MEMO: AP 0130 
Last
Updated:
June 25, 2018 
DATE: December 11, 2001
TO: WIB Directors; WIB Chairpersons; Grant Recipients
FROM: Lorna Joseph, Director of Program Support
SUBJECT: Clarification of Measuring Basic Skills Goal
Attainment for Younger Youth Under the Workforce Investment Act (WIA)
REFERENCE: Memo AP 0128


Purpose: To issue clarification of
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.
Policy: Effective
November 1, 2001, all local youth programs funded under WIA will be required
to use the individual counseling approach in measuring basic skills goal
attainment for younger youth. This approach emphasizes customizing the size
of the goal to the abilities and needs of the individual youth and is less
complicated to use.
The following are the basic steps to using the
individual counseling approach:

Use the Employability Competency System version
of 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.

If the CMT is used to test the youth, determine
the grade level gap between baseline score and final goal (at least 8.9
grade level) and determine an appropriate annual goal of no less than
one grade level in consultation with the student. If the CCS is being
used, the minimum annual goal is a fivepoint gain between pretest and
posttest scores on the appropriate CCS achievement test (ECS version).
Set any other goals in work readiness skills or occupational skills, as
appropriate for the individual student.
 Determine whether annual goals have been attained
by posttesting. If the CMT was used for the pretest, use an approved
alternate version of the CMT for the posttest. If the CCS achievement
test was used for the pretest, use an alternate form of the achievement
test (at the same or next higher level) for the posttest.
Example of the Approach
Baseline is set and deficiency is identified.
Jane, a 16year old, enters the program in the summer
before her junior year. Her CCS appraisal test scores in math and reading
are 212 and 237, respectively. Since her math score is below 235, Jane is
considered basic skills deficient in that subject. As such, she must have an
annual goal set in math for WIA performance measurement.
Bob, a 15year old, enters the program in the fall of
his sophomore year. He is tested in school using the CMT to determine his
levels in reading and math. His CMT score shows him to be at the 9^{th}
grade level in reading and the 5^{th} grade level in math, so he is
found to be basic skills deficient in math and must have an annual goal set
in math for WIA performance measurement.
Goal is set.
Jane’s annual basic skills goal must be at least a
fivepoint gain between her pretest and posttest scores on the appropriate
CCS math achievement tests (as distinct from the CCS appraisal test). Within
a year of setting her basic skills goal, she must be posttested to
determine whether or not she has achieved her annual goal in basic skills.
Bob, who was pretested using the CMT, has a minimum
annual goal of one grade level advancement in math. His goal may be more
ambitious if he and the counselor agree: for example, Bob’s annual goal
could be 1.5 grade levels in math. His posttest score on the CMT (approved
alternate version) will determine whether he has achieved the goal set for
him.
Attached is a copy of the Path Through ECS Assessment
for the CCS, which list which tests should be used based on either appraisal
or achievement scores.
Any questions may be directed to your area liaison.
Attachment
Administrative Procedures Memos
