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:
(6) If not 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.
Basic Skills Deficient
Low educational functioning levels can be a significant barrier to educational and/or employment success. Therefore, all participants must be assessed to determine whether they have any basic skills deficiencies. The WIOA Section 3(5)(B) defines the term “Basic Skills Deficient” as an individual: (A) who is a youth, that has English reading, writing, or computing skills at or below the 8th grade level on a generally accepted standardized test; or (B) who is a youth or adult that 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.
Part A of the basic skills deficiency definition is identified by an assessment score at or below grade level 8. Part B of the definition, which reads “a youth who 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,” must be locally defined.
MD Labor’s PI 2019-09 Basic Education Skills and English Language Assessment includes the abovementioned definition of “basic skills deficient” and outlines ways in which adult education providers and Local Areas may assess basic skills deficiency through a NRS-approved tests. The Department intends to reissue this policy in July 2020 in accordance with OCTAE timelines and that issuance will also outline informal assessment practices such as customer interviews or the intake process.
Local Areas must use valid and reliable assessment instruments and provide reasonable accommodations to youth with disabilities in the assessment process in making this determination. If appropriate, steps to improve educational functioning should be included in the participant’s ISS.