MEMO: AP 00-20
January 18, 2018
DATE: November 21, 2000
TO: WIB Directors; WIB Chairpersons; Grant Recipients
FROM: Lorna Joseph, Acting Director of Program Support
SUBJECT: Clarification on Requirements
for Skill Attainment Rate
Background: It has come to our
attention that there may be some clarification needed on the requirements for
Younger Youth (14-18) in relation to the performance measure Skill Attainment
Policy: The following guidance is
being provided on the utilization of the Younger Youth Skill Attainment Measure.
- The measure will include all
in-school youth, and any out-of-school youth assessed to be in need of basic
skills, work readiness skills, and/or occupational skills.
- All youth measured in this rate must
have a minimum of one skill goal set per year and may have a maximum of three
goals per year.
- If the youth is determined Basic
Literacy Skills Deficient, at least one basic skills goal is required to be set.
- The first goal set cannot have a date
earlier than the application date.
- The target date for accomplishing
each skill goal must be set for no later than one year from the set date.
- The skill goal or the target date set
can only be extended if the participant has a gap in service where they are
placed in a hold status in which the participant is not receiving services, but
plans to return to the program. When they enter a hold status, the one
year clock for the goal target date stops. The clock begins again once the
participant is no longer in a hold status.
- Goals will fall into the category of
basic skills, work readiness skills, or occupational skills. Participants
may have any combination of the three types of skill goals (three skill goals in
the same category, two skill goals in one category and one skill goal in
another, or one skill goal in each category, etc.).
- Success of skill attainment goals
will be recorded in the quarter of goal achievement, while failure will be
recorded in the quarter one year from the time the goal was set if not attained
by such time.
In order to assist you in the setting of these
goals, we are also providing you with definitions for the items needed to set
youth goals. These definitions can also be found in Federal Training
and Guidance Letter 7-99.
Basic literacy skills deficient - the
individual computes or solves problems, reads, writes, or speaks English at or
below the 8th grade level or is unable to compute or solve problems, read,
write, or speak English at a level necessary to function on the job, in the
individual's family, or in society. In addition, States and locals have
the option of establishing their own definition, which must include the above
language. In cases where States and/or locals establish such a definition,
that definition will be used for basic literacy skills determination.
Basic skills goal - measurable increase
in basic education skills including reading comprehension, math computation,
writing, speaking, listening, problem solving, reasoning, and the capacity to
use these skills.
Occupational skills goal - primary
occupation skills encompass the proficiency to perform actual tasks and
technical functions required by certain occupational fields at entry,
intermediate or advanced levels. Secondary occupational skills entail
familiarity with and use of set-up procedures, safety measures, work-related
terminology, record-keeping and paperwork formats, tools, equipment and
materials, and breakdown and clean-up routines.
Work readiness skills goal - work
readiness skills include world of work awareness, labor market knowledge,
occupational information, values clarification and personal understanding,
career planning and decision making, and job search techniques (resumes,
interviews, applications, and follow-up letters). They also encompass
survival/daily living skills such as using the telephone, telling time,
shopping, renting an apartment, opening a bank account, and using public
transportation. They also include positive work habits, attitudes and
behaviors, such as punctuality, regular attendance, presenting a neat
appearance, getting along and working well with others, exhibiting good conduct,
following instructions and completing tasks, accepting constructive criticism
from supervisors and co-workers, showing initiative and reliability, and
assuming the responsibilities involved in maintaining a job. This category
also entails developing motivation and adaptability, obtaining effective coping
and problem-solving skills, and acquiring an improved self image.
Any questions on this issuance can be addressed
to Cindy Cyr at (860) 263-6596 or Stephen Litke at (860) 263-6599.