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:
A youth is defined as basic skills deficient if they have English reading, writing, or computing skills at or below the 8th grade level on a generally accepted standardized test; or 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. In assessing basic skills, the VDOL staff must use assessment instruments that are valid and appropriate for the target population, and must provide reasonable accommodation in the assessment process, If necessary, for individuals with disabilities.
An administrative memo was issued on June 14, 2018 to provide guidance on tools and resources available to determine basic skills deficiency. To determine if an individual is basic skills deficient, the VDOL case managers administers the Comprehensive Adult Student Assessment System Assessment (CASAS) to determine literacy levels. The CASAS is a competency-based assessment tool designed to assess and measure the basic skills and literacy skills needed to function effectively at work and in life.
In addition, case managers refer participants to Adult Education and Family Literacy (AEL) partners for the administration of the Test of Adult Basic Education (TABE). The TABE consists of three basic components: reading, language, and mathematics. The test assesses an individual's grasp on core skills necessary for success in education and the workplace. Other valid assessments administered within the last six months through other agencies or school systems are acceptable documentation of basic skills deficiency.
VDOL, AOE, and VR will be reexamining definitions over the next two years to ensure that the definition set in policy allows us to serve the most disadvantaged youth and provide the most opportunities. Further, the core partners are working toward common assessment tools and policies that promote the sharing and recognition of results to limit repetitive testing of participants.