Chapter 7: Credentials - SOM - State of Michigan



Chapter 7: CredentialsSection 7-1: Credential AttainmentPurposeUnder the Workforce Innovation and Opportunity Act (WIOA), the term “Recognized Post-secondary Credential” means a credential consisting of an industry-recognized certificate or certification, a certificate of completion of an apprenticeship, a license recognized by the state involved or federal government, or an associate or baccalaureate degree.Credentials are designed to equip individuals to enter or re-enter employment, retain employment, or advance into better employment. Training and Employment Guidance Letter (TEGL) 15-10 established “credential” as the umbrella term encompassing post-secondary degrees, diplomas, high school equivalency (HSE) diplomas, licenses, and industry-recognized certifications. A credential must be awarded in recognition of an individual's attainment of measurable technical or occupational skills necessary to gain employment or advance within an occupation. These technical or occupational skills are generally based on standards developed or endorsed by employers.Public and Private Credential Issuing EntitiesA variety of different public and private entities issue recognized post-secondary credentials. In general, they can be lumped into three categories: (1) government, (2) educational institutions, and (3) businesses, non-educational profits, and industry associations.Below is a list of the types of organizations and institutions that award recognized post-secondary credentials. However, not all credentials by these entities meet the definition of recognized post-secondary credential.A state educational agency or a state agency responsible for administering vocational and technical education within a state.An institution of higher education described in Section 102 of the Higher Education Act (20 United State Code 1002) that is qualified to participate in the student financial assistance programs authorized by Title IV of that Act. This includes community colleges, proprietary schools, and all other institutions of higher education that are eligible to participate in federal student financial aid programs.An institution of higher education that is formally controlled or has been formally sanctioned or chartered by the governing body of an Indian tribe or tribes.A professional, industry, or employer organization (e.g., National Institute for Automotive Service Excellence certification, National Institute for Metalworking Skills, Inc., Machining Level I credential) or product manufacturer or developer (e.g., recognized Microsoft Information Technology (IT) certificates, such as Microsoft Certified IT Professional, Certified Novell Engineer, a Sun Certified Java Programmer, etc.) using a valid and reliable assessment of an individual’s knowledge, skills, and abilities.Employment and Training Administration (ETA) Office of Apprenticeship or a state Apprenticeship Agency.A public regulatory agency, which awards a credential upon an individual’s fulfillment of educational, work experience, or skill requirements that are legally necessary for an individual to use an occupational or professional title or to practice an occupation or profession (e.g., Federal Aviation Administration, Aviation mechanic license, or a state licensed asbestos inspector).A program that has been approved by the Department of Veterans Affairs to offer education benefits to veterans and other eligible persons.Job Corps, which issues certificates for completing career training programs that are based on industry skills standards and certification requirements.ReferencesTEGLs 15-10 and 10-16, Change 1Guide to Credentialing and Recommended Strategies for Michigan, May 2015Section 7-2: High Quality Credentialing and Performance Factors High Quality CredentialingState and federal policymakers have developed a number of different criteria for determining the quality of credentials, customized to the needs of their constituents or regions. The United States Department of Labor (USDOL) standard includes four qualities to look for in a credential: Performance FactorsCredential AttainmentCredential attainment is defined as the percentage of those participants enrolled in an education or training program (excluding those in On-the-Job Training [OJT] and customized training) who attained a recognized post-secondary credential or a secondary school diploma, or its recognized equivalent, during participation in or within one year after exit from the program.A participant who has attained a secondary school diploma or its recognized equivalent is included in the percentage of participants who have attained a secondary school diploma or its recognized equivalent only if the participant is also either employed within four quarters after exit or is enrolled in an education or training program leading to a recognized post-secondary credential within 365 days of exit from the program.Please Note: Although TEGL 10-16, Change 1 states in several places that this measure looks at those who were employed or enrolled in an education or training program leading to a recognized post-secondary credential within one year after exit, the 9169 Performance Report actually looks at the quarters after exit for employment. So, if the exit occurred February 10, 2019, the participant would have until March 31, 2020, to be employed, not February 10, 2020. Employment will always be measured in quarters, whereas a credential will be measured in days (365 days for one year).It is important to note that OJT and customized training are excluded from the credential attainment performance indicator because although they provide employment benefits to recipients of these services, they rarely result in a credential. However, the ETA encourages local areas to consider OJT and customized training programs that do result in a credential.MethodologyThe calculation includes all participants who exited from a program and were in either a post-secondary education or training program (other than OJT and customized training) OR in a secondary education program at or above the 9th grade level without a secondary school diploma or its equivalent:The number of participants who exited during the reporting period who obtained a recognized post-secondary credential during the program or within one year after exit OR those who were in a secondary education program and obtained a secondary school diploma or its recognized equivalent during the program or within one year after exit and were also employed, or in an education or training program leading to a recognized post-secondary credential within one year after exit DIVIDED by the number of participants enrolled in an education or training program (excluding those in OJT and customized training) who exited during the reporting period.Operational ParametersDefinition of Credential: This indicator measures attainment of two types of credentials: either a recognized post-secondary credential, or a secondary school diploma or its recognized equivalent.A recognized post-secondary credential is defined as a credential consisting of an industry-recognized certificate or certification, a certificate of completion of an apprenticeship, a license recognized by the state involved or federal government, or an associate or baccalaureate degree. A recognized post-secondary credential is awarded in recognition of an individual’s attainment of measurable technical or industry/occupational skills necessary to obtain employment or advance within an industry/occupation. These technical or industry/occupational skills generally are based on standards developed or endorsed by employers or industry associations. Neither certificates awarded by workforce development boards, nor work readiness certificates, are included in this definition because neither type of certificate documents the measurable technical or industry/occupational skills necessary to gain employment or advance within an occupation. Likewise, such certificates must recognize technology or industry/occupational skills for the specific industry/occupation rather than general skills related to safety, hygiene, etc., even if such general skills certificates are broadly required to qualify for entry-level employment or advancement in employment.For purposes of the credential attainment performance indicator, a secondary school diploma (or alternate diploma, commonly referred to as high school diploma) is one that is recognized by a state and that is included for accountability purposes under the Elementary and Secondary Education Act (ESEA) of 1965, as amended by the Every Student Succeeds Act. A secondary school equivalency certification signifies that a student has completed the requirements for a high school education. The types of recognized equivalents, for those not covered under ESEA, that would satisfy this performance indicator are those recognized by a state. The State of Michigan recognizes the General Equivalency Diploma (GED), Test Assessing Secondary Completion (TASC), and High School Equivalency Test (HiSET).Examples of secondary school diplomas, alternate diplomas, and recognized equivalents recognized by individual states include:Obtaining certification of attaining passing scores on a state-recognized HiSET.Earning a secondary school diploma or state-recognized equivalent through a credit-bearing secondary education program sanctioned by state law, code, or regulation.Obtaining certification of passing a state recognized competency-based assessment.Types of Acceptable CredentialsThe following are acceptable types of credentials that count toward the credential attainment indicator:Secondary School diploma or recognized equivalent.Associate degree.Bachelor’s degree.Occupational licensure.Occupational certificate, including Registered Apprenticeship and Career and Technical Education educational certificates.Occupational certification.Other recognized certificates of industry/occupational skills completion sufficient to qualify for entry-level or advancement in employment.Secondary School DiplomaA high school diploma recognized by the State and included for accountability purposes under the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act. (TEGL 10-16, Change 1)High School EquivalencyPursuant to Michigan Public Act 249 of 2016, Section (4)(6), the three (3) high school equivalency tests in Michigan shall include the GED?, HiSET?, and TASC assessments.Associate DegreeAn award that normally requires at least two but less than four years of full-time equivalent college work. (TEGL 15-10)Bachelor’s DegreeAn award (baccalaureate or equivalent degree, as determined by the Secretary, U.S. Department of Education) that normally requires at least four but not more than five years of full-time equivalent college-level work. (TEGL 15-10)Occupational LicensureOccupational licenses are required by government entities, typically state regulatory bodies, before an individual is allowed to be employed in and practice a trade, profession or other occupation. (TEGL 15-10)Occupational CertificateIncludes Registered Apprenticeship and Career and Technical Education certificates, per TEGL 14-18. Occupational CertificationCertifications indicate that an individual has acquired the necessary knowledge, skills and sometimes personal attributes to perform a specific occupation/skill. (TEGL 15-10)Other Recognized Diploma, Degree, or CertificateShould only be utilized in rare instances when other training types are clearly not appropriate.? Per TEGL 14-18, only include if sufficient to qualify for entry-level or advancement in employment.Individuals included in the Calculation of the Credential Attainment IndicatorFor each core program, a description of who is considered to be enrolled in an “education or training program” and thus included in the credential attainment indicator, follows: Title I Adult: All Adult program participants who received training that was not OJT or Customized Training are included in the credential attainment indicator.Title I Dislocated Worker: All Dislocated Worker program participants who received training that was not OJT or Customized Training are included in the credential attainment indicator.Title I Youth: All WIOA In-School Youth are included in the credential attainment indicator since they are attending secondary or post-secondary school. Only WIOA Out-of-School Youth who participate in one of the following are included in the credential attainment indicator:The program element occupational skills training.Secondary education during participation in the Title I Youth program.Post-secondary education during participation in the Title I Youth program.Title II-funded Adult Education during participation in the Title I Youth program.YouthBuild during participation in the Title I Youth program.Job Corps during participation in the Title I Youth program.Exclusions from the MeasureParticipants who exited a program and who were enrolled in the following are excluded from the credential attainment indicator:OJT only.Customized training only.The Title III Employment Service program (Wagner-Peyser) only.Also, participants who exit for any of the reasons listed in TEGL 10-16, Change 1, Attachment 2, Tables A through C are excluded from the credential attainment indicator.ReferencesTEGLs 15-10 and 10-16, Change 1Guide to Credentialing and Recommended Strategies for Michigan, May 2015Section 7-3: Frequently Asked QuestionsQ: May a Workforce Development Board (WDB) approved credential be reported as a credential in One-Stop Management Information System (OSMIS)?A: No. As of Program Year 2015, with the implementation of the WIOA, no WDB approved credentials will count toward positive performance calculations, even if there is local policy stating otherwise.? Further, WDB approved credentials will not be found as acceptable source documentation during Data Validation reviews covering Program Year 2015 and forward.? Given that Data Validation reviews cover former participants, the Michigan Works! Agencies (MWAs) will not be penalized for WDB approved credentials, excluding the National Career Readiness Certificate (NCRC), that meet the requirements as stated in TEGL 15-10, and were attained prior to the implementation of the WIOA.Q: May the NCRC be reported as a credential?A: No.? Following the Michigan 2015 consolidated review, conducted by the USDOL, a finding stated the following:TEGL 15-10 states work readiness certificates and the Workforce Development Board issued certificates are not recognized as credentials.? The ETA considers the NCRC to be work readiness and therefore cannot be counted as a credential. ?The state must ensure no NCRC is counted as a credential when reporting to the ETA for Program Year 2014, the time period of October 1, 2013 – September 30, 2014.In addition, for all participant exits after September 30, 2014, the MWAs should ensure that receipt of the NCRC is not recorded as either a “Credential Received” or “Credential Attainment” for any Workforce Investment Act (WIA) or WIOA participant.? This guidance was sent in a letter to all agency directors on July 9, 2015.Q: Does completion of OJT count as a credential?A: Completion of an OJT does not count as a credential. However, participants are excluded from the credential performance measure if they only receive OJT.Q: Can a certificate of attendance or a sign-in sheet be used to verify a credential?A: Because skills gained must be measurable, a certificate of attendance or sign-in sheet does not verify credential attainment.Q: Does a Cardiopulmonary Resuscitation (CPR) certificate or Occupational Safety and Health Administration (OSHA) certificate count as a credential?A: No. While CPR or OSHA training may provide benefit to participants as they begin to gain general knowledge about occupations and occupational standards, participants are unlikely to gain employment or advance within an occupation based solely upon receiving a CPR or OSHA certificate. For all participants enrolled as of November 19, 2014, CPR and OSHA certificates may not be reported as credentials. This includes OSHA 30 certificates as well.Q: Does a ServSafe certificate count as a credential?A: There are multiple certificates and certifications from ServSafe.? The Food Handler certification does not meet the required USDOL criteria of a credential.? However, the ServSafe Food Protection Manager certification has been determined to meet the USDOL definition for credential. ?Therefore, for those participants enrolled in the WIOA, ServSafe Food Handler certificates may not be reported as credentials.Q: What if a participant successfully completes a college degree in August, but the university only issues diplomas in December and May?A: The student’s transcript will list the date of degree attainment as a date in August following completion of courses. This is the preferred method of reporting for these participants. Should the transcript not be available or, in a rare event, list the date of attainment as the next mass graduation date (December), the local MWA has two options:Provide the participant with an appropriate additional service to extend enrollment to ensure the credential is in the file and entered in the OSMIS prior to exit; orExit the participant with an OSMIS reminder set to obtain verification from the participant following the issuance of the official degree. Enter the attainment and the date of attainment (the date on the degree). The credential must be received within one year of exit.Q: Is a Certificate of Completion issued by a high school in lieu of a high school diploma an acceptable credential?A: No. The only equivalents that Michigan recognizes are the GED, TASC, and HiSET. This question often arises when providing services to students with disabilities. The following excerpt is from the Michigan State Board of Education and the Michigan Department of Education (MDE) guidance concerning this population:The standards set by the state legislature are the curriculum standards for the state and, therefore, become the foundation for educating all students in the State of Michigan. The requirement of a Free and Appropriate Public Education (FAPE) project requires that educators provide students with disabilities full access to these standards. The standard for FAPE is clear in the federal regulations that these curriculum standards must be the foundation for all instruction. However, for students with more significant disabilities, the Individual Education Plan may modify content and instruction to achieve the desired outcomes for a student. Beyond curriculum modification, students also can have specific accommodations that assist them to learn within these standards. The federal Individuals with Disabilities Education Act (IDEA) is very clear that all students with disabilities have a right to access, participate, and perform in the general education curriculum. While IDEA guarantees FAPE, it does not provide a guarantee that a student with disabilities is entitled to a diploma. Diploma granting is a local board decision, but school boards now have specific graduation requirements they must address, and these are spelled out in state law.Unfortunately, the Michigan Department of Labor and Economic Opportunity-Workforce Development (LEO-WD) is unable to expand our definition beyond the MDE guidance and reminds each agency that the WIOA is service-driven.? This is in no way to change who is/is not to be enrolled.Q: Can I use an unofficial HSE transcript to verify credential attainment?A: No. The unofficial transcript does not have the date of attainment, which is the date that the State of Michigan verifies and issues the official certificate.Q: Does completion of a Microsoft Word, Excel, or similar program count as a credential?A: No. These single skill certificates do not count as credentials. However, completion of the Microsoft Office suite is an acceptable credential.Q: Does a National Retail Federation certification count as a credential?A: Yes. Per the USDOL correspondence, this certification is an acceptable credential.Q: What is an industry-recognized credential?A: Industry-recognized credentials are sought or accepted by employers within the industry or sector involved, and are a recognized, preferred, or required credential for recruitment, screening, hiring, retention, or advancement purposes. They may include occupational skills certificates, diplomas, degrees, certificates, or licenses.Q: May an individual employer issue a credential?A: No. Individual employers are not recognized in the list of approved credential issuing entities listed in TEGL 15-10 or TEGL 10-16, Change 1.Q: Does a digital badge count as a credential?A: WD has yet to review a digital badge that meets the requirements of TEGL 15-10 and TEGL 10-16, Change 1. As new badges are developed on a frequent basis, the MWAs are to ensure compliance with these TEGLs when determining validity of a digital badge.Q. May I record a graduate degree as a credential?A: No. Per USDOL TEGL 10-16, Change 1, graduate degrees do not count toward the Credential Attainment Rate for WIOA Title I participants.Q: Are In-School Youth exited back to secondary school excluded from the Credential Attainment Rate performance measure?A: No. These participants must obtain a secondary school diploma or its recognized equivalent AND must also meet an additional condition of either 1) obtaining employment; or 2) enrollment in an education or training program leading to a recognized post-secondary credential, within one year following exit to be counted as a successful outcome.ReferencesTEGLs 15-10, 06-14, and 10-16, Change 1 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download