Adult, Dislocated Worker, and Youth Activities

Per DWD’s 2017 issued Youth Eligibility Policy, the State’s definition is as follows:

The term “basic skills deficient” means, with respect to an individual:

• Have English reading, writing, or computing skills at or below the 8.9 grade level on a generally accepted standardized test; or
• Are 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. This is defined as:
  • Lacks a high school diploma or equivalency and is not enrolled in secondary education;
  • Scores 8.9 or below on the Test for Adult Basic Education (TABE);
  • Is enrolled in Title II adult education (including enrolled for ESL);
  • Has poor English language skills ( and would be appropriate for ESL even if the individual isn’t enrolled at the time of WIOA entry into participation);
  • The case manager makes detailed observations of deficient functioning and records those detailed observations as justification in a case note.
    For in-school only:

• Behind in credits to graduate on time with peer cohort;
• GPA 2.0 or below; or
• Have attempted and not completed any of the Postsecondary-Readiness Competencies of Indiana’s Graduation Pathways.

 In September 2019, DWD issued technical guidance related to the TABE, which has been utilized to determine basic skills deficiency for out-of-school youth. The latest version of the test proved to be too long and it was reported youth were overwhelmed and then disengaged with the program enrollment process.  Below is the guidance issued to local staff:
 
“Regarding the question as to whether or not the TABE is a requirement to determine WIOA Title I Out-of-School Youth (OSY) eligibility, the answer is no, it isnot a requirement for determining OSY eligibility. The TABE must be used if ascertaining a Measurable Skills Gain (MSG) through determination of Educational Functioning Level (EFL).”

Further, Adult Basic Education has different descriptors for literacy/English language arts and mathematics and six levels in each area. Literacy/English language arts levels have a description of basic reading, writing, speaking and listening, and language skills that can be expected from a person functioning at that level. The descriptors for the six ESL levels describe listening and speaking, reading and writing and functional and workplace skills that can be expected from a person functioning at that level. The descriptors do not provide a complete or comprehensive delineation of all of the skills at any given level but provide examples of the most critical concepts and skills for the level.

Adult Basic Education (ABE Levels 1-4) is a “program of academic instruction and education services below the secondary level (8^th grade or less) that increase an individual’s ability to read, write, and speak in English and perform mathematics necessary to attain a secondary school diploma or its recognized equivalent, transition to postsecondary education or training, and obtain employment.” Adult Secondary Education is considered grades 9-12 and are ABE Levels 5-6.

The ESL/English Language Acquisition Program (Levels 1-6) “consists of instruction designed to help eligible individuals who are English language learners (ELLs) to achieve competence in reading, writing, speaking, and comprehension of the English language, and that leads to attainment of a secondary school diploma or its recognized equivalent and transition to postsecondary education and training or employment.”

More information can be found at https://nrsweb.org/sites/default/files/NRS-TA-Aug2019-508.pdf.