MEMO: AP 01-28
June 25, 2018
DATE: October 11, 2001
TO: WIB Directors; WIB Chairpersons; Grant Recipients
FROM: Lorna Joseph, Director of Program Support
SUBJECT: Measuring Basic Skills Goal Attainment
for Younger Youth Under the Workforce Investment Act (WIA)
Purpose: To issue
policy guidance on measuring basic skills goal attainment for younger youth.
Background: It has
come to our attention that the current method of measuring basic skills goal
attainment for younger youth based on age and skill gap should be replaced
with a more flexible and less complicated method. Although the current
method is appealing and creates a highly consistent means of determining
each youth’s annual goal, the age and skill gap method gives no discretion
to the counselor and makes no allowance for individual youth’s situations.
November 1, 2001, all local youth programs funded under WIA will continue to
have the option of using either the CMT or the CCS (whichever is more
operationally feasible) to assess the basic skills of younger youth. In
using either of these tests, goal attainment in basic skills should be
measured by using an individual counseling approach to determine each
youth’s annual goal. This approach emphasizes customizing the goal to fit
the abilities and needs of each individual youth, and is simpler to use than
other means of setting goals.
The following are the basic steps to using the
individual counseling approach:
Use the CCS or CMT test.
Determine the baseline skill level using the test
score at the time of registration.
If the CCS score is below 235 in reading or math,
or the CMT score is below 64 in reading or 130 in math, a deficiency
exists and at least one basic skills goal must be set for the youth.
Determine the grade level gap between baseline
and desired final goal (at least 8.9) and determine an appropriate
annual goal of no less than one grade level in consultation with the
student. Set any other goals in work readiness skills or occupational
- Determine attainment of annual goal by re-testing
using the same test or appropriate alternate version in the case of the
Example of the Approach
Baseline is set and deficiency is identified.
Jane, a 16-year old, enters the program in the summer before her junior
year. She is tested on the CCS to set a baseline and is determined to be at
the 5th grade level in reading and at the 4th grade
level in math. Since both are below 235 (8.9 grade level), she is determined
to be basic skills deficient.
Goal is set.
Jane’s annual basic skills goal must be at least one grade level. Her
goal may be more ambitious if she and the counselor agree: for example,
Jane’s annual goal could be 1.5 grade levels in reading and/or 2 grade
levels in math. The counselor and student may decide on a small annual goal
for math or reading in the first year (but not lower than one grade level)
in the hope that initial success in achieving the first year goal would
allow a more ambitious goal in the second year. Jane also sets a work
readiness goal, since she wants to work during the summer.
Any questions may be directed to your area liaison.
cc: WIB Youth Contacts
Administrative Procedures Memos