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MEMO: AP 00-20

Last Updated: November 15, 2016

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 Rate.

Policy:  The following guidance is being provided on the utilization of the Younger Youth Skill Attainment Measure.

  1. 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.
  2. 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.
  3. If the youth is determined Basic Literacy Skills Deficient, at least one basic skills goal is required to be set.
  4. The first goal set cannot have a date earlier than the application date.
  5. The target date for accomplishing each skill goal must be set for no later than one year from the set date.
  6. 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.
  7. 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.).
  8. 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.

Definitions:

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.

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