Reference: Training and Employment Information Notice (TEIN) No. 27-93, dated January 11, 1994; TEIN No. 43-93, dated March 25, 1994; TEIN No. 49-93, dated April 25, 1994; and Federal/State/local partnership "Next Steps" conferences held around the country during March, April and May, 1994. Background: The increased funding for Title III in Program Year (PY) 1994 presents a unique opportunity to improve the dislocated worker program, and the overall employment and training system. As mentioned in TEIN No. 27-93, a portion of PY 1994 Title III discretionary funds has been earmarked for special TAT projects designed by and for the States to encourage and support program improvement projects as part of State efforts to improve program quality and capacity. There are two related efforts to improve program quality and capacity. Many States and substate areas, called Pioneers, have volunteered to undertake customer service improvements and measure customer satisfaction, which has been identified as a priority objective by the Department of Labor. Also, as part of the effort to build a partnership among the Federal, State and local levels of the employment and training system, an Enterprise Council has been formed. It consists of representatives from each of the three partners. The council will coordinate review of critical issues for EDWAA reinvention and customer service improvement. Discussion: The Program Improvement Initiative is to include a comprehensive review of the status of the State's Title III system in several critical areas. The process includes 1) an assessment of the current capabilities of the State's Title III delivery system, 2) the goals/standards to be used to assess effectiveness of current and future capability, and 3) priority program improvement actions to be completed in PY 1994. This initiative is an effort to encourage and support on-going program improvement efforts by the States, and should be coordinated with other fund sources and program improvement plans. These funds are to implement improvements to the delivery of services to dislocated workers in the Title III program. States should ensure that Title III program improvement projects take into account the need for coordination and integration of the entire JTPA/ES/UI training and employment system, including UI profiling and related reemployment services, capacity-building efforts under JTPA (TEIN Nos. 43-93 and 49-93), and one-stop career centers. Any State desiring to access funds set aside for this initiative must prepare a "Program Improvement Project Plan." Attachment I includes a description of the program dimensions which program improvement projects may address, and a set of tables which describe the information to be provided. The tables are for illustrative purposes, and it is up to the States to decide if they will use them for their submission. This plan should supplement, not supplant, ongoing State TAT activities. Some examples of types of projects that could be undertaken as part of this initiative are State and substate staff training related to customer satisfaction measurement and feedback systems, the preparation of individualized service plans, and the development of customer-focused information on program services and capabilities. Pioneer States and substate areas should consider how projects funded under this initiative can assist in their customer satisfaction efforts. The assessment of current capability and standards/goals to be used to assess effectiveness must be completed for all the program dimensions identified in Attachment I, plus any others identified by the States. The State can choose which program dimensions it wishes to address with program improvement actions in PY 1994. For the selected program dimensions, the State should describe the planned actions, indicate whether any existing State resources will be used, and whether additional funding will be required under the Program Improvement Initiative. ETA anticipates that the assessment of current capabilities and the preparation of the Program Improvement Plan will be undertaken jointly by State and Substate partners. All projects must be completed by the end of PY 1994 to the extent possible, but in any event, no later than six months from the receipt of the funds by the Regional Office. Note that the program dimensions identified may apply to many or all parts of the State's training and employment system, and that systems in place to address these dimensions may serve more than just the Title III dislocated worker program. Regional Office staff will be available to assist States in assessing current capabilities and in identifying potential areas for TAT investments. Regional Offices will convene meetings of the States within each Region in order to have States share their draft plans and determine if there are areas where coordination or collaboration would be feasible, and to inform the States of the procedures that the Regional Offices will use to review the final Program Improvement Project Plans. In addition, Regional Title III coordinators will exchange information on the plans of their States in order to ascertain if there are opportunities for coordination or collaboration across Regions. In their final plans, States should indicate whether a project will be undertaken in collaboration with one or more other States, and the level and types of resources being provided. Attachment II is a chart which lists the funds apportioned to each State against which States can draw to the extent they wish to fund projects in an approved Program Improvement Project Plan. The amounts for each State were determined by providing a base amount for each State, with an additional amount related to the number of SSAs in the State. Submission of Program Improvement Project Plans: The final Program Improvement Project Plan should be submitted as soon as possible but not later than January 13, 1995 to the Regional Office. A copy should be sent to the following address: James D. Van Erden, Administrator Office of Work-Based Learning Attention: Program Improvement Project Employment and Training Administration U.S. Department of Labor, Room N4649 200 Constitution Avenue, N.W. Washington, D.C. 20210 Regional Office staff will review the plans for relevance to the program dimensions and the identified needs, and will forward their comments to the National Office. A State which does not intend to request these TAT funds is not required to submit a Program Improvement Project plan. Any funds not awarded will be used for other TAT purposes. Funds will be made available through a vehicle designated by the Regional Offices, such as a state cooperative agreement or 8A contract. Other Activities Under the Initiative: Each Regional Office will also receive additional TAT funds that can be used for program improvement projects in States in their Region, for multi-regional program improvement efforts, and for costs associated with the meetings discussed in Section 4. In addition, some funds will be set aside for the National Office to address any topics which seem of wide interest based on the program improvement projects underway in the States and possibly for a national meeting to review program improvement efforts. Action: Regional Offices will contact States about scheduling the meetings on the Program Improvement Initiative as soon as possible. States should continue preparation of their program improvement project plans, and plan to attend regional meetings to share their draft plans.

References: Training and Employment Information Notice (TEIN) No. 3-94, dated August 25, 1994, and the Job Training Partnership Act Amendments of 1992. Background: Section 701 (i) of the JTPA Amendments directs the Secretary, the Governors, and SDAs to conduct a comprehensive review of current policies, practices, procedures and delivery systems in order to ensure the effective implementation of the Act. A contract was awarded to James Bell Associates, and its subcontractors, the Institute for Policy Studies, Johns Hopkins University, and MAXIMUS Inc., in June 1993, to conduct an independent evaluation of Amendments progress. Training and Employment information Notice (TEIN) No. 3-94, dated August 25, 1994, identified 30 SDAs selected for site visits for the collection of information concerning the implementation of the Amendments. In response to the concerns raised by several Regional Offices, seven of the original thirty SDAs selected for site visits will be replaced with new randomly selected SDAs. This will reduce the burden for these seven SDAs, who recently participated in a JTPA Amendments Implementation Review conducted by DOL Regional Offices. SDA Sites: a. The seven originally selected SDAs to be replaced are: Region State SDA# SDA Name 1 VT 50005 VERMONT CONSORTIUM 2 NY 36015 NEW YORK CITY 4 AL 1015 ALABAMA SDA DIVISION 5 IL 17045 CITY OF CHICAGO SDA 9 5 IN 18005 LAKE SHORE (FORMERLY LAKE COUNTY) 5 MN 27010 MINNEAPOLIS E & T PROGRAM 8 MT 30010 BALANCE OF MONTANA CONSORTIUM b. The seven new SDAs which have been selected as replacements are: Region State SDA # SDA Name 1 MA 25040 BRISTOL CONSORTIUM 2 NY 36110 ST. LAWRENCE COUNTY 4 GA 13015 CENTRAL SAVANNAH RIVER AREA CONSORTIUM 5 IL 17125 SDA 25 (PIC FOR SDA 25) 5 OH 39020 YOUNGSTOWN CITY IN MAHONING COUNTY 5 MN 27040 RURAL MINNESOTA CEP 8 CO 30010 DENVER CITY/COUNTY Action Required: (1) Those States containing any of the 7 original SDAs who have been replaced should notify these SDAs that they will no longer be visited by the contractor (James Bell Associates, Inc.). (2) Those States containing any of the seven replacement SDAs should notify each SDA of the upcoming visit, and explain that James Bell Associates, Inc., will be contacting them directly to arrange the most convenient time possible for the on-site visit, which is expected to take place sometime between now and December 1994.

Background: The final rule for the 1992 Job Training Partnership Act (JTPA) Amendments was published on September 2, 1994, as a separate Part II of the Federal Register, and the Department arranged for copies to be provided directly to the States. To respond quickly to the JTPA community's need for information on these rule changes, the Employment and Training Administration is providing training sessions through its Regional Offices. Training Design: Although each Regional Office is arranging for sites and dates separately, sessions will start in some locations before the end of October 1994. Our goal is that all sessions will be concluded by December 1994. This training is intended to reach the Service Delivery Area/Substate Grantee level and is designed to present an overview of information, including time for participant discussion, that will last about one day. These sessions will deal only with the major changes and concomitant issues which may require clarification. Consequently, participants should have a substantial under- standing of the Amendments and of the areas of the interim final rule which were changed. Training Schedule: The training schedule in each Region is being developed by the Regional Office in consultation with the States to correlate with State needs. At some sites, schedules may include additional days of subject specific training and opportunities to continue the dialogue on ways to improve the job training system. Action: Please alert your SDAs/SSGs to the availability of this training opportunity.

Reference: Training and Employment Information Notice (TEIN) No. 49-93, Capacity Building Strategy Paper. Background: As mentioned in TEIN 49-93, the need for system-wide capacity- building has been discussed for years. The Job Training Partnership Act (JTPA) was amended in 1992 to include capacity building and technical assistance, information dissemination and replication activities as priorities at the National, State and local levels. The purpose of capacity building (as outlined in Section 453 of the Act) is to enhance the effectiveness of and strengthen the caliber of services provided through programs authorized under JTPA and other Federal, State, and local employment and training programs. As the employment and training community is called upon to respond to new job training initiatives, we anticipate an increase in capacity-building efforts and technical assistance needs. To address the anticipated increase in needs, the Employment and Training Administration (ETA) is undertaking an extensive consultation effort that will provide necessary information for making decisions about the direction of capacity building in future years. Approach: As outlined in the Capacity Building Strategy Paper, our goal for the consultation is to sharpen our understanding of the capacity building and technical assistance and training needs of the nation's employment and training system and respond to those needs. Specifically, the ETA's National and Regional Offices, along with States and local partners, will work together with contractor support from Technical Assistance and Training Corporation (TATC) to establish a capacity-building assessment framework as well as to identify relevant efforts already underway. The activities that will be performed as part of the consultation effort include: Establishment of a Panel of Experts -- This panel will be convened under the auspices of TATC. The Panel will include Federal, State and local representatives from JTPA (Titles II and III), the U.S. Employment Service, One-Stop, School-to-Work and JOBS. The Panel will be a working group responsible for providing guidance to TATC and oversight of the capacity-building consultation project. TATC will work with ETA's Regional Offices to convene the Panel. Focus Groups on Capacity Building -- Regions will host focus groups, preferably in conjunction with regularly scheduled meetings or conferences, to engage the States, Service Delivery Areas (SDAs), Substate Areas (SSA) and service providers (including front-line staff) within their Regions to gather information on capacity-building needs and delivery preferences. In addition, States that received a grant for One-stop implementation will be consulted regarding their capacity-building and technical assistance needs. System-Wide Survey on Staff Capacity-Building and Technical Assistance Needs -- TATC, with support from ETA National and Regional Office staff, will design, develop, and administer a broad-based, system-wide survey of capacity-building training requirements. This survey will focus on the identification of training and technology needs and existing training resources and technology capabilities. This survey will be directed primarily to program managers and training and employment professionals at the State and local levels of the programs involved in the consultation effort. The results of the survey will help direct resources to the identified technical assistance and capacity building priority areas. Analysis of Front-Line Staff Functions -- TATC will conduct an analysis of front-line staff positions to identify the tasks performed and the knowledge, skills, and abilities (KSAs) required to perform front-line staff functions. TATC will work closely with State Training Institutes and related Associations and Organizations to build upon the work they have done in this area. The information will be analyzed to identify common staff functions and functions that may be needed in the future as the employment and training system changes. It will allow for the design of appropriate curricula to meet the KSA needs identified for specific subject areas. Action: Recipients of this TEIN are requested to inform SDA, SSA and Employment Service Directors and program administrators of the upcoming consultation activities and encourage them to participate.

Click on the link below to view, save, or print out the document.

Reference: None. Background: This TAG was developed by the National Association of Private Industry Councils (NAPIC) with assistance from the National Commission for Employment Policy and the Employment and Training Administration. NAPIC represents and supports the nation's PICs through advocacy, technical assistance and communications activities. The three parts of this TAG include: - "The Private Industry Council and the American Economy," a guidebook which provides PIC members with an overview of employment and training policy, the importance of an educated workforce to future American competitiveness, and an explanation of the duties and responsibilities of PICs. - "A Guide to Major Federal Job Training Programs" explains in some detail the primary legislation that currently governs employment and training programs. - "Trainer's Guide to PIC Member Orientation" gives advice on how to conduct orientation sessions for new and old PIC members and includes sample agendas, scripts, handouts, exercises and overheads. Distribution: Copies of this TAG are being provided under separate cover to all State Liaisons for distribution to: - Service Delivery Areas (SDAs) (4 copies each); - State Worker Adjustment Liaisons (3 copies); - State Employment Security Administrators (1 copy); - State Job Training Partnership Act agency (balance of copies). The TAGs have been prepared in a three-hole punched, loose-leaf format suitable for use in a three-ring binder.

References: Training and Employment Information Notice (TEIN) No. 49-93, Capacity Building Strategy Paper, and TEIN 43-93, Capacity-Building Challenge Grants Background: The Employment and Training Administration (ETA) has initiated a long-range capacity building strategy aimed at enhancing the effectiveness of staff in local and State agencies that administer employment and training services across the country. Many of our activities are in response to and supportive of what we heard during the recent Dialogue on Training and Employment Programs for the Disadvantaged. In the short term, ETA has launched three specific capacity-building pilot projects through its Regional Offices and has funded challenge grants to the States to encourage the development of innovative training methods. The resulting products or strategies will be offered for replication throughout the employment and training system. In addition to the information discussed below, we are also undertaking an extensive capacity building consultation process which will be explained in a forthcoming TEIN. Capacity Building Pilot Projects: The three capacity building pilot projects include the development of: (1) peer-to-peer technical assistance models; (2) continuous improvement project for local job training providers; and (3) a set of computer-based training modules for the recently developed subject-specific Technical Assistance Guides (TAGs). Following is a summary of each capacity-building project. PEER-TO-PEER TECHNICAL ASSISTANCE MODEL: Regions I and IV were each awarded grants to establish peer-to-peer technical assistance (TA) strategies. Each region is identifying subject-matter experts to provide assistance and developing a process for delivering the assistance. The two projects differ in approach and scope and will offer a number of replicable peer-to-peer TA strategies that other regions may adapt to meet their needs. Region I In Region I, the States had already pooled resources through a "New England Compact" to provide subject-specific training to front-line staff. This "Compact" provides the framework for the region's peer-to-peer TA efforts. Working through a project advisory group of representatives from the Compact, Region I's project has three phases. Phase I involves assessing the training needs of the front-line staff throughout the region and identifying State and Service Delivery Area (SDA) staff with expertise in these areas. (Standards are being developed regarding what constitutes an "expert.") The experts will be listed in a Resource Guide, arranged by subject area, that will identify persons as resources or peer "consultants" in a particular subject. They will also identify mentors who can provide one-on- one assistance. During Phase II of the project, the Compact will hold a "Peer Assistance Institute" to provide staff who have identified expertise in certain areas with the skills and tools they will need to be able to effectively share that expertise. Subsequent training sessions will prepare mentors. In the future, States and SDAs will be able to call upon the peer "consultants" to provide training throughout the region. Consultants contacted through the Resource Guide will be paid for their time and for travel by the Compact. A project coordinator will match the "mentors" with new front-line staff persons to whom they can provide one-on-one advice and guidance over the telephone. All training will be evaluated and tracked to assess its quality and effectiveness. At present, the project advisory group has nearly completed phase I of the project. They are currently compiling the results of the needs assessment and expert identification surveys. The next steps will involve producing the Resource Guide and holding the Peer Assistance Institute. Region IV Region IV's Regional Office is working with a contractor, MDC Inc. of North Carolina. Their approach includes identifying topics and subject areas in which expertise is needed, successful system models, and approaches for delivering peer-to-peer assistance. By the completion of the project, MDC will produce a directory of "experts," program models, and system models as well as a "how-to" book providing relevant information needed for replicating a peer- to-peer technical assistance network in other regions. Region IV has also begun to put together a regional work group, composed of representative employment and training practitioners from each State. This work group will identify experts and exemplary program models and arrange for and conduct peer-to-peer capacity building activities. The work group has met to discuss peer-to-peer network development, quality control (criteria for identifying "experts"), methods and materials (information exchange, staffing), and system management and coordination. State-level coordinators have been selected to oversee peer-to-peer capacity building demonstrations. Each State has been given the flexibility to design its own system, and States are presently developing implementation plans. At a minimum, each State must designate a single point of contact and develop a database of peer trainers. SIMPLY BETTER: An Initiative for Continuous Improvement Regions III and X have partnered with a team of job training providers including the State of Virginia; SDAs from Seattle, WA, Portland, OR, and Berks County, PA; and a private sector provider to develop a set of quality improvement tools and techniques furthering continuous improvement and customer satisfaction. The project, which is called "SIMPLY BETTER: An Initiative for Continuous Improvement," will be a year-long effort during which time the project team will gather and disseminate information about local quality improvement tools and customer satisfaction measures. Expected products include: 1) a self-assessment guide for local job training providers to identify where they could more effectively use quality principles and practices to achieve high performance levels of customer satisfaction and operational performance; 2) tools and techniques for getting customer input into the design, operation, and results of programs and services; 3) a suggested approach for managing process quality; and 4) approaches for measuring operational results including return on investment. The project team has developed a survey form to gather information from the local job training providers about what they are already doing, or need, to measure performance, such as "Return-On-Investment," customer satisfaction surveys, focus groups, etc. From this information, the team will build a compendium of quality improvement techniques and processes geared to the needs of local employment and training practitioners and a directory of local job training providers engaged in various aspects of continuous improvement who are willing to share their experiences with others. The vision for the Simply Better project includes assistance to an expanding network of job training providers throughout the country who desire to improve their services and outcomes through reflecting and acting on what truly satisfies their customers. COMPUTER-BASED TRAINING MODULES: To enhance wide-spread knowledge of the content of its TAGs, ETA has initiated an effort to create interactive, computerized training modules from these TAGs. These modules will be designed for use by front-line staff at their work stations. Region VIII, in cooperation with the State of Missouri, the Missouri Training Institute (MTI), the University of Missouri, and the Utah Office of Job Training for Economic Development, will develop user-friendly computer-based training aides. MTI and the University of Missouri, with assistance from The Utah Job Training Office, will provide instructional design and curriculum development assistance. MTI will be responsible for the completion of each phase. The first module will cover the material in the JTPA Eligibility Documentation TAG. It will focus initially on one aspect of eligibility, such as income determination. The final product will be produced in two formats: interactive text-based tutorials and compact discs with read-only-memory (CD ROMs). There are plans for a total of six computerized TAGs, including assessment, case management, and financial management. Challenge Grants: In March 1994, ETA issued a solicitation for grant applications to States for the development and/or improvement of cross-agency training delivery systems, innovative and replicable program models, and training products that have broad application through the system. ETA recently selected the 10 States (Indiana, Maryland, Massachusetts, Michigan, Missouri, Montana, New York, Oregon, South Carolina, and Vermont) to receive challenge grant awards of up to $125,000. The funded projects vary from establishing a professional certificate program in Missouri to developing user- friendly materials on using labor market information in Oregon, to creating a computer-based training system on client assessment techniques in Vermont. A description of each grant is attached.

Background: The Coordinating Council on Juvenile Justice and Delinquency Prevention recognizes that making a significant impact on drug and alcohol abuse requires substantial investment. The Coordinating Council is composed of representatives of 17 statutory and 11 voluntarily participating agencies including Employment and Training Administration. The Council focuses on issues affecting young people and their families and provides a forum for Federal agencies to share information, discuss issues, and collaborate on projects. The Council recognizes that addressing the problem of juvenile alcohol and other drug abuse is a major challenge for communities across the Nation. The severity of the problem, coupled with an often fragmented response, poses serious problems for both professionals and Council developed this Guide, which will be useful to States and local communities that are responsible for dealing with juvenile alcohol and drug abuse. Action Required: State JTPA liaisons should distribute the guide to service delivery areas and others in the State who would benefit from such information.

Reference: TEIN No. 5-92, dated August 14, 1992. Background: These supplements provide options for problem solving and provide additional assistance to States and SDAs in understanding and using follow-up data in planning, program design, and other management areas. Action Required: States should ensure dissemination of these modules to all staff with responsibilities for follow-up and/or ties with planning, evaluation and other performance management responsibilities.

Background: The Job Training Amendments of 1992 are the culmination of a four year review of the JTPA system and its programs. The legislation that resulted from this review will offer persons with a high risk of failure in the job market an improved second chance at workplace success. The Amendments, which will become effective July 1, 1993, are designed to improve the targeting of programs on those disadvantaged persons who face serious barriers to employment and enhance the guilty of services provided. A service strategy will be required for each participant, based on individual need. The Amendments also provide additional linkages between JTPA and other human resource programs and strengthen fiscal and procurement accountability. The Amendments will bring about major changes in program design, intensity, quality, and administration, and their impact on the job training and employment community will be significant. Successful implementation of the Amendments will require an in-depth understanding of the new law and regulations. It also will need the full support of persons involved in the implementation of the Amendments at all levels -- Federal, State, and the local community. The Department of Labor's overall strategy for implementing the JTPA Amendments includes a number of training events described below. The training will be based on the principles identified by the Department as being central to overseeing and guiding the implementation process. These principles are: -- A substantive role for the private sector is key to an effective JTPA program. -- Training services provided by JTPA should be of the highest quality and responsive to the needs of individual participants. -- The JTPA performance standards will be the basic measure of the accomplishments of the JTPA system. -- JTPA programs must meet the highest possible standards for the use of public funds. -- JTPA and other human resource programs must have a workable system of relationships to jointly serve their participants. Based on these principles and with information and advice sought from the job training and employment And education programs and other related programs, the Employment and Training Administration (ETA) plans an active role in delivery and interpretation of the vision of the JTPA Amendments of 1992 and the rule making process to the JTPA system. Strategy: ETA will employ a three-phase strategy as outlined below for delivery of training related to full implementation of the Amendments. (a) Phase I: Regional Discussions during Comment Period Following publication of the regulations, Regional Offices will call States together to discuss issues and address initial State questions. The purpose of these meetings will be to provide for a two-way exchange of information about the regulations and to allow States to share perspectives and identify joint concerns. These discussions will help the Regional Offices develop strategies for assisting States with the implementation process. Questions raised during this first phase will help the National Office tailor the Regional Amendments Implementation Seminars to address system concerns. (b) Phase II: Regional Amendments Implementation Seminars National Office training teams will conduct 10 regional seminars for State-led JTPA teams based on the interim final rule. The purpose of the Regional Amendments Implementation Seminars is to provide background on the philosophy behind the Amendments, guidance to the system on regulatory issues, and an opportunity for States to discuss implementation related issues and share implementation strategies. It is expected that States will then provide turn around training to service delivery areas and service providers to ensure that the philosophy of the Amendments and the Federal interpretation of the vision behind the Amendments and regulatory interpretation is shared throughout the system. Regional Amendments Seminars will be held in a mix of regional and non-regional office cities, with one session being held within each region. Each State may send 6 to 8 representatives to the seminar in its Region. States should identify and send Title II staff with a mix of programmatic, administrative, and training backgrounds to the regional seminar. At their discretion, States may include SDA staff as participants. A State equal opportunity specialist should also attend. In addition to Title II staff, States may send several Title III staff to the Title III workshop. (Schedule to be issued at a later date with specific dates and times of Title III coverage.) We anticipate that the representatives sent to the regional seminar will have a working knowledge of the Amendments and the regulations and will come prepared with issues they want to discuss. The seminar will begin with policy highlights and an overview of the major legislative changes to JTPA and Federal expectations for State Administrators, the State Job Training Coordinating Councils, and other high level policy makers. The rest of the seminar will provide interpretation of the Amendments, Federal expectations regarding implementation of the Amendments and the regulations, and opportunities for State staff to attend two simultaneous tracks of workshops on critical issues and topics. See Attachment I for a list of topics being considered for coverage during the concurrent workshops. A more detailed announcement will be forthcoming. It is anticipated that Amendments training will begin in February and continue through March. As mentioned above, State staff who attend the Federal training seminars will be expected to deliver training on the Amendments and regulations for other State JTPA staff, SDA staff, service providers, and other interested parties at the State and local level. National and Regional office ETA staff will be available to serve as resources for State delivered sessions. Travel and per diem costs related to attendance at the Amendments Implementation Seminars will be borne by States. (c) Phase III: Subject-Specific Train-the-Trainer Sessions Approximately one month after the Regional Amendments Seminars, delivery of a series of in-depth subject-specific train-the-trainer sessions will begin. The purpose for providing subject-specific training is to build skills in subjects identified as integral to implementation of the JTPA Amendments. Given the limited number of slots in subject matter training which could be provided this fiscal year, and in order to maximize access to training, the National Office has chosen to employ a train-the-trainer approach for this training. This approach relies upon the States as full partners in turning the training around for SDA's and service providers at the local level. A State may send two participants to training in each topical area (preferably, one will be an SDA representative). To the extent possible, train-the-trainer participants should be subject matter experts who also have training experience. Regional Office staff may be called upon to augment State teams based on Regional-State consultations. Each team sent to a train-the-trainer session will be expected to turn around the subject matter training for the SDA's within their State, and/or to participate in the training of other States as part of an overall Regional strategy. Once again, travel and per diem costs related to attendance at train-the-trainer sessions will be borne by States. Train-the-trainer sessions will be provided in each of the following subjects: 1) Adult Assessment; 2) Youth Assessment; 3) Out-of-School Youth Program Models; 4) SDA Monitoring; 5) Case Management; 6) On-the-Job Training; 7) Targeting, Outreach and Recruitment; and 8) Oversight. Train-the-trainer sessions in subjects (1) through (4) are tentatively scheduled to be delivered during the spring and summer of 1993. Sessions in subjects (5) through (8) will begin in the summer and continue through the fall of 1993. Additional information is available in Attachment II. Every topic will be provided once in each of three multi regional sites: Philadelphia, Pennsylvania; Dallas, Texas or Kansas City, Missouri; and the San Francisco Bay Area, California. In addition to training in each of the 8 topics listed above, training on eligibility documentation will be provided to States and SDA's by Regional Office staff. Next Steps: States will be informed under separate cover of specific logistical information relating to Phase II and Phase III training as soon as that information is available. Action: State Liaisons are requested to: (a) Inform SDAs of the training plans outlined in this TEIN. (b) Develop State training strategies to address the multiple training challenges outlined above so that States are able to participate fully once regulations are published. (c) Inform the Regional Office within two weeks of the date of this TEIN of the name, address, and telephone number of the State's designated contact regarding training. Also discuss with the Regional office their training strategy, i.e., whether they will be using State Training Institutes, whether they will be working jointly with other States to co-train and whether they would like Regional Office participation in their training. (d) Begin compiling lists of State and local representatives who will attend the Amendments Seminars and each of the subject-specific train the trainer sessions listed above. As training participants will be expected to deliver sessions on the Amendments and the various training subjects listed above to the SDAs consideration should be given to assistance with coverage of normal duties for those nominated to perform training roles for the State. (e) Once their strategies are in place, the Liaisons are asked to inform SDAs and others as appropriate of their training plans.