Workforce Investment Act Title I-B
Washington State Policies


SECTION B: Program Plans and Operations

Grantees, subrecipients, and contractors funded under the Workforce Investment Act, (WIA) whether in whole or in part, must abide by the Workforce Investment Act of 1998, the WIA Regulations, all applicable Office of Management and Budget (OMB) Circulars, state regulations in laws and rules (Revised Code of Washington and Washington Administrative Code), Office of Financial Management (OFM) policies, and the Washington State WIA Policies.



BACKGROUND | POLICY | DEFINITIONS
REFERENCES | SUPERSEDES | WEBSITE | INQUIRIES

   

EFFECTIVE DATE:
WIA POLICY NUMBER:
SUBJECT:		 July 1, 2006
3685
Literacy and Numeracy


BACKGROUND

The U.S. Department of Labor’s February 17, 2006, Training and Employment Guidance Letter (TEGL) No. 17-05 provides a national directive on the common measures for the WIA Section 136 performance accountability system.  Under TEGL 17-05, there are three common measures that apply to WIA Title I-B programs serving youth: 1) Placement in Employment or Education; 2) Attainment of a Degree or Certificate; and 3) Literacy and Numeracy Gains. 

Part C.3. of TEGL No. 17-05 details the U.S. Department of Labor’s common measure policies for “Literacy and Numeracy Gains.”  Part C.3. describes the methodology for calculating the Literacy and Numeracy Gains common measure and offers specific operational parameters.  Under TEGL No. 17-05, all WIA Title I-B out-of-school youth must be assessed in basic reading, writing, and math.  A major WIA Title I-B program objective for out-of-school youth (assessed to be basic skills deficient) is to assist these youth to advance one or more educational functioning levels after they have completed at least one year in the WIA youth program.

In 1999, the U.S. Department of Education established outcome measures for educational gain for WIA Title II adult education programs and implemented accountability and reporting procedures using the National Reporting System (NRS). 

To maintain cross-agency consistency with the implementation of common measures, the U.S. Department of Labor’s Employment and Training Administration (ETA) adopted the U.S. Department of Education Division of Adult Education and Literacy’s policies for the outcome measure of educational gain and ETA adopted the NRS “Educational Functioning Level” structure.

As outlined in the NRS, there are two sets of educational functioning levels – six levels for Adult Basic Education (ABE) and six levels for English-as-a-Second language (ESL) students.

POLICY

All out-of-school youth must be assessed for basic skills, but only those determined to be basic skills deficient are included in the literacy and numeracy gains measure.  Other than exceptions described in the “Testing Youth with Disabilities” section of this policy, CASAS and TABE shall be the only two assessment instruments to be used in Washington State for determining WIA Title I-B literacy and numeracy gains.  In the interest of numeracy and literacy assessment alignment with WIA Title II ABE/ESL and WorkFirst programs, the Workforce Board and the Employment Security Department recommend the use of CASAS.  Washington state partners should work toward a goal of selecting one assessment instrument for measuring WIA Title I-B numeracy and literacy gains. 

The purpose of selecting CASAS and TABE is to maximize cross-program coordination when determining appropriate basic skills placement and to share a cross-program understanding of skill attainment when measuring progress and reporting improvement.  This policy also recognizes the importance of local systems integration among service providers focusing on high school recovery and high school level certification.  Beyond the specific purposes of measuring WIA Title I-B numeracy and literacy gains, WIA Title I-B youth service providers are not restricted from using other diagnostic assessments to place students into learning, test for work readiness, or guide career planning.

CASAS or TABE pre-tests administered up to six months prior to participation may be used to establish the baseline for the literacy and numeracy gains measure.  WIA Title I-B youth pre-tested in PY 05 with a NRS test other than CASAS or TABE may be post-tested in PY 06 with the same assessment instrument.  If no pre-test was administered before the youth was referred to the WIA Title I-B program, the out-of-school youth must take a pre-test within 60 days following the date of first WIA Title I-B youth program service. 

The post-test must be given within one year from the date of first WIA Title 1-B youth program service.   

For example, if a youth receives her/his first WIA Title 1-B youth program service on July 1, 2006, the post-test must be given on or before June 30, 2007.

Testing Youth with Disabilities

TEGL No. 17-05 includes instructions on Testing Youth with Disabilities (pages 17-18).  This section of TEGL No. 17-05 cites specific federal regulations on reasonable accommodation.  Please review this section of TEGL No. 17-05 carefully.  

Accommodations for assessing youth with disabilities generally fall into the following categories:

  • Changes to the methods of Presentation of the test used as the assessment tool, (e.g., providing Braille versions of the test, interpreter, large print, visual clues, repeating directions, or reading aloud).

  • Changes to the methods of Response to the test questions, (e.g., having the test taker point to a response, mark answers in a book, use reference aids, calculator, tape recorder, world-processor, or computer administration).

  • Change to the Setting in which the test is provided, (e.g., permitting the test to be taken at home, or in small groups; separate room, or special lighting).

  • Changes to the Time/Scheduling of the test, (e.g., permitting frequent breaks, extending the amount of time generally provided for completion of the test, or giving the test over several days).

In some instances, use of CASAS or TABE, even with appropriate accommodations, may not provide a valid or reliable evaluation of the literacy and numeracy skills of participants with one or more disabilities.  When this occurs, WDCs may use an alternate assessment tool to measure literacy and numeracy gains.

Alternate assessments may include, but are not limited to:  

  • Portfolio: Assessment method that uses collection of the participant’s work that demonstrates the skills being assessed.

  • Performance Assessment: Assessments that are a direct measure of skills and knowledge, usually in a one-on-one assessment.

  • Observation in Structured and Unstructured Setting: Assessment method to observe whether participants are able to perform certain activities.

  • Samples of Participant Work: Assessment method used to demonstrate skills being assessed.

A work group comprised of state and local staff shall be established to review alternative assessment tools proven to be effective in measuring gains in numeracy and literacy for youth with disabilities.  The work group shall recommend alternative tools to be used in Washington State . 

The work group shall explore the most appropriate manner for administering the alternative tools and will design a statewide technical assistance conference in PY 06.  The workshop will ensure that appropriate youth professionals receive specific guidance and training in the administration of alternative assessments to youth with disabilities.  By ensuring that such professionals have the necessary skills and knowledge to appropriately administer the tests and accurately interpret results, Washington State will provide the best possible services to our youth with disabilities.

Future Revisions to this State WIA Title I-B Policy

This policy will be reviewed mid-point in PY 06 to determine if there are any unanticipated impacts of the policy affecting the quality of services for WIA Title I-B out-of-school youth.

DEFINITIONS

The definition of “Basic Skills Deficient” and other key terms are outlined in TEGL No. 17-05 Attachment B.  Educational functioning level descriptors are outlined in TEGL No. 17-05 Attachment C.

REFERENCES

  • WIA Sec. 136
  • Training and Employment Guidance Letter No. 17-05

SUPERSEDES

None.  This is a new policy.

WEBSITE

http://www.wa.gov/esd/policies

DIRECT INQUIRIES TO:

Martin McCallum
Workforce Board
mmccallum@wtb.wa.gov
(360) 586-0151

Holly Watson
Employment Security Department  
hwatson@esd.wa.gov 
(360) 438-4187

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