Retain a copy of the exam, score sheet or letter indicating the exam was completed in the participant file.

Figure 11.17.2: Measurable Skill Gain Method #5, Logic Chart

Figure 11.17.2 is a process flow diagram to determine if a Measurable Skill Gain requirement is met. There are three questions with yes or no responses. Begin here. Question 1. Is this an objective exam, test, or assessment done by an evaluator on an evaluation, and has pass/fail benchmarks? If yes, go to question 2. If no, stop. Not a Measurable Skill Gain via progress report. Try a different method to demonstrate a measurable skill gain. Question 2 has two parts. Is this exam/test/assessment required for entry or advancement in a particular occupation? Or, is this exam/test/assessment required for the completion of a credential? If yes, go to question 2. If no to either part, stop. Not a Measurable Skill Gain via progress report. Try a different method to demonstrate a measurable skill gain. Question 3. Is attainment of the credential or occupation part of the participant's IEP? If yes, Measurable Skill Gain requirement is met. Enter the date of the progress report into ASSET (Manage Assessments). Save a copy of the progress report in the participant's case file. If no, stop. Not a Measurable Skill Gain via progress report. Try a different method to demonstrate a measurable skill gain.

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