Located in:
- III. Operational Planning Elements
The Unified or Combined State Plan must include an Operational Planning Elements section that supports the State’s strategy and the system-wide vision described in Section II(c) above. Unless otherwise noted, all Operational Planning Elements apply to Combined State Plan partner programs included in the plan as well as to core programs. This section must include—
- a. State Strategy Implementation
The Unified or Combined State Plan must include–
- 2. Implementation of State Strategy
Describe how the lead State agency with responsibility for the administration of each core program or a Combined Plan partner program included in this plan will implement the State’s Strategies identified in Section II(c). above. This must include a description of—
- 2. Implementation of State Strategy
- a. State Strategy Implementation
III. a. 2. H. Improving Access to Postsecondary Credentials
Describe how the State’s strategies will improve access to activities leading to recognized postsecondary credentials, including Registered Apprenticeship certificates. This includes credentials that are industry-recognized certificates, licenses or certifications, and that are portable and stackable.
Current Narrative:
As discussed in the Strategic section of this plan, the state will use data and work with employers to identify the skills and competencies necessary to attain family-sustaining employment and will offer high quality training to individuals to obtain those skills. The state will also work closely with employers, Industry Partnerships and LWDBs to identify or develop the badges, micro-credentials, certifications and other credentials that adequately represent attainment of those skills.
The state will work to identify and align credentials to career pathways for high-demand and priority occupations. Adult Education is also exploring the use of micro—credentials, particularly for individuals with barriers to employment, as a means to allow for the attainment of skills in shorter segments and the receipt of an industry-recognized credential to demonstrate skill competency to potential employers. In addition, students enrolled in WVDE approved CTE programs will soon be able to earn badges. Badges are earned when a student achieves a minimum score on the technical assessment. A digital badge is an electronic indicator of one’s skills, performance, and achievement.
In accordance with the Strengthening Career and Technical Education Act for the 21st Century (Perkins V), West Virginia requires postsecondary institutions receiving Perkins V funding, including the nine community colleges, to articulate with secondary schools that offer WVDE-approved CTE programs of study.
These articulation agreements allow qualified students enrolled in an approved career and technical Program of Study to receive college credit toward a diploma, certificate or degree in a similar program at a postsecondary institution. These programs serve as a seamless pathway from secondary to postsecondary education, and ensure students transition from one level to another without delays or duplication of learning.
The state will promote the attainment of postsecondary credentials through a number of programs and initiatives. Examples include:
- All training providers will be required to describe the credential(s) to be earned. All Strengthening Career and Technical Education Act for the 21st Century (Perkins V) postsecondary recipients report on credential, certificate or degree earned as part of their required accountability measures.
- Business and industry partners encourage/collaborate trainings that result in a postsecondary credential by requiring all proposals to identify credentials/certifications to be obtained and making credentials a required outcome measure.
- DRS will continue to analyze labor market demand and model service delivery systems to identify opportunities for industry—recognized certificates that lead to increased and improved employment outcomes for individuals with disabilities.
- Education programs, including secondary and postsecondary Perkins V and adult basic education, will provide professional development opportunities to help providers understand and navigate the full credentialing spectrum and develop expertise in occupational counseling.
All postsecondary institutions with Strengthening Career and Technical Education Act for the 21st Century (Perkins V) funding have advanced credit offerings aligned with at least one approved CTE program of study and offer additional advanced credit opportunities. Students can earn between two and 22 college credits for their secondary technical coursework, before high school graduation, as permitted in the specific CTE approved program of study and the Strengthening Career and Technical Education Act for the 21st Century (Perkins V) Statewide Articulation Agreement.
Since the enactment of WIOA, DRS is focused on providing services, particularly Pre-ETS, to high school students with disabilities starting in the 9th grade. To accomplish this, 59 counselors work with students with disabilities. Pre-ETS are mandated under WIOA and include the following:
- Job development counseling
- Work—based learning experiences, which may include in-school or after school opportunities or experience outside the traditional school setting (including internships), that is provided in an integrated environment to the maximum extent possible
- Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institution of higher education
- Workplace readiness training to develop social skills and independent living
- Instruction in self-advocacy, which may include peer mentoring
In addition to Pre-ETS, DRS debuted the POWER program in 2015. POWER is a job shadowing program that offers transitioning students, who may be having a difficult time choosing a career path, the opportunity to experience an occupation by spending time with a professional working in the students’ vocational goal/career field of interest, including STEM. The POWER program allows the student the opportunity to experience an occupation prior to committing to training. It guides the student to take a serious, realistic look at the occupation, allowing the student to make a more informed choice.
Another DRS activity is STEP. This program utilizes school personnel to facilitate a more seamless transition from high school to post-secondary activities (employment or training) for students with disabilities. By allowing the student to continue working with an individual who has provided them with classroom instruction and/or transition services while in high school, they are working with people who are most familiar with their interests, skills, and barriers to employment, especially those with disabilities. In addition, STEP will also include the use of science and math teachers to provide appropriate students with further career exploration opportunities in STEM fields. These teachers may also provide college preparation activities, such as ACT test preparation, and work- based experiences.
By engaging students with disabilities earlier and providing them with activities such as Pre-ETS, STEP, and POWER, DRS expects recipient students will have a better understanding of the labor market and the value of obtaining a postsecondary credential. Students with disabilities that are eligible for VR services may, in accordance with their IPE, receive assistance from DRS in obtaining postsecondary training.