Agenda

**(3 Minutes)**

A.  Transition to this module (Element 4) by showing the title slide.
    Explain that you will now cover Element No. 4: Universal Access

> ![](media/image3.wmf)

B.  Show the "Agenda" slide (#4-1) and say that you would like to give
    them an overview of the module.\
    ![](media/image3.wmf)

C.  Refer to the slide to review the training agenda.

D.  Ask if they have any questions and respond appropriately. If they
    have none, move on to the learning objectives.

### **Learning Objectives (3 Minutes)**

A.  Show the "Learning Objectives" slide (#4-2).

> ![](media/image3.wmf)

B.  Say you would like to give them an overview of the learning
    objectives.

C.  Refer to the slide to review the module's learning objectives.

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E.  Ask if they have any questions and respond appropriately. If they
    have none, transition to the key requirement for Universal Access.

**Key Requirement for Universal Access\
(\_\_\_ Minutes)**

A.  Show the "Key Requirement for Universal Access" slide (#4-3).

> ![](media/image4.wmf)

B.  Use the slide to explain the key requirement for Universal Access
    and the meaning of the term:

+-----------------------------------------------------------------------+
| Section 188 of WIA requires recipients to take appropriate steps to   |
| ensure that they are providing universal access to their WIA funded   |
| programs and activities.                                              |
|                                                                       |
| "Universal Access" means that an equivalent level of information      |
| regarding aid, benefits, services, and training is provided to all    |
| populations of eligible participants.                                 |
+-----------------------------------------------------------------------+

C.  Show the "Key Requirement for Universal Access (cont.)"

slide (#4-4).

> ![](media/image3.wmf)

  -----------------------------------------------------------------------
  Section 188 of WIA requires recipients to take appropriate steps to
  ensure that they are providing universal access to their WIA funded
  programs and activities.

  -----------------------------------------------------------------------

D.  Use the slide to enumerate the target populations:

+-----------------------------------------------------------------------+
| Universal access means that states and recipients should provide      |
| services to people of:                                                |
|                                                                       |
| -   Both sexes                                                        |
|                                                                       |
| -   All racial and ethnic groups                                      |
|                                                                       |
| -   With or without disabilities                                      |
|                                                                       |
| -   Different age groups                                              |
+-----------------------------------------------------------------------+

E.  Show the "Ways of Meeting Universal Access Requirements" slide
    (#4-5).

> ![](media/image3.wmf)

F.  Use the slide to explain the acceptable ways of meeting the
    universal access requirement:

+-----------------------------------------------------------------------+
| In Chapter 29, Part 37.42, the Code of Federal Regulations suggests   |
| some outreach strategies, such as:                                    |
|                                                                       |
| -   **Advertising in target media.** This means advertising with      |
|     neighborhood newspapers, ethnic radio stations, or any media to   |
|     reach specifically targeted populations.                          |
|                                                                       |
| -   **Sending notices about openings.** This means letting schools,   |
|     such as local colleges, and community service groups know about   |
|     job openings or services in your WIA programs and/or activities.  |
|                                                                       |
| -   **Consulting with Community Organizations.** This means           |
|     establishing routine communication and consultation with schools, |
|     community groups, and advocacy organizations -- for example,      |
|     community churches.                                               |
+-----------------------------------------------------------------------+

######## Assessing the Population

**(\_\_\_ Minutes)**

A.  Show the "Assessing the Population" slide (#4-6).

> ![](media/image3.wmf)

B.  Use the slide to briefly explain who is responsible for assessing
    the population.

C.  Show the "Assessing the Population" slide (#4-7).

> ![](media/image3.wmf)

D.  Use the slide to describe what the assessment plan should contain:

+-----------------------------------------------------------------------+
| The results of the assessment study should determine future           |
| performance goals for the state and its recipients. It is important,  |
| therefore, that the assessment study be well planned. At a minimum,   |
| the assessment plan should include:                                   |
|                                                                       |
| -   A clearly defined purpose and scope of the study                  |
|                                                                       |
| -   The methods to be used to gather data                             |
|                                                                       |
| -   The resources for data that are available, especially the free    |
|     data bases that already being maintained by government agencies   |
|     and nonprofit organizations                                       |
|                                                                       |
| -   A plan for how to use the study results                           |
+-----------------------------------------------------------------------+

E.  Show the "Assessing the Population" slide (#4-8).

> ![](media/image3.wmf)

F.  Use the slide to describe the purpose & scope of an assessment
    study:

+-----------------------------------------------------------------------+
| In order for the states and their recipients to communicate with      |
| their varying demographic groups, they must have a clear idea of who  |
| constitutes that group.                                               |
|                                                                       |
| They must also delimit the study. For example, what geographic area   |
| should be covered by the study? In general, the geographic scope of   |
| the assessment study should correspond with the labor market          |
| segmentation.                                                         |
|                                                                       |
| The assessment study helps states and their recipients identify their |
| client populations and other potential targets. The assessment study  |
| also helps them figure out ways of expanding the reach of their       |
| programs and activities.                                              |
|                                                                       |
| A good assessment study will do the following:                        |
|                                                                       |
| -   **Identify current & potential customers.** This includes those   |
|     currently taking advantage of WIA programs and services, as well  |
|     as other segments of the local population that are eligible but   |
|     are not currently being served. In other words, what are the      |
|     population groups they should be considering for participation in |
|     their programs and services?                                      |
|                                                                       |
| -   **Identify current and potential partners.** This includes those  |
|     government agencies, community-based organizations or CBOs,       |
|     nonprofits, and private businesses and organizations that are     |
|     currently serving as WIA partners. It also includes those who are |
|     not, but should and could become partners.                        |
|                                                                       |
| -   **Identify current and potential outreach media, methods, and     |
|     partners.** States and recipients would like to know what media   |
|     and media methods are currently being used to publicize WIA       |
|     programs and services. It is also very important to know which    |
|     WIA partners are currently helping with outreach? The study       |
|     should help states and other recipients to identify the existing  |
|     entities that may assist them to expand access to their WIA       |
|     programs, as well as initiating new outreach liaisons.            |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   **Develop recommendations for improving outreach strategies,      |
|     service strategies, labor market strategies, and performance      |
|     standards.**                                                      |
|                                                                       |
|     -   Outreach strategies are intended to be methodologies for      |
|         making contact with all segments of the population in the     |
|         local service area, especially those who are currently        |
|         underserved.                                                  |
|                                                                       |
|     -   Service strategies are designed to improve services to WIA    |
|         clients and customers, especially the underserved             |
|         populations.                                                  |
|                                                                       |
|     -   Labor market strategies include devising techniques to        |
|         stimulate the local economy and, therefore, generate more     |
|         employment and skills training opportunities for WIA clients. |
|                                                                       |
|     -   Performance standards are the minimum requirements that       |
|         recipients are expected to achieve in specific areas of       |
|         operation, such as universal access.                          |
|                                                                       |
| A good assessment study will help the states and their recipients     |
| improve their outreach, service, and labor market strategies. The     |
| study will also help the states establish locally standardized        |
| performance standards.                                                |
+-----------------------------------------------------------------------+

G.  Show the "Assessing the Population" slide (#4-9).

> ![](media/image3.wmf)

H.  Use the slide to give examples of methods to gather data for the
    assessment study.

I.  Show the "Assessing the Population" slide (#4-10).

> ![](media/image3.wmf)

J.  Use the slide to give examples of available resources:

  -----------------------------------------------------------------------
  Many organizations conduct studies that could be useful as starting
  points for the states and their recipients. The data collected by many
  of these organizations, especially those funded by the government or
  other nonprofit entities are usually free. It's important, therefore,
  to identify sources of available data and not have to do the assessment
  study from scratch. Here are some examples.

  -----------------------------------------------------------------------

K.  Read the examples on the slide. Then ask the participants if they
    can think of other available resources.

L.  Show the "Assessing the Population (cont.)" slide (#4-11).

> ![](media/image3.wmf)

M.  Use the slide to talk briefly about how to use the study results:

+-----------------------------------------------------------------------+
| The assessment study is designed primarily to help the states and     |
| their recipients to expand the access to WIA programs and services -- |
| in order to better meet the universal access requirement of WIA. The  |
| results of the study will help the states and their recipients to     |
| better understand their target populations, the communities they live |
| in, and the labor market conditions in their local areas.             |
|                                                                       |
| States may use the study results to shape their outreach, service,    |
| and labor market strategies -- that is:                               |
|                                                                       |
| -   How can improve universal access? In other words, how can they    |
|     reach more people? What strategic alliances can they establish to |
|     help them reach underserved populations?                          |
|                                                                       |
| -   How can they improve their services?                              |
|                                                                       |
| -   How can they increase available opportunities for WIA             |
|     populations?                                                      |
+-----------------------------------------------------------------------+

N.  Ask if they have any questions and respond appropriately. If they
    have none, move on to the Outreach and Recruitment Plan.

**Outreach and Recruitment Plans**

**(\_\_\_ Minutes)**

A.  Show the "Outreach and Recruitment Plan" slide (#4-9).

> ![](media/image3.wmf)

B.  Use slide to describe the outreach and recruitment plan.

+-----------------------------------------------------------------------+
| Based on the results of an assessment, the state should develop       |
| outreach and recruitment plans to broaden the pool of those groups    |
| for whom the assessment indicates there should be higher levels of    |
| employment and participation.                                         |
|                                                                       |
| For example, the study may show that there are large groups of people |
| in a local workforce investment area who do not speak English or who  |
| have very limited proficiency in the language.                        |
+-----------------------------------------------------------------------+

C.  Show the "Outreach and Recruitment Plans" slide (#4-13).

D.  Use the slide to explain the obligation to reach non-English
    speaking populations:

Explain the communication requirement for outreach and recruitment
plans.

+-----------------------------------------------------------------------+
| Sometimes the recipient finds that the local population includes      |
| large groups of people who speak and communicate only in a language   |
| other than English. In addition, the recipient may find that these    |
| non-English speakers are very poorly represented in the recipient's   |
| current client pool.                                                  |
|                                                                       |
| In that case, clearly, a plan should be developed to reach,           |
| communicate with, and improve services to those non-English-speaking  |
| populations. The Code of Federal Regulations provides that in such a  |
| case, recipients must take the following actions:                     |
|                                                                       |
| -   Consider the scope of the program or activity for which the       |
|     population is eligible                                            |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   Consider the size and concentration of the population that needs  |
|     services or information                                           |
|                                                                       |
| -   Take reasonable steps to provide services and information in the  |
|     appropriate languages, including:                                 |
|                                                                       |
|     -   "Equal Opportunity is the Law" Notice                         |
|                                                                       |
|     -   Brochures and other materials considered "Communications"     |
|                                                                       |
| However, just because there are **NO** large groups of                |
| non-English-speaking people in the local area, it does **NOT** mean   |
| that the recipient is off the hook. Even if there is **ONLY ONE**     |
| person who has limited English proficiency, the recipient is still    |
| obligated to take reasonable steps to meet the language needs of that |
| person.                                                               |
+-----------------------------------------------------------------------+

E.  Show the "Outreach and Recruitment Plans" slide (#4--14).

> ![](media/image3.wmf)

F.  Refer to the slide to list examples of what reasonable outreach and
    recruitment plans may include.

G.  Ask if they have any questions and respond appropriately. If they
    have none, tell them that you're going to apply what they just
    learned in the next activity, writing a Public Service Announcement.

**Activity:\
Public Service Announcement on**

**Universal Access**

**(15 Minutes)**

A.  Show the Activity Slide (# 4-15).

> ![](media/image3.wmf)

B.  Use the slide to introduce the activity and give the task
    instructions:

+-----------------------------------------------------------------------+
| In this next activity, you will get the chance to practice applying   |
| the concept of universal access. Here's what you need to do:          |
|                                                                       |
| -   Imagine that you're an EO Officer for a One-Stop Center located   |
|     along the southwest border of the country.                        |
|                                                                       |
| -   You've been asked to develop a Public Service Announcement or PSA |
|     for the WorkSource Program. This is an electronic One-Stop        |
|     workforce system for individuals who are interested in employment |
|     training services.                                                |
|                                                                       |
| -   Write a PSA that conforms to WIA's universal access requirements. |
|     There is space on page 9 of your participant guide for you to     |
|     write your PSA.                                                   |
|                                                                       |
| -   You have 15 minutes to write your PSA. When we're done, I will    |
|     ask for volunteers to share their PSA's with the rest of the      |
|     class.                                                            |
+-----------------------------------------------------------------------+

C.  Ask if there are any questions and respond appropriately. If there
    are none, remind them that they have 15 minutes beginning now.

D.  Give participants a 5-minute warning. When the time is up, ask for
    volunteers to read their announcement.

E.  Ask other participants for comments on the sample PSA's that are
    read. Make sure to draw out the following points regarding the
    samples read:

    1.  The announcement should have a "tag line," which states that the
        program is an Equal Opportunity program that does not
        discriminate on the bases of race, color, religion, sex,
        national origin, age, disability political affiliation or
        belief. (This was covered in Element 2.)

    2.  Because the One-Stop is located along the southwest border of
        the country, there will very likely be a limited English
        speaking population to address. Therefore, verify if the PSA
        samples -- or their writers -- considered:

        -   Publishing in Spanish or another language

        -   Publishing in a Spanish newspaper

        -   Broadcasting on a Spanish radio or TV station

        -   Addressing migrant farm workers

    3.  To reach persons with hearing impairments, did they include the
        numbers for their TDD/TYY or relay service?

F.  Ask participants what they learned from this exercise and facilitate
    a brief discussion.

G.  Ask if they have any questions and respond appropriately. If they
    don't, move on to documentation.

**Supporting Documentation for**

**Universal Access**

**(\_\_\_ Minutes)**

A.  Show the "Supporting Documentation: Universal Access"

slide(#4--16).

> ![](media/image3.wmf)

B.  Use the slide to briefly list the documents needed to demonstrate
    compliance with the universal access requirement.

C.  Make the following points:

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1.  The documentation for this element should include plans for
    targeting, outreach, and recruitment, as well as the criteria for
    determining services.

2.  The list is only an example, and documentation need not be limited
    to this list.

3.  The plans for One-Stop delivery systems to expand the pool of those
    considered for employment or participation in their programs, should
    be organized by race or ethnicity, sex, disability status, age, and
    language needs.

```{=html}
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```
D.  Ask if they have any questions and respond appropriately. If there
    are none, move on to state plan.

###### State's Implementation of the

###### Universal Access Requirement

**(10 Minutes)**

A.  Show the "State's Implementation of Universal Access Requirements"
    slide (#4-17).

> ![](media/image3.wmf)

B.  Introduce this segment:

+-----------------------------------------------------------------------+
| We will now focus on how your state implements the universal access   |
| requirements of WIA.                                                  |
|                                                                       |
| If you have a copy of your state's MOA with you, please turn to that  |
| section. As you know, in this training, we review primarily the       |
| federal EO regulations that your state must adhere to. The MOA        |
| submitted by your state describes how it is carrying out or plans to  |
| carry out those federal EO regulations.                               |
|                                                                       |
| However, it is also important to learn if there are any additional    |
| state requirements that you're expected to monitor. So, today, we     |
| have someone from the State who will address the following:           |
|                                                                       |
| -   How the state will communicate universal access obligations to    |
|     all recipients, including meeting the language needs of all       |
|     language groups that are part of recipients' client populations   |
|                                                                       |
| -   How recipients have made, and will continue making, efforts to    |
|     ensure universal access                                           |
|                                                                       |
| -   How the state will monitor and evaluate the success of its        |
|     recipients' universal access efforts                              |
+-----------------------------------------------------------------------+

C.  Introduce your state specialist or any other individuals you have
    asked to assist for this part of the training.

> (NOTE: It is helpful to utilize additional state specialists to
> explain and describe statewide procedures and systems. For example:
> WIA contracts and procurement specialists, WIA Management Information
> Systems managers, and Job Service and Unemployment Insurance
> administrators. In preparing this part of your presentation with your
> state specialist, use some of the adult learning methods you've
> learned.)

D.  Explain that some of the key issues to be presented include
    procedures, duties and responsibilities, and implementation staff.

E.  After the state presentation, transition to the wrap-up activity.

  ---------------------------------------------------- -------------------------------------------------------------
  ![](media/image4.png){width="0.5402777777777777in"   **Wrap-up Activity** **-- Quiz (15 minutes)**
  height="0.4513888888888889in"}                       

  ---------------------------------------------------- -------------------------------------------------------------

A.  Show "Wrap-up Activity: Quiz" slide (#4-18).

> ![](media/image4.wmf)

B.  Explain that you would like to end Element 4 with an activity to
    help them remember some points about universal access.

C.  Explain the task:

+-----------------------------------------------------------------------+
| You are about to take an imaginary journey.                           |
|                                                                       |
| I want you to close your eyes.                                        |
|                                                                       |
| Imagine that it is one year from now, and you're back in this very    |
| same room for a VIP Awards Banquet. You are receiving the Grand Prize |
| for an exceptional job at implementing the universal access           |
| requirements in your state. You are about to deliver your acceptance  |
| speech, which will detail your accomplishments.                       |
|                                                                       |
| Now, I want you to think in detail about what you did in the past     |
| year to win this award. You have about one or two minutes to do this  |
| beginning now.                                                        |
+-----------------------------------------------------------------------+

D.  Wait for about a minute or. Observe the class -- if they seem to be
    ready before two minutes are up, then continue the instructions:

  -----------------------------------------------------------------------
  Okay. Time's up. I'd like you to open your eyes and jot down the
  actions you took last year of which you are the most proud.

  -----------------------------------------------------------------------

E.  Tell them how much time they have to write their 2-3 paragraphs.
    About 10 minutes should be enough.

F.  Give them a two-minute warning, then a 1-minute warning. When the
    time is up, ask for volunteers to share their notes. Try to call on
    participants who have not been very active in previous modules.

G.  Ask the group to applaud wildly after each presentation.

H.  After a few sample acceptance speeches, lead a brief discussion on
    what they heard. Below are some questions to ask:

    1.  What are the central themes that received multiple mentions in
        the acceptance speeches?

    2.  What is the significance of the variety of items that were
        mentioned?

    3.  How many of you will commit, right now, to writing a letter one
        year from today indicating your actual use of items from this
        workshop?

I.  Ask if they have any questions and respond appropriately. If they
    have none, move on to the next activity.