Narrative: III. b. 4. C.

The Arkansas Workforce Development Board has monitored the performance of WIA (now WIOA) Title I programs as well as the Wagner Peyser Performance. All common and supplemental measures were met or exceeded. A formal evaluation of the Arkansas Workforce Center System has not been conducted since before program year 2011. When the WIA State set aside funding was reduced from fifteen percent of the total grant to only five percent, funding did not exist to conduct formal evaluations; however, the Arkansas Department of Workforce Services has conducted annual monitoring of programmatic and fiscal management of grants to ensure that funds are being spent in compliance with federal and state laws and regulations.

The Arkansas Department of Career Education oversees the performance outcomes Vocational Rehabilitation, Adult Education, and Carl Perkins funding to ensure both federal and state standards are met.

In addition, the continuation of oversight of performance outcomes, the Program and Performance Evaluation committee will focus on partners’ performance and eligible training providers. Not only do they establish and monitor partner performance, they will also look at continuous improvement strategies related to credential, skills gains, and business performance. The levels of performance established by the Adult Education Division for each of the core indictors of performance for adult education and literacy activities are expressed in objective, quantifiable, and measureable forms and will show progress towards continuously improving performance.

In order to ensure optimal return on the investment of federal and state funds in adult education and literacy activities, ADCE–AED shall reach an agreement with the Office of Career, Technical, and Adult Education (OCTAE) on levels of performance for each of the core indicators of performance for each year of the grant. In addition, the state office shall submit an annual report to OCTAE showing progress and continuous improvement. ADCE–AED will continue to conduct annual reviews and evaluations on local programs according to goals and objectives established and agreed upon by the AED and the local program.

Levels of Performance (Adult Education): Core Indicators (CI) of Performance – Section 116(b) of WIOA CI 1.1 Percentage of enrolled (12 contact hours or more) Adult Basic Education (ABE) Beginning Literacy adult learners (0.0–1.9) who complete or advance one or more educational functioning levels in reading, writing, and speaking in the English language; numeracy; problem solving; English language acquisition; and other literacy skills measured by mastery of one or more competencies identified on a standardized instrument approved by Adult Education Division (AED): 45% for 2013–2014 47% for 2014–2015 CI 1.2 Percentage of enrolled ABE Beginning Basic adult learners (2.0–3.9) who complete or advance one or more educational functioning levels in reading, writing, and speaking in the English language; numeracy; problem solving; English language acquisition; and other literacy skills measured by mastery of one or more competencies identified on a standardized instrument approved by AED: 39% for 2013–2014 47% for 2014–2015 CI 1.3 Percentage of enrolled ABE Intermediate Low adult learners (4.0–5.9) who complete or advance one or more educational functioning levels in reading, writing, and speaking in the English language; numeracy; problem solving; English language acquisition; and other literacy skills measured by mastery of one or more competencies identified on a standardized instrument approved by AED: 40% for 2013–2014 41% for 2014–2015 CI 1.4 Percentage of enrolled ABE Intermediate High adult learners (6.0–8.9) who complete or advance one or more educational functioning levels in reading, writing, and speaking in the English language; numeracy; problem solving; English language acquisition; and other literacy skills measured by mastery of one or more competencies identified on a standardized instrument approved by AED: 41% for 2013–2014 42% for 2014–2015 CI 1.5 Percentage of enrolled Adult Secondary Education (ASE) Low adult learners (9–10.9) who complete or advance one or more educational functioning levels in reading, writing, and speaking in the English language; numeracy; problem solving; English language acquisition; and other literacy skills measured by mastery of one or more competencies identified on a standardized instrument approved by AED: 38% for 2013–2014 46% for 2014–2015 CI 1.6 Percentage of enrolled English as a Second Language (ESL) Beginning Literacy adult learners who will acquire the level of English language skills needed to complete or advance one or more educational functioning levels. Test benchmark: BEST Literacy: 0–20; BEST Plus=400; CASAS=180: 29% for 2013–2014 30% for 2014–2015 CI 1.7 Percentage of enrolled ESL Low Beginning adult learners who will acquire the level of English language skills needed to complete or advance one or more educational functioning levels. Test benchmark: BEST Literacy: 21–52; BEST Plus: 400–417; CASAS: 181–200: 27% for 2013–2014 37% for 2014–2015 CI 1.8 Percentage of enrolled ESL High Beginning adult learners who will acquire the level of English language skills needed to complete or advance one or more educational functioning levels. Test benchmark: BEST Literacy: 53–63; BEST Plus: 418–438; CASAS: 201–210: 36% for 2013–2014 44% for 2014–2015 CI 1.9 Percentage of enrolled ESL Low Intermediate adult learners who will acquire the level of English language skills needed to complete or advance one or more educational functioning levels. Test benchmark: BEST Literacy: 64–67; BEST Plus: 439–472; CASAS: 211–220: 39% for 2013–2014 46% for 2014–2015 CI 1.10 Percentage of enrolled ESL High Intermediate adult learners who will acquire the level of English language skills needed to complete or advance one or more educational functioning levels. Test benchmark: BEST Literacy: 68–75; BEST Plus: 473–506; CASAS: 221–235: 31% for 2013–2014 37% for 2014–2015 CI 1.11 Percentage of enrolled ESL Advanced adult learners who will acquire the level of English language skills needed to complete or advance one or more educational functioning levels. Test benchmark: BEST Literacy: 76–78; BEST Plus: 507–540; CASAS: 236–245: 25% for 2013–2014 18% for 2014–2015

Follow–up Outcome Measures CI 2.1 Percent of learners who are unemployed and in the labor force when they entered the program and who exit during the program year. (Entered Employment): 65% for 2013–2014 43% for 2014–2015 CI 2.2 Percent of learners who were not employed at time of entry and in the labor force, who enter employment by the first quarter after exit quarter; and learners employed at entry who exit during the program year. (Retained Employment): 74% for 2013–2014 70% for 2014–2015 CI 2.3 Percent of learners who earned a secondary credential while enrolled in adult education, or who had a secondary credential at entry, or who are enrolled in a class specifically designed for transition to postsecondary education or training, who exit during the program year. (Enter in Post–Secondary education or training): 27% for 2013–2014 10% for 2014–2015 CI 2.4 Percent of learners who take all GED tests, or are enrolled in adult high school at the high ASE level, or are enrolled in the assessment phase of the External Diploma Program (EDP), who exit during the program year: (Receipt of secondary diploma or GED): 96% for 2013–2014 98% for 2014–2015

During FY2014 and FY2015, Arkansas Rehabilitation Services (ARS) met or exceeded all performance standards and indicators required by the Rehabilitation Services Administration. ARS increased the number of individuals who achieved employment outcomes from 2,917 in FY2013 to 3,077 in FY2015. Seventy–two percent of individuals who exited the VR program after receiving services achieved an employment outcome. Over 99 percent achieved an employment outcome in competitive, self–employment, or Business Enterprise Program employment, earning at least minimum wage. Ninety–eight percent of those earning at least minimum wage were individuals with significant disabilities.

The above successes can be attributed to ARS’ goals and strategies to expand and improve services offered to individuals with disabilities. ARS significantly improved its name recognition resulting in improved referrals and increased employment outcomes. ARS provided education to employers about disability issues and the value and experience individuals with disabilities has to offer. Vocational rehabilitation counselors and business relations representatives were trained on how to better reach the unserved and underserved minority populations, and how to utilize Assistive Technology at Work (AT@Work) and the Increasing Capabilities Access Network (ICAN) to provide individuals with disabilities with a broad range of assistive technology services and devices.

In collaboration with stakeholders, ARS developed a job coaching training certificate program and implemented it in FY2014 through FY2015. The job coach training was offered online and through live training throughout the state to supported employment providers. ARS worked closely with the Arkansas Career Training Institute (ACTI), a comprehensive rehabilitation center, to place graduates in employment. ACTI provided counseling and case management, vocational assessments and evaluations, vocational training, and employability skills. The Arkansas Transition Program and ACTI partnered to develop and implement the Transition Employment Program (TEP). This program targeted high school students to provide training and work experiences during the summer following their junior year.

ARS, in collaboration with Arkansas Transition Services, provided guidance to high schools to improve transition services from school to post–school activities including postsecondary educational and employment opportunities. In addition, ARS worked with Arkansas PROMISE, a research project open to youth ages 14 to 16 who currently receive SSI benefits. Participants and their families received services to support their education and career goals. Services included: intensive case management, two paid competitive work experiences, education and employment training and support for youth and families, health and wellness training, and benefits counseling.

ARS continued to support Project SEARCH, an international one–year internship program for individuals with developmental disabilities who desire sustainable, competitive employment.

Division for Service of the Blind (DSB) previous assessment results provides the results of an assessment of the effectiveness of the core programs and other one–stop partner programs and Combined State Plan partner program included in the plan during the preceding 2–year period. Describe how the State is adapting its strategies based on these assessments.

During FY2014 and FY2015, DSB increased the number of individuals who achieved employment outcomes from 335 in FY2014 to 366 in FY2015. In FY2014, sixty–three percent of the participants who exited the Vocational Rehabilitation (VR) program for the blind and visually impaired achieved an employment outcome. Sixty–eight percent of individuals who exited the VR program for the blind and visually impaired achieved an employment outcome in FY2015. All DSB clients are individuals with significant visual impairments or blindness.

Below is a detailed report of the strategies used in FY2015 and the assessment results of those strategies. DSB is using these strategies to strengthen and improve service delivery to visually impaired and blind participants who want to work by focusing on independent living skills that will allow participants to have freedom of movement, self–care skills, and the technological access they need to compete with non–disabled individuals. Next, DSB focuses on educational preparation in high school, career counseling and work experience situations. Youth and adult clients with no previous work history require similar strategies. DSB has improved from FY2014 to FY2015 by focusing on post–secondary educational preparation programs for participants, programs that are readily available in the job market and have frequent hiring upon graduation. Participants are encouraged to be active partners in their career selection by researching career fields, visiting job sites, and talking to colleges. DSB clients know who is hiring and where prior to beginning a field of study. DSB assists by making the connections and conversations happen. Moving forward DSB will focus on improving relationships with employers so that participants have ready access to real world situations and possibilities.

Evaluation and Reports of Progress: VR and Supported Employment Goals. An evaluation of the extent to which the VR program goals described in the approved VR services portion of the Unified or Combined State Plan for the most recently completed program year were achieved. The evaluation must: • Identify the strategies that contributed to the achievement of the goals. • Describe the factors that impeded the achievement of the goals and priorities. Evaluation of FY 2015 VR Goals: Below are the evaluation and reports of progress for the most recently completed FY 2015 VR Goals and Priorities, covering October 1, 2014 – September 30, 2015: Goal 1: DSB will increase the employment opportunities for people who are blind or severely visually impaired. Strategy: VR Counselors and Rehabilitation Teachers will make job contacts with employers. Performance Measure: • Each VR Counselor and Rehabilitation Teacher will make two face–to–face job contacts with employers per month. • A brochure will be developed to give employers. Goal Met/Extended: Counselors and Rehabilitation Teachers continue to make two face–to–face contacts with employers per month and document them in monthly reports. Development of an employer brochure is continuing in cooperation with the Department of Career Education. Strategy: DSB will encourage and support viable self–employment. Performance Measure: • All self–employment proposals will be reviewed by a team composed of the Business and Technology Unit Manager, the Field Services Administrator, and the VR Counselor to ensure that a proposal is realistic and sustainable before it is approved and any funds are provided. • In addition to the goal and steps of self–employment being on the IPE, the consumer must complete a written business plan with the DSB business–ownership team described above. • A brochure will be developed to provide interested consumers with information about DSB’s small business self–employment program. • Staff will receive training in Operation Jumpstart, a hands–on, microenterprise development program designed to help entrepreneurs test the feasibility of their business ideas and plan to launch new ventures. DSB’s Operation Jumpstart’s mission is to help consumers who have expressed an interest in starting their own business, explore the possibility, develop a business plan, and start their own business. In doing so we help them become economically independent and be an active part of their communities. Goal Met/Extended: This process was followed and business plans were submitted and approved. However, the Small Business Program was restructured and moved to the Field Services unit. As a result, plans for a small business brochure are being revised. Instead of doing an Operation Jumpstart training in 2015, it was decided to do one–on–one assistance to consumers as needed using the Small Business Developer. Strategy: Based upon consumer response and effectiveness, DSB will continue to hold Job Clubs to assist participants in acquiring job seeking skills and improving their probability of securing employment. Job Clubs also encourage peer mentoring. Performance Measure: • Job Clubs will be held at least once a month at the DSB Tech Lab and field offices. Goal Met: Job Clubs are being conducted as planned. Strategy: DSB will continue to refer individuals for benefits counseling. Performance Measure: • Area Supervisors will monitor caseloads to ensure that VR Counselors will refer at least 10 consumers per caseload for benefits counseling. • The monthly report will be revised to capture this information. Goal Met: The White River Area Agency on Aging continues as an employment network doing benefits counseling for DSB consumers. Instead of revising the monthly report, a form specific to benefits counseling referrals was developed. Strategy: DSB will continue to refer eligible Older Blind individuals to VR. Performance Measure: • DSB will refer 100% of eligible Older Blind individuals to VR. Goal Met: All Older Blind individuals interested in employment are referred to VR. Strategy: DSB will continue to recognize successful consumers and their employers and will encourage peer mentoring. Performance Measures: • Each counselor who has been in his/her position for at least a year will nominate one individual from his/her caseload as a candidate for state Consumer of the Year and encourage the individual to serve as a peer mentor to other people who are blind or severely visually impaired. • DSB will award Consumer of the Year candidates and their employers with trophies/plaques and related publicity. Goal Met: Counselors are nominating outstanding Consumers of the Year, and the consumers and their employers are being recognized with trophies/plaques and publicity. Strategy: DSB will continue to expand its assistive technology services and improve access to these services and equipment. Performance Measures: • DSB will acquire specialized training to develop the skills and credentials of Rehabilitation Teachers. • DSB will continue to assign new Rehabilitation Teachers to assistive technology training as vacant positions are filled, so that staff can provide basic technology support to consumers in their respective geographic areas statewide. Supervisors will schedule veteran RTs for remedial training as a formal part of their professional development plan. • DSB will continue to provide training to new Workforce Services staff as vacancies occur in order to increase their knowledge of accessible technology and the needs of consumers. • DSB staff will continue to meet consumers at Workforce Services offices, including DSB–sponsored accessible kiosks, in order to assist consumers in their job searches and in becoming more comfortable interacting with the public in an employment setting. Goal Met: DSB provided new Rehabilitation Teachers with assistive technology training and continued to train Workforce Services staffs. VR Counselors met consumers at accessible kiosks to assist them in their job searches. Strategy: DSB will increase the skills, credentials and professional affiliations of its novice Vocational Rehabilitation Counselors as they move to assume senior counseling responsibilities in connection with DSB overall succession planning. Performance Measures: • Novice counselors will attend a specific orientation to VR issues and will participate in specialized training, through the Arkansas Rehabilitation Association or other qualified sources. • Novice counselors will be exposed to professional organizations each year, as documented in their professional development plans. Goal Met: Novice counselors were given the opportunity to attend the ARA annual conference and to apply for stipends to attend the conferences of professional organizations. Strategy: DSB will contract with local providers to secure select VR services to capitalize on the established relationships of such contractors with local employers, to secure appropriate employment for DSB clients in geographic proximity to their homes. Performance Measure: • Deliverables within the contracts will be met. Goal Met: Instead of contracting with employment providers, DSB decided to pay private, local job placement specialists on a fee–for–service basis. Strategy: DSB will establish multi–layered support systems for clients by developing performance based contracts with Faith–Based Organizations (FBO’s) and other providers across the state, as an extension of their missions, to provide depth to volunteer employment–related transportation and other services in rural areas of the state. Performance Measure: • Deliverables within the contracts will be met. Goal Met: Deliverables were met by CIL’s who participated in the RFQ and contracted with DSB, but some CIL’s chose not to participate. No responses were received from FBO’s. Strategy: DSB will establish an information clearinghouse and scheduled demonstration lab on selected college campuses to inform Transition Partner organizations of the needs of students with significant vision problems, and the cost–effective resources available to them. Performance Measure: • An information clearinghouse and scheduled demonstration lab will be established on at least one college campus. Goal Met: The Business and Technology Unit demonstrated technology to college and high school students on a college campus. Strategy: DSB will explore ways to better utilize the DSB central Tech Lab. Performance Measure: • DSB will re–design the technology needs assessment and database process for the DSB central Tech Lab to better align it with RSA guidelines on Rehabilitation Engineering. This is a specific initiative of the DSB Leadership Training Team, in partnership with the Oklahoma Wicked Innovation: Next Generation Solutions (WINGS) leadership training project. Goal Met: A survey about Tech Lab services was received by consumers and DSB staff. The response rate was very low, but the WINGS project itself led to the purchase of an instructional library for use when teaching in the Tech Lab. This library includes tutorials for MS Word, Excel, PowerPoint, and Outlook for use with JAWS, MAGic, Window–eyes, and Internet Explorer. The tutorials are updated on a regular basis and additional instructional materials for other software and equipment is added as needed or available. Strategy: DSB will convert its client data MIS system to a web–based environment. Performance Measures: • Counselors will be able to enter client data and gather signatures during local visits, which will streamline the flow of services. • The new system will facilitate the production of statistical reports. Goal Met: DSB purchased the AWARE data management system and all staff are now proficient in its use. Strategy: To augment the efforts of DSB staff, DSB will use peer mentoring in a variety of situations to allow experienced consumers to provide information, advice, and support to less experienced consumers, often leading and guiding by example of his/her success in an area. Performance Measures: • Peer mentoring will be used to connect consumers interested in self–employment with individuals who have owned small businesses and can offer advice and support. • Consumers of the Year will be encouraged to provide peer mentoring to other individuals who are blind and severely visually impaired that are trying to manage their rehabilitation plans, gain marketable skills, and secure good jobs. • Participants in Job Club will be encouraged to mentor each other in their searches for employment and development of job readiness skills. Goal Met: Peer mentoring is occurring as planned. Goal 2: DSB will increase its services to transition students. Strategy: DSB will support training and the exchange of information among state transition partner organizations. Performance Measure: • DSB will sponsor or participate in at least one training or event that will bring together transition partners for the purpose of exchanging information that will specifically benefit students who are blind or severely visually impaired. Goal Met: A Parent Summit was held in Harrison and West Memphis in 2015 for transition students and their families from throughout the state. Transition partners were invited to attend and some were asked to make presentations. The success of the summit confirmed that additional summits will be held around the state in coming years. Strategy: DSB will update the collaborative database of transition students as needed. Performance Measure: • The Transition Coordinator will review the database to insure it is being maintained by Rehabilitation Assistants, who input local information. Goal Met: The Transition Coordinator reviewed the database and insured it was being maintained. Strategy: VR Counselors will continue to track transition students on their caseloads to insure that the IPE is developed or updated before a student graduates from high school. Performance Measure: • Area Supervisors will monitor this during case reviews to insure that no transition student will graduate without a current IPE. Goal Met: Case reviews showed no students were graduating without current IPE’s. Strategy: DSB will hold Parent Summits around the state to assist parents and other stakeholders in becoming more knowledgeable and better prepared to advocate for their children at Individualized Education Plan (IEP) meetings. Performance Measure: • In FY 2015, DSB will invite ESVI Regional Certified Vision Consultants and transition parents to Parent Summits with VR Counselors and Rehabilitation Teachers, to provide information about students’ rights and accommodations. Goal Met: A Parent Summits were held in West Memphis and Harrison for transition students and their families from throughout the state. ESVI was included on the agenda. The information provided included IEP’s, but topics extended beyond high school and into college services. The success of the summit confirmed that additional summits will be held around the state in coming years. Strategy: VR Counselors or Rehabilitation Teachers will make face–to–face visits to each school counselor assigned to students who are blind or visually impaired in their territories. Performance Measure: • VR Counselors or Rehabilitation Teachers will have from the beginning of the school year to December 1, to complete the face–to–face visits to school counselors described above. Goal Met: VR Counselors made face–to–face contacts within required timeframes. Strategy: DSB will continue to provide assessments to transition students specifically focused on activities of daily living, including but not limited to, mobility, knowledge of available transportation resources, self–advocacy, and acquisition of a variety of reading options, awareness of job opportunities, and rights and responsibilities as an informed consumer. Performance Measure: • All transition students will be referred to Rehabilitation Teachers for assessment of daily living skills and needed instruction. Goal Met: Transition students are referred for assessments in accordance with policy and the State Plan. Strategy: DSB will continue to strengthen relationships with public schools, including Arkansas School for the Blind and Visually Impaired. Performance Measure: • DSB will continue its system of mail–outs and emails to public schools. Goal Met: Mail–outs and emails are sent to contacts in public schools and have improved communication and strengthened relationships. Strategy: DSB will continue to strengthen relationships with ESVI. Performance Measures: • DSB will continue its system of mail–outs and emails to area ESVI representatives. In addition to the local networking efforts, the Transition Coordinator will dialogue with ESVI at a state level to discover any transition students that need services and should be referred to DSB. • DSB will refer young consumers to ESVI and will encourage referrals from ESVI to DSB. Goal Met: Mail–outs and emails are sent to ESVI Regional Certified Vision Consultants and have improved communication and strengthened relationships. The Transition Coordinator maintains contact with ESVI at a state level. Goal 3: DSB will expand its outreach efforts to include the general public, as well as the unserved, underserved, minorities, and stakeholders. Strategy: DSB will use exhibit booths to educate the public about DSB services and their availability. Performance Measure: • Each VR Counselor will man at least one DSB exhibit at a widely attended or significantly relevant event in his/her territory. Goal Met: VR Counselors met or exceeded this goal in each territory. Strategy: DSB will contract with CIL’s to reach out to faith–based organizations and inform them of DSB services. Performance Measure: • CIL’s will submit to DSB copies of minutes of meetings with faith–based groups, reports on trainings, and monthly reports, including the number of faith–based referrals. Goal Met: DSB staff monitoring the contract determined that CIL’s submitted program and financial documentation as required by the RFQ. Strategy: DSB will increase its services to minorities. Performance Measures: • DSB will make at least one minority outreach effort to Hispanic, Asian, or other ethnic groups in each of its geographic areas in FY 2015. Goal Met: VR Counselors met or exceeded this goal in each area. Strategy: Area Supervisors and DSB administrative staff will continue to attend the state conferences of blindness consumer groups, and opportunities will be offered to direct service staff as well. Performance Measure: • DSB will continue to send at least five supervisors/administrators to these conferences and will make presentations as requested. Goal Met: DSB exceeded the number of supervisors and administrators that were to be sent to conferences of blindness consumer groups. Opportunities to attend these conferences were extended to direct service staff, and some staff chose to participate. An evaluation of the extent to which the Supported Employment (SE) program goals described in the Supported Employment Supplement for the most recent program year were achieved. The evaluation must: • Identify the strategies that contributed to the achievement of the goals. • Describe the factors that impeded the achievement of the goals and priorities. Evaluation of FY 2015 SE Goals: Below are the evaluation and reports of progress for the most recently completed FY 2015 SE Goals and Priorities, covering October 1, 2014 – September 30, 2015:

Goal 1: Increase the number of Supported Employment Providers to better serve DSB consumers. Strategy: DSB will provide resources to significantly expand the capacity of its partners World Services for the Blind (WSB) and Arkansas Lighthouse for the Blind (LFB) as Community Rehabilitation Programs to provide Supported Employment services to DSB consumers. Performance Measure: • WSB and LFB will begin providing SE services to at least half of the DSB consumers in supported employment during FY 2015. Goal Met: DSB referred 100 percent of its SE consumers to WSB and LFB in 2015. DSB also established a methodology for each VR Counselor to submit two SE referrals to WSB, so that 26 consumers would be referred each year forward of 2015. Strategy: DSB will continue to collaborate with other agencies, such as Arkansas Chapter of APSE: Advancing Employment, Connecting People, to expand the number of SE providers.

Performance Measure: • At least two new potential SE providers will be identified and contacted. Goal Met: Career Links and Friendship Community Care became new SE providers for DSB. Strategy: DSB will encourage consumers’ family members and other natural support individuals to become SE providers. Performance Measure: • DSB will collaborate with TACE and other organizations to develop training for the family support member and consumer. Goal Met: Training for natural supports was developed in 2013 and finalized and held in March 2014, trainings continued into 2015. Strategy: DSB will continue to encourage CRPs to become Employment Networks (ENs). Performance Measure: • A meeting will have taken place with at least one CRP to discuss the possibility of its becoming an EN. Goal Met: DSB discussed the possibility of becoming EN’s with WSB and LFB.

Goal 2: Increase the quality of SE Providers for individuals who are blind or severely visually impaired. Strategy: DSB will collaborate with TACE and other organizations to develop training for the family support member and consumer. Performance Measures: • At least one training on SE will be offered to family support personnel and SE consumers. Goal Met: DSB collaborated with TACE, WSB and LFB to develop the training for natural supports. The first training was held in March 2014 and continued into 2015. Strategy: Orient DSB staff to new program design. Performance Measures: • At least one staff training on SE program design will be conducted in FY 2015. Goal Met: Staff received training on the new program design at the annual field service meeting.

DSB is transitioning into using the performance accountability measures under section 116 of WIOA. Steps have been taken to conduct a statistical analysis over the last three years in order to develop a baseline of performance percentages for the agency in order to move forward to set applicable performance standards under section 116 of WIOA.