Located in:
- Program-specific Requirements for Adult, Dislocated Worker, and Youth Activities under Title I-B
The Unified or Combined State Plan must include the following with respect to activities carried out under subtitle B—
- c. With respect to youth workforce investment activities authorized in section 129 of WIOA—
With respect to youth workforce investment activities authorized in section 129 of WIOA—
- c. With respect to youth workforce investment activities authorized in section 129 of WIOA—
c. 6. If using the basic skills deficient definition contained in WIOA Section 3(5)(B), include the State definition which must further define how to determine if an individual is unable to compute or solve problems, or read, write, or speak English, at a level necessary to function on the job, in the individual’s family, or in society. If not using the portion of the definition contained in WIOA Section 3(5)(B), indicate that is the case.
Current Narrative:
The term ‘‘basic skills deficient’’ means an individual who, scores below Adult Basic Education (ABE) level 5. Per WIOA Section 3(5), an individual is to be considered Basic Skills Deficient if he or she is an individual:
- Who is a youth, that the individual has English reading, writing, or computing skills at or below the 8th grade level on a generally accepted standardized test
- Who is a youth or adult, that the individual is unable to compute or solve problems, or read, write, or speak English, at a level necessary to function on the job, in the individual’s family, or in society
The Virginia Department of Education, Office of Adult Education and Literacy, has not adopted a definition for “basic skills deficient” that is different from the WIOA definition under Section 3(5)(A) and Section 3(5)(B). http://www.doe.virginia.gov/instruction/adulted/index.shtml
The primary method for determining whether an individual is Basic Skills Deficient is through basic education skills assessment approved by the Virginia Department of Education (VDOE), as detailed in the VDOE Assessment Policy and Distance Education Policy for Virginia Adult Education and Literacy Programs, page 47. In addition, a Local Area may, when appropriate, alternatively determine that someone is Basic Skills Deficient through an objective observation, participation in a secondary school’s ESL program, or evidence of skills deficiency presented in a secondary school Individual Education Plan (IEP), when appropriate for that individual’s stated needs and goals.