Uniform Manual Real Property Acquisition and Relocation Assistance Section II - Chapter 111 Uniform Rules and Procedures April, 2006

The purpose of this chapter is to implement Iowa Code chapter 316 and sections 6B.42, 6B.45, 6B.54 and 6B.55, as required by the Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970, Pub. L. 91-646, as amended by the Uniform Relocation Act Amendments of 1987, Title IV, Pub. L. No. 100-17 , Sec. 104, Pub. L. 105-117, and federal regulations adopted pursuant thereto.

TOPSpro Data Dictionary, July 1, 2005–June 30, 2006

The passage of the Workforce Investment Act (WIA) of 1998 [Public Law 105-220] by the 105th Congress has ushered in a new era of collaboration, coordination, cooperation and accountability. The overall goal of the Act is “to increase the employability, retention, and earnings of participants, and increase occupational skill attainment by participants, and, as a result improve the quality of the workforce, reduce welfare dependency, and enhance the productivity and competitiveness of the Nation.” The key principles inculcated in the Act are: • Streamlining services; • Empowering individuals; • Universal access; • Increased accountability; • New roles for local boards; • State and local flexibility; • Improved youth programs. The purpose of Title II, The Adult Education and Family Literacy Act (AEFLA), of the Workforce Investment Act of 1998 is to create a partnership among the federal government, states, and localities to provide, on a voluntary basis, adult education and literacy services in order to: • Assist adults become literate and obtain the knowledge and skills necessary for employment and self-sufficiency; • Assist adults who are parents obtain the educational skills necessary to become full partners in the educational development of their children; • Assist adults in the completion of a secondary school education. Adult education is an important part of the workforce investment system. Title II restructures and improves programs previously authorized by the Adult Education Act. AEFLA focuses on strengthening program quality by requiring States to give priority in awarding funds to local programs that are based on a solid foundation of research, address the diverse needs of adult learners, and utilize other effective practices and strategies. To promote continuous program involvement and to ensure optimal return on the Federal investment, AEFLA also establishes a State performance accountability system. Under this system, the Secretary and each State must reach agreement on annual levels of performance for a number of “core indicators” specified in the law: • Demonstrated improvements in literacy skill levels in reading, writing, and speaking the English language, numeracy, problem solving, English language acquisition, and other literacy skills. • Placement in, retention in, or completion of postsecondary education, training, unsubsidized employment or career advancement. • Receipt of a secondary school diploma or its recognized equivalent. Iowa’s community college based adult basic education program has implemented a series of proactive strategies in order to effectively and systematically meet the challenges posed by WIA. The Iowa TOPSpro Data Dictionary is a direct result of Iowa’s pro-active efforts in this educational arena.

Field Data Acquisition Technologies for Iowa Transportation Agencies, HR-366 August 1994

This report describes the results of the research project investigating the use of advanced field data acquisition technologies for lowa transponation agencies. The objectives of the research project were to (1) research and evaluate current data acquisition technologies for field data collection, manipulation, and reporting; (2) identify the current field data collection approach and the interest level in applying current technologies within Iowa transportation agencies; and (3) summarize findings, prioritize technology needs, and provide recommendations regarding suitable applications for future development. A steering committee consisting oretate, city, and county transportation officials provided guidance during this project. Technologies considered in this study included (1) data storage (bar coding, radio frequency identification, touch buttons, magnetic stripes, and video logging); (2) data recognition (voice recognition and optical character recognition); (3) field referencing systems (global positioning systems [GPS] and geographic information systems [GIs]); (4) data transmission (radio frequency data communications and electronic data interchange); and (5) portable computers (pen-based computers). The literature review revealed that many of these technologies could have useful applications in the transponation industry. A survey was developed to explain current data collection methods and identify the interest in using advanced field data collection technologies. Surveys were sent out to county and city engineers and state representatives responsible for certain programs (e.g., maintenance management and construction management). Results showed that almost all field data are collected using manual approaches and are hand-carried to the office where they are either entered into a computer or manually stored. A lack of standardization was apparent for the type of software applications used by each agency--even the types of forms used to manually collect data differed by agency. Furthermore, interest in using advanced field data collection technologies depended upon the technology, program (e.g.. pavement or sign management), and agency type (e.g., state, city, or county). The state and larger cities and counties seemed to be interested in using several of the technologies, whereas smaller agencies appeared to have very little interest in using advanced techniques to capture data. A more thorough analysis of the survey results is provided in the report. Recommendations are made to enhance the use of advanced field data acquisition technologies in Iowa transportation agencies: (1) Appoint a statewide task group to coordinate the effort to automate field data collection and reporting within the Iowa transportation agencies. Subgroups representing the cities, counties, and state should be formed with oversight provided by the statewide task group. (2) Educate employees so that they become familiar with the various field data acquisition technologies.

Data Acquisition and Computer Plotting of Delamtect Data, HR-269, 1985

The overall system is designed to permit automatic collection of delamination field data for bridge decks. In addition to measuring and recording the data in the field, the system provides for transferring the recorded data to a personal computer for processing and plotting. This permits rapid turnaround from data collection to a finished plot of the results in a fraction of the time previously required for manual analysis of the analog data captured on a strip chart recorder. In normal operation the Delamtect provides an analog voltage for each of two channels which is proportional to the extent of any delamination. These voltages are recorded on a strip chart for later visual analysis. An event marker voltage, produced by a momentary push button on the handle, is also provided by the Delamtect and recorded on a third channel of the analog recorder.

Basic Skill Assessment Requirements for Placement into Courses and Programs at Iowa Community Colleges, September 26, 2007

Iowa Department of Education surveyed Iowa’s 15 community colleges to gain information about each institution’s basic skill assessment requirements for placement into courses and programs. The survey asked what basic skill assessment(s) each institution uses, whether developmental course placement was mandatory, and what scores students needed to obtain to avoid being required or urged to take developmental courses in math, science, and reading. Additionally, staff members at each college were asked what the testing requirements are for students’ enrolled full time in high school that are taking community college classes.