Narrative: II. c.

1. Describe the strategies the State will implement, including industry or sector partnerships related to in-demand industry sectors and occupations and career pathways, as required by WIOA section 101(d)(3)(B), (D). “Career pathway” is defined at WIOA section 3(7) and includes registered apprenticeship. “In-demand industry sector or occupation” is defined at WIOA section 3(23)

We will continue an approach based on the needs of the individual as well as the needs of the employer. Our WDS must examine the needs of the employer, assess the skills and skills gaps of the workforce and then create solutions to ensure maximum benefit to both customer groups.

Strategy 2.1: Partner with employers to identify workforce needs.

Strategy 2.2: Provide access to training programs that meet the needs of employers.

Strategy 3.1: Assess needs of individuals seeking employment and/or training.

Strategy 3.2: Use the Employment First framework to ensure competitive, integrated employment as the priority option for individuals with significant disabilities. 

Strategy 3.3: Provide access to training programs that meet the needs of individuals.

It is imperative that the workforce development system provide education and training for skills that lead to quality employment in high-demand jobs or entry-level occupations that lead to high demand jobs. Career pathways must be diverse with multiple entry and exit points allowing individuals of varying abilities, including low-skilled adults and youth with multiple barriers to employment, especially those with disabilities, to have realistic access to pathways. The State will support career pathways that help adults and youth enter the labor force and/or advance among multiple occupations, advance within an occupation or move to a new occupation that has similar skills to a previous occupation.

Strategy 4.1: Adhere to WIOA career pathways development.

Strategy 4.2: Enhance current career pathways system.

Strategy 4.3: Educate individuals and employers to encourage career pathways in training and employment environments.

2. Describe the strategies the State will use to align the core programs, any Combined State Plan partner programs included in this Plan, required and optional one-stop partner programs, and any other resources available to the State to achieve fully integrated customer services consistent with the strategic vision and goals described above. Also describe strategies to strengthen workforce development activities in regard to weaknesses identified in section II(a)(2)

Goal 1: Maximize Efficiency of the Workforce Development System (WDS)

For WIOA to continue to be successful the WDS must be seamless, comprehensive, and accessible.  Partners in the WDS will work together in order to maximize benefits to our customers and improve WV’s Labor Force Participation Rate (LFPR).

Strategy 1.1: Core partners will collaborate to align program initiatives and processes.

Region 1 LWDB has developed and implemented our MOU/Infrastructure Funding Agreements (IFA) with our core, required and additional partners.

Regular quarterly partner meetings are held in each of our counties to encourage collaboration.  A unified referral form has been developed for inter-organizational use to provide maximum resources to individuals served in Region 1.

Region 2 LWDB continues to work with partners to create a better understanding of what a truly integrated workforce looks like.  This begins with the MOU with all partners in agreement to cooperate.  We agree that the main purpose is service to all customers of the WDS.

Region 5 LWDB core and required partner staff jointly developed, and have in place, operational policies and procedures for regional AJCs that reflect an integrated system of performance, communications and case management services. The Region 5 LWDB, core and required partner staff jointly developed, and have in place, a “Participant Common Referral” form and a “Participant Information Release” form for customer use at regional AJCs. These efforts have helped decrease duplication of efforts with participant data and information collection. Additionally, the Region 5 LWDB, core and required partners staff jointly developed, and have in place, strategies, goals and objectives for regional AJCs. Strategies, goals, and objectives are reviewed by all staff no less than twice a program year for updates and/or additions. A “One Stop Center Partner Service Matrix” is in place that details core and required partners’ programs and services and is made available for use by all core partners, required partners, AJC staff, and customers.

The Region 6 LWDB annually updates the required partner MOU to include the process for cooperation among partners in providing services to all customers of the Region 6 service area.  The MOU includes the details of infrastructure costs of each partner.

Region 7 LWDB updates MOUs on an annual basis and has a signed IFA with partner agencies. Region 7 also conducts quarterly Management Consortium meetings with the core partners.

Annually update MOU with all partners.

Conduct regularly scheduled meetings to discuss workforce development. The meetings consist of members from each agency subject to the reporting provisions of WIOA. Meetings with partners will promote program integration to eliminate duplication of efforts.

• ICT (monthly)
• WVWFDB (quarterly)

DRS maintained and continues to maintain a presence with each of WV’s seven LWDBs. DRS has signed MOUs and IFAs with each LWDB. Each LWDB has a DRS representative who is active in the Board’s activities and decision-making process.

Strategy 1.2: Ensure cross-training of all workforce development system partners.

Partners are invited to attend webinars on relevant WIOA topics, e.g., Youth Programs and Business Services.  The Region 1 LWDB hosted partner training on Stigma Reduction and Awareness and DRS included partners in trainings such as Suicide Prevention. A region-wide Active Shooter Training was conducted for the safety of our customers and staff at the AJCs. Quarterly partner meetings provide an opportunity for cross-training on new programs/services which focus on the joint goal of training and employment for our customers.

The Region 1 One-Stop Operator, along with each organization, developed a comprehensive Resource Guide for each county. The Resource Guide was compiled to aid customers and staff in finding services that are beneficial.

Region 1 LWDB partners have been trained to utilize a unified referral form to assess customers’ needs and ensure they receive the services needed.  Referrals may be made to organizations/programs such as DRS for those who have disabilities, Adult Education for those who may need additional basic education or Empowered Employment for those who have barriers to employment.

Region 1 will participate in training on the state management information system (MACC).  

Region 2 LWDB will ensure cross-training of local workforce development staff. Promote and use the proposed state developed on-line training program for all workforce staff.  Develop team based customer service for all customers of the AJC.  Staff will continue training to serve individuals with barriers, and when applicable, refer customers to our partners at DRS. 

Region 3 LWDB shares a PowerPoint presentation with all partners that includes information on services and partners at the Charleston AJC. This PowerPoint plays on a continuous loop on the television in the lobby for individuals.

Region 3’s One-Stop Operator trains workforce partners and regularly shares information with engaged partners.

Region 3 participates in all available trainings on the MACC system.

Region 5 AJC front-line staff is provided with intensive training no less than twice a program year by Region 5 LWDB, core and/or required partner staff to ensure they are knowledgeable about basic WIOA eligibility requirements and core and required partner programs and services so they can effectively and efficiently serve eligible individuals. Training typically focuses on: customer service; direction/guidance on how to adequately serve individuals with disabilities; effective assessment of individuals with barriers to employment; how best to assist eligible individuals with accessing outside resources; and, introduction of any new regulations, policy, procedures, etc. Core and required partners, as well as non-required partners, and front-line staff are all encouraged to participate in regular cross-training sessions that are offered at the Wheeling AJC no less than four times a program year. Cross-training sessions typically include various community speakers who familiarize staff about community programs and services and grant funding available.

Region 6’s One-Stop Operator has developed a partner resource book for distribution to all partner offices.  The partners provided a description of the agency and the services they provide, which has then been compiled into a resource book for front-line staff to use when customers inquire about services available within the Region 6 One-Stop Partner Network.

Region 6’s One-Stop Operator has developed an online cross training program for all One-Stop staff to take as part of the commitment by Region 6 WDB to ensure that the One-Stop staff have the information they need to better serve the customers of Region 6. After quarterly partner meetings, at which a different partner highlights their services each meeting, the PowerPoint is sent to all One-Stop staff in the region to look over and then take a short online survey to measure their understanding of that partner’s services.

Region 6 will promote the use of the proposed state-developed on-line training program for all workforce development staff.

Region 6 will follow the state’s lead in moving toward team-based customer service. Region 6 will engage in team-based system management for the customers at our AJCWV.  A high priority will be placed in staff training on serving individuals with barriers to employment, including individuals with disabilities, and lacking adult basic education.  

Region 6 will promote regional One-Stop Partner Network workforce staff to participate in state-led training on the use of the MACC system.

Region 7 has developed a comprehensive case management manual as a resource guide for all AJC staff. Region 7 holds weekly staff meetings that include the One-Stop Director where cross training and other staff needs are continuously discussed. Quarterly One-Stop meeting with partners also address cross-training needs that may exist and how we can better serve mutual clients.

As data integration across the core partners’ systems is being completed, training will be conducted for staff that utilize the system. Staff will be able to access relevant consumer data shared from partner programs in order to coordinate and improve service delivery and employment outcomes for all WDS consumers.

Cross-training for partner agencies is conducted at the local level at each AJCWV across the state. The agencies will strive to continue these cross-trainings.

DRS will train partner staff regarding service to individuals with disabilities, including etiquette, accessibility, accommodations, resources, and other relevant topics, as appropriate.

Deploy a comprehensive on-line training program to provide exposure to WDS services.

Engage in team-based system management for the customers at our American Job Centers of West Virginia (AJCWV).

Train staff to serve individuals with barriers to employment, including individuals with disabilities and lacking adult basic education.

• DRS will train partner staff regarding service to individuals with disabilities, including etiquette, accessibility, accommodations, resources, and other relevant topics, as appropriate.

Technical assistance and training will be provided on the state management information system to all workforce development staff, both regionally and locally.

Strategy 1.3: Communicate with all partners within the workforce development system.

Region 1 LWDB posts weekly updates that are shared with dozens of partners within our region.

Region 1 LWDB hosts quarterly partner meetings throughout the region.

Region 2 will communicate with all partners within the workforce development system.  Partners will continue to meet quarterly, monthly meeting for the core partners.  The One-Stop Operator schedules and coordinates the meetings. Region 2 LWDB’s website and Facebook page are updated with messages and other information from partners.

Region 3 LWDB posts information on the website and Facebook page, including upcoming events, job and resource fairs, and operational policies. Important news, policies, and information are shared via email for board members, staff, partners and/or employers

Region 3 holds monthly staff meetings, bi-monthly board meetings and quarterly partner meetings (training providers, One-Stop partners, and youth partners).

Region 4’s One-Stop Coordinator continues to conduct monthly One-Stop manager team meetings to identify areas of collaboration and share information about agency specific updates. One-Stop Coordinator will continue to conduct Partner Staff meetings at the Affiliate and Satellite office throughout the region to communicate program updates as well as events, such as career/Job fairs and schedule workshops.

Meetings between the Region 5 LWDB, core partners, required partners, and One-Stop Operator staff are held once a quarter during the program year. The purpose of meeting is to discuss daily operations, processes, procedures, etc. at regional AJCs and development of/updates to policies and procedures that govern regional AJCs, etc. Frequent daily communications also occurs between Region 5 LWDB, AJC, core and required partner staff. Core and required partner staff are co-located at regional AJCs. The quarterly partner meetings are held at a central location in the region and are well attended by the partners.  Cross training and upcoming partner activities are highlighted at each meeting.

Region 6 will continue email blasts to provide a means of keeping partners updated on activities and events happening in the region in between the quarterly partner meetings. 

Region 6 maintains a regional website at www.regionviwv.org with policies and program information on a regional level and links to state and federal websites as a means of providing employers and job seekers with valuable information they need in order to make informed decisions about hiring and job search and training opportunities.

Region 6’s Executive Director attends the state-convened monthly meetings with LWDB directors.

Region 6 Facebook page for One-Stop Partner Network will continue to provide another means of communication between partners and the public.

Region 7 maintains a website with a calendar that is updated weekly. Region 7 has quarterly Management Consortium meetings with One-Stop partners and quarterly Business Services/Implementation Team meetings with employers and partners who deliver business services in the region. Region 7 has quarterly training provider meetings with all approved educational institutions that deliver demand occupational training to WIOA clients without our region. Sector Partner Strategy meetings are held in conjunction with the CTCS (Blue Ridge CTC and Eastern WV CTC).

Each LWDB has a DRS representative who is active in the LWDB’s activities and decision-making process.

DRS has maintained regular communication with WFWV to stay abreast of trends in employment, including changes in education and training requirements. This has been accomplished through regular meetings of the WDS, written communications, teleconferences, and other media. DRS, particularly through its Employment Specialists, stayed informed of emerging careers and occupations via WFWV’s LMI website. DRS Employment Specialists have also continuously collected employment information from their business contacts. This information is shared within the WDS. DRS registers its job-ready consumers with WFWV in order to better serve employers by providing them with a base of potential employees.

Strategy 1.4: Maintain integrated state management information system utilized by core partners.

Through the Re-employment Systems Integration Dislocated Worker Grant, the core partner agencies continued to develop an integrated data sharing system until December 31, 2018.  The development of a common Information and Technology (IT) system to be used by core partners continues to be a priority for WFWV.  Representatives from the core partners met on a regular basis to create a document outlining the required data elements to be shared and how those elements will be exchanged.  WFWV modified the MACC system to extend the integrated registration and case management system to incorporate sharing of customer information with DRS and Adult Education programs.  Each partner can query data in real time to obtain information for the customer to review and correct as necessary prior to program enrollment.  In addition, ongoing service delivery can be reflected in all partner systems by utilizing additional real time data exchanges.  Each partner integrated the data from the other systems into their current case management system in ways that are familiar to their case managers reducing the need to retrain front-line staff.

Region 5 LWDB, core and required partners share a common participant tracking system (MACC system).  Using the MACC system helps decrease duplication of efforts on participant data and information collection for all parties, and more importantly, makes the service delivery process more effective and efficient for customers. When an individual accesses the local WDS, AJC staff assists him/her with identifying goals and the service needed to achieve desired goals. AJC staff provides intake, eligibility, registration, skills and initial needs assessment services. Data collected during the intake and initial service delivery is entered into the MACC system. This action results in integrated data collection that core and required partners can access and view at any given time and vice versa. Participant referrals do not require a separate intake process since core and required partner staff is co-located at AJC and because of the shared database.  Because this process is so seamless, in many cases, customers won’t even be aware that they have been transferred from one program to another. The same holds true when customers are receiving services simultaneously. In these cases, transfers are made, and services are provided uninterrupted.

The Region 6 LWBD will continue to utilize the integrated state management information system to monitor and evaluate performance of core partner programs in relation to the state goals. 

Region 7 LWDB will continue to input all WIOA-related data into the MACC system.

Provide user training on the integrated state management information system to workforce development staff, both regionally and locally.

Maintain the integrated state management information system for co-enrollment of individuals receiving services from the core partners.

Utilize the integrated state management information system to monitor and evaluate performance of core partner programs in relation to the six state goals.

Goal 2: Strengthen Relationships with Employers.

Collaborate with employers utilizing a variety of methods to develop solutions to their workforce needs.

Strategy 2.1: Partner with employers to identify workforce needs.

The Region 1 LWDB Business Services Unit uses a broad approach to identify workforce needs.  This includes collaborating with economic development authorities, local chambers of commerce, community and technical education centers, community and technical colleges and conducting comprehensive business visits. 

The Region 1 Business Services Unit promotes and develops sector strategies by participating in roundtable events that are industry specific.

The Region 2 LWDB will continue communications with employers to identify their needs.  Continue to work not only with employers but with economic development groups to identify needed skills in future and current employees. 

Region 2 adopts state standards to provide products and services to employers through agency coordination. State agencies will communicate and organize outreach to employers and Region 2 will respond to their stated needs.

Region 2 will promote Out of School Youth (OSY) individuals who have at least a high school diploma, to employers.  This encourages the OSY participants to continue their education.

The Region 2 LWDB will continue to encourage and promote the apprenticeship model and where possible Region 2 will continue to partner with the CTCS to share training for apprenticeships.

The Region 3 LWDB analyzes various employment related surveys conducted by employer groups and partners, such as, Charleston Area Alliance, Governor’s Guaranteed Workforce, City of Charleston etc. to guide business services initiatives. 

Region 3 attends events targeting employers, such as, business after hours, Rotary Club, Economic Development agency meetings and others.

Region 4 LWDB’s sector strategy meetings provide an opportunity to listen to the needs of employers for specific skill sets, competencies, and required certifications/trainings.

The Region 4 Employer Solutions Team interview model will help gather regional employer needs.

Region 4’s Employer Solutions Network connects resource partners with employers providing information on services available to meet their needs.

Region 5 LWDB is also a partner in the Business Resource Network (BRN). The BRN includes LWDBs from eastern Ohio, western Pennsylvania, and northern WV. The BRN’s mission is to help regional businesses strive, grow and create jobs by bringing a strategic and collaborative approach to solving their problems and expanding their opportunities. A “client-centered” approach is used to promote available Region 5 LWDB, core and required partner programs and services so we can meet the complete service needs of employers while delivering measurable results for communities.

The Region 6 LWDB will use a variety of data and work with employers to identify the skills and competencies necessary to attain family-sustaining employment. 

Region 6 will solicit employer feedback to identify the skills and competencies necessary for attaining family-sustaining employment.  The One-Stop Operator is in the process of developing a Business Customer Satisfaction Survey which will be utilized by the LWDB to assist in improving the types of and delivery of business services.

Region 6 will continue to promote and develop sector strategies based on LMI and employer needs. 

Region 6 will adopt state proposed standards for providing products and services to employers through enhanced agency coordination in providing business services and expanded partnerships with economic development providers, local chambers of commerce and other associations serving the needs of employers.

Region 6 will continue to encourage employers to participate in business-education partnerships.  These partnerships connect schools, employers, and youth-serving community organizations with students and OSY to provide career-related experiences and exposure opportunities for youth and young adults through soft skills development, internships, workplace shadowing, and career mentoring.  When possible, business-education partnerships will recruit business representatives from industry partnerships, apprenticeship programs, or multi-employer groups that identify common workforce needs of businesses that provide jobs that pay living wages.

The Region 7 LWDB has quarterly Business Services/Implementation Team meetings as well as Eastern Panhandle Society for Human Resource Management (SHRM) meetings with employers and partners who deliver business services in the region. Sector Partner Strategy meetings are held in conjunction with the CTCS (Blue Ridge CTC and Eastern WV CTC).

DRS will continue to serve on Business Service Teams (BSTs) with WFWV, Adult Education, LWDBs, and other related entities. Through training and standardizing informational materials, when possible, these teams provide a full range of WDS information when making visits to employers. This will allow the WDS to maximize the impact of employer visits and ensure that businesses are aware of all resources available through the WDS.

DRS has an in–house Employer Services Section that specializes in providing employers with disability–related information, services, and pre–screened job seekers. The DRS Employer Services Section has nine employment specialists that cover all 55 counties in WV. DRS’ team of employment specialists provide business owners and employers with critical business options and assistance in staffing, employee retention strategies, education on disability–related issues, job accommodations, and information about financial incentives for employers who hire individuals with disabilities.

Solicit employer feedback to identify the skills and competencies necessary for employment.

Promote and develop sector strategies based on labor market information and employer needs.

The WVWFDB will set policies for providing services to employers through enhanced agency coordination. State agencies will act as intermediaries for organizing outreach to employers on a wider geographical basis than local regions.

Connect employers to participate in business-education partnerships. These partnerships connect schools, employers, and community organizations with individuals to provide career-related experiences and employment opportunities such as soft skills development, internships, OJT, workplace shadowing, and career mentoring.

Strategy 2.2: Provide access to training programs that meet the needs of employers.

The Region 1 LWDB, in connection with Adult Education, piloted a Certified Nursing Assistant Apprenticeship class utilizing WIOA funding and supportive services.  Region 1 also works with the WV Laborer’s Training Trust Fund to assist WIOA customers with funding to enter their apprenticeship programs.  Region 1 is currently working with the United States Department of Labor (USDOL) Apprenticeship and Training Representative to develop new apprenticeships throughout the region.

Through participation with employer advisory boards at local community and technical colleges and working with the USDOL Apprenticeship and Training Representative and other organizations, the Region 1 LWDB assists with the development of training programs that offer certifications and employability skills as identified by employers.

The Region 1 LWDB will promote and offer training assistance through programs such as OJT and Incumbent Worker Training (IWT).  Employers in Region 1 can access OJT to train individuals to meet specific needs and IWT to upgrade skills of current employees to increase the competitiveness of the business.

The Region 1 LWDB Business Services Unit will provide information on multiple training programs to businesses through comprehensive business visits and follow-up communication.

The Region 2 LWDB will assess skill gaps and provide training and counseling to determine any supportive services necessary.  The career planner will also determine the willingness level and follow through, once a plan is established.  Identify other partners who can assist and assess needs and a direction toward programs of study, at the community college level or through technical training programs. 

Region 3 LWDB offers OJT, Transitional Jobs, Incumbent Worker Training and is open to developing customized training opportunities for employers.

Region 5 LWDB core and required partners believe that coordinating with businesses, especially small businesses and businesses in “high demand” industries, is crucial to improving the local WDS. The priority is to increase training and education for job seekers, including those with barriers to employment, to meet the needs of employers, existing and emerging, small, mid-size or large, in “high demand” industries. To do this, it is imperative to remain informed of trends in employment including changes in education and training requirements. 

Employers typically need access to qualified individuals and need assistance with recruitment, retention and upgrading skills of their existing workforce. The Region 5 LWDB, core and required partners work to customize services for employers in an effort to meet their needs and demands at any given time. Career Pathways Services for individuals are employer-driven and consist of required skills and credentials needed for “high demand” occupations. Core partners provide programs and services that assist individuals, including those with disabilities, with job development and placement efforts that meet employer needs.

The Region 6 LWDB will encourage expanded access to online education and training programs that result in industry-recognized credentials.

The Region 6 will continue to maintain partnerships with employers, community colleges, and secondary and post-secondary certificate granting schools, with the aim of developing micro-credentials that demonstrate skill development.  

The Region 6 will promote the development of Registered Apprenticeship programs, with a focus on non-traditional industries and occupations.  The LWDB will refer employers to the Office of Apprenticeship for technical assistance in establishing an apprenticeship.  

The Region 6 will continue to foster relationships between the WDS and Adult Education post-secondary and secondary education systems to ensure system alignment, programs of study that support job seeker and employer needs and leveraging of resources to provide students with the best possible chance for success.  This includes continuing to look for ways to partner with education through competitive grant opportunities.

The Region 6 Business Services Unit provides information on the public workforce development system when working with new or current employers who are being funded through LWDB funds and or state funding from economic development.  It is emphasized to the businesses that it is in their best interest to utilize the free services available through the system.

Region 7 encourages local employers to access workforce development funds in order to facilitate their training needs. Customized Training as well as Incumbent Worker funds are two broad-based avenues in which the Region 7 partners with local employers to enhance the workforce skill set within our region. In addition, the Region 7 continues to partner with local training providers and their state-approved training programs when more traditional occupational or classroom-based training is warranted.

DRS has an in–house Employer Services Section that specializes in providing employers with disability–related information, services, and pre–screened job seekers. The DRS Employer Services Section has nine employment specialists that cover all 55 counties in WV. DRS’ team of employment specialists provide business owners and employers with critical business options and assistance in staffing, employee retention strategies, education on disability–related issues, job accommodations, and information about financial incentives for employers who hire individuals with disabilities.

The Employer Services Section maintains a database of each DRS–employer interaction with VR employment specialists. The information collected includes the business name, contact person, and current job openings by occupation. If needed, a referral to the DRS Rehabilitation Technology Unit is made to address workplace accommodations. This list is distributed to field staff to potentially match a job–ready VR consumer with a current job opening. Through positive working relationships, 47 employers, including some of the largest in the state, now send job postings directly to DRS’ Employer Services Section.

Maintain partnerships with employers, community colleges, secondary and post- secondary certificate granting schools, and LWDBs to continue micro-credentials that demonstrate skill development. This allows for the attainment of employability skills and measurable skill gains to align career pathways for individuals with barriers to employment, especially those with disabilities.

Promote the development of Registered Apprenticeship programs focusing on non- traditional industries and occupations.

Maintain relationships with the secondary, postsecondary, and adult education systems to ensure that programs of study reflect employer needs.

Encourage employers that receive state funds from economic development and similar programs to utilize the public workforce development system.

To demonstrate WFWV’s encouragement of co-enrollment, the following numbers were queried from the MACC from July 1, 2016 through June 30, 2019:

• WP and WIOA Adult-1,590
• WP and WIOA DW-3,030
• WIOA DW and TAA-398
• WIOA DW and NDWG-1,569
• WIOA Adult and NDWG-438

Goal 3: Overcome Employment Barriers of Individuals.

Identify employment barriers of individuals and develop solutions. The removal of barriers is a key component to improving WV’s LFPR.

Strategy 3.1: Assess needs of individuals seeking employment and/or training.

Through comprehensive interviewing, educational/career assessment and counseling, the Region 1 LWDB will identify barriers and utilize support services so individuals will be successful in obtaining training and employment goals.  To ensure support services needed are being met, individuals may be co-enrolled in partner programs.

Region 3 LWDB individuals are given Tests of Basic Education (TABE), and an Individual Service Strategy (ISS) is undertaken to ascertain education levels, skills, knowledge and interest prior to offering training and/or employment options. Monthly follow up is conducted to ensure successful completion of program services.

Region 3 individuals with no or limited work history take five career readiness modules before being referred to individualized career services.

Region 3 conducts comprehensive case management to ensure individual receives necessary supports to be successful in chosen workforce development service (job, training, career readiness).

The TABE test is administered to eligible individuals, especially those in need of basic skills remediation, by the Region 5 One-Stop Operator, core partner, and required partner staff at regional AJCs. DRS administers specific assessments to individuals with disabilities. One-Stop Operator staff also administers the Region’s Career Plan Development Manual to further assess individuals. Adult Education is charged with the responsibility of conducting English language assessments for individuals in the region in need of this type of assessment.

The Region 6 LWDB area will provide comprehensive counseling to ascertain supportive service needs of individuals.  Skills assessments will be provided in order to determine skills needs/upgrades pertinent to obtain desired employment.

Region 6 will encourage cross-program funding and programmatic integration of workforce preparation activities to develop employability skills, adult education, and occupational training, supplemented by supportive services, as part of career pathway models to ensure that the critical needs of individuals (including those with basic skills deficiencies) are met, allowing the greatest opportunity for employment success.  When appropriate, job seekers will be co-enrolled between two or more core programs to accomplish this goal.  In addition, integrated systems must incorporate customer-centric design components, where possible.

Region 7-The WIOA rules explain that the Individualized Employment Plan is an individualized career service, jointly developed by the participant and career coach. The Individualized Employment Plan includes an ongoing strategy to identify employment goals, achievement objectives, and an appropriate combination of services for the participant to obtain these goals and objectives. Individualized Employment Plans are one of the most effective ways to serve individuals with barriers to employment, and to coordinate the various services, including training services, they may need to overcome these barriers.

The Individualized Employment Plan is the basis for the overall case management strategy. The career coach will utilize the Individualized Employment Plan to update strategies and activities as they occur, and to document referral and contact information for services obtained from partner organizations. When reviewing the Individualized Employment Plan, career coaches will document a participant’s progress, activities completed, benchmarks reached, and any other accomplishments.

Additionally, the Individualized Employment Plan should be:

• Developed in partnership with the participant;
• Used as a tool that can and will change over time, as necessary, to meet the needs of the individual;
• Used as a roadmap to achieve measurable and attainable short-term and long-term goals; and
• Designed to reflect the individual’s interests and incorporate career planning.

The provision of services should be a result of, and consistent with, the customer’s assessment and Individualized Employment Plan. Having a well-developed Individualized Employment Plan and related documentation is required and is a fundamental part of case management. Once an Individualized Employment Plan is developed and approved, it should be used in the on-going process of monitoring and re-evaluating the participant’s progress toward educational and occupational goals.

The Individualized Employment Plan should be a “living document” and reviewed and updated as life changes occur, including the participant’s interests and ambitions, as strategies are updated, as services are obtained from partner organizations, as activities are completed, and as goals are met and benchmarks are reached.

DRS Counselors meet with VR applicants to discuss information related to background, career aspirations, preferences, capabilities, limitations, accommodations, and other matters related to employment and/or independence.  Upon entry into the VR program, the vocational goal, intermediate objectives, and the nature and scope of rehabilitation services to be included in the client’s Individualized Plan for Employment (IPE) is determined. To prepare the IPE, the Counselor conducts a comprehensive assessment of the career goals, unique strengths, resources, priorities, interests, and needs (including the need for supported employment services) of an eligible individual in the most integrated setting possible, consistent with the client’s informed choice.

DRS specializes in individualized service provision to people with disabilities who desire to work. These services include employability/soft skills, training sponsorship, vocational counseling and guidance, and job placement, among several others. DRS acknowledges that because of the individualized nature of services, some consumers will require the services of core partners or auxiliary partners to meet their additional needs. As appropriate, DRS will refer consumers to partners or provide joint services with partners in order to meet the needs of the WDS and its customers.

Provide counseling to ascertain service needs of individuals to determine skills necessary for desired employment.

Coordinate cross-program services for job preparation activities to develop employability skills, adult basic education, and occupational training. When appropriate, individuals will be co-enrolled between two or more core programs to accomplish this goal.

Strategy 3.2: Use the Employment First framework to ensure competitive, integrated employment as the priority option for individuals with significant disabilities. 

The Region 1 LWDB Opportunities in Action team works to increase awareness and access to services to individuals with challenges to employment, specifically those who have disabilities.  Team effort includes the maximization of resources, cross referrals, co-enrollment in programs, and outreach in the service delivery area of Region 1.

Region 2 LWDB believes that all persons, regardless of disability, are fully capable of participation in the workforce.  Region 2 provides counseling through career planners and assistance/referrals to DRS, to assist individuals in the achievement of employment.

The Region 3 LWDB utilizes transitional jobs for individuals with disabilities, providing employers wage subsidy incentives. 

The Region 5 LWDB, core partners, and required Partners will ensure the implementation of the “Employment First” framework for the local WDS. The “Employment First” Framework will be centered on the premise that all individuals, including individuals with significant disabilities, are capable of full participation in available employment activities and community life. 

Local policies, procedures and service delivery practices will be modified and aligned to ensure integrated employment for this target group. Work experiences will be developed by the Region 5 LWDB, core and required partners for individuals with significant disabilities that will include work experiences, preferable full-time, paid directly by employers at a greater of minimum or prevailing wages with commensurate benefits occurring in a typical work setting.  The employee with a disability will be able to interact continuously with co-workers who do not have disabilities and have the opportunity for advancement and job mobility. 

Region 6 LWDB will mainstream job seekers with barriers to employment, especially those with disabilities, to the maximum extent possible by offering realistic entry points into career pathways and by ensuring necessary supportive services are in place and coordinated across agencies, so that those individuals with the most significant barriers to employment are successful in accessing and navigating career pathways.  When appropriate, job seekers will be co-enrolled between core and other partner programs in order to provide the most comprehensive services possible.

Through integrated efforts, the Region 6 LWBD core partners will increase awareness and access to services to individuals with barriers to employment, especially those with disabilities.  These efforts include maximizing resources, co-enrollment, and cross referrals, outreach and service delivery will allow for increased awareness and access to services.

Region 6 will continue to work with entities such as, but not limited to, Job Squad and Pace Enterprises, to support the entry of persons with disabilities into the workforce through Transitional Job and OJT programs, which include supportive services for those who have been assessed to need them.

Region 7 WIOA funding enables the delivery of a comprehensive array of services that prepare individuals with disabilities for post-secondary educational and employment opportunities, attainment of educational and/or skills training credentials, and obtainment of employment with career opportunities. This is accomplished by assessing the participant’s skills, interests, needs and personal goals; creating customized service plans in collaboration with the participant; and expanding the participant’s connection to and understanding of the local economy, educational opportunities, and available community services.

DRS counselors provide vocational counseling and guidance to VR applicants immediately to begin determination of eligibility and planning of career goals. Upon entry into the VR program, consumers develop an IPE with their counselor. The IPE outlines the specific employment goal, career pathway, and services needed to enable and empower the individual to obtain employment.

DRS specializes in individualized service provision to people with disabilities who desire to work. These services include employability/soft skills, training sponsorship, vocational counseling and guidance, and job placement, among several others. DRS acknowledges that because of the individualized nature of services, some consumers will require the services of core partners or auxiliary partners to meet their additional needs. As appropriate, DRS will refer consumers to partners or provide joint services with partners in order to meet the needs of the WDS and its customers.

DRS will train partner staff regarding service to individuals with disabilities, including etiquette, accessibility, accommodations, resources, and other relevant topics, as appropriate.

Engage individuals with disabilities by offering realistic entry points into career pathways.

Through integrated efforts, the core partners will increase awareness and access to services to individuals with disabilities. These efforts include maximizing resources, co-enrollment, cross referrals, outreach, and service delivery which will allow for successful employment outcomes.

Strategy 3.3: Provide access to training programs that meet the needs of individuals.

The Region 1 LWDB works closely with Adult Education, and secondary and post-secondary schools, the community college system and employers to promote micro-credentials that establish job readiness, the achievement of employability skills and measurable skills gains which align to career pathways for individuals with challenges to employment. 

The Region 1 LWDB will assist individuals who have created an Individualized Employment Plan in reaching their training and employment goals through connection to approved training programs that lead to high demand occupations, and self-sufficiency, such as ITAs, Registered Apprenticeships, and OJT. Paid time-limited work experiences, such as Empowered Employment, along with supportive services, allow individuals to earn money to cover living expenses while developing relevant skills that prepare them to be successful in meeting their goals.

The Region 2 LWDB encourages employers that the key to retention is employees who understand the value of continued training.  This allows the individual to gain employable skills, reducing barriers to employment.  Especially for those with disabilities.

Improved economic opportunities depend on an individual’s ability to access education and training that prepares him/her for college and career success. A top priority for the Region 5 LWDB, core and required partners is to increase training and education opportunities for eligible individuals, especially those with barriers to employment, in order to meet the needs of employers. The local WDS is universally accessible, customer-centered and training is job-driven. The most promising strategies for serving individuals with barriers to employment involve a concurrent mix of employment, training and support services. The Region’s Career Pathways System encompasses education and training strategies that go from the acquisition of skills and credentials to the advancement of higher levels of employment within “high demand” industries. Career Pathways Services are linked to the State’s Eligible Training Provider List (ETPL) through the Region’s ITA Program to help individuals understand there are viable options available to them. The Career Pathways System provides a “road map” for individuals that detail certificate or degree requirements and the employment outlook that will lead them to obtain desired education and employment goals. There is also access to work-based training options, like: OJT, Customized Training and Incumbent Worker Training. Individuals who do not meet a training program’s entrance requirements and/or eligibility requirements are offered alternate services. 

Region 6 LWDB will mainstream job seekers with barriers to employment, especially those with disabilities, to the maximum extent possible by offering realistic entry points into career pathways and by ensuring necessary supportive services are in place and coordinated across agencies, so that those individuals with the most significant barriers to employment are successful in accessing and navigating career pathways.  When appropriate, job seekers will be co-enrolled between core and other partner programs in order to provide the most comprehensive services possible.

Through integrated efforts, the Region 6 LWDB core partners will increase awareness and access to services to individuals with barriers to employment, especially those with disabilities.  These efforts include maximizing resources, co-enrollment, and cross referrals, outreach and service delivery will allow for increased awareness and access to services.

Region 6 will continue to work with entities such as, but not limited to, Job Squad and Pace Enterprises, to support the entry of persons with disabilities into the workforce through Transitional Job and OJT programs, which include supportive services for those who have been assessed to need them.

Region 7 LWDB works with employer partnerships, community and technical colleges, secondary and post-secondary schools to establish credentials that demonstrate job readiness, the attainment of employability skills, and measurable skill gains aligned to career pathways for individuals with barriers to employment especially those with disabilities.

DRS counselors develop IPEs with their consumers, outlining employment goals, career pathways, and services needed, including training services. DRS counselors are trained to identify and coordinate participation in training programs that are most suited to individuals with disabilities, consistent with their abilities, strengths, desires, and informed choice.

Maintain partnerships with employers, community colleges, secondary and post- secondary certificate granting schools, and LWDBs to continue micro-credentials that demonstrate skill development. This allows for the attainment of employability skills and measurable skill gains to align career pathways for individuals with barriers to employment, especially those with disabilities.

Promote access to Registered Apprenticeship programs focusing on non-traditional industries and occupations.

Refer individuals to training programs that lead to self-sufficiency.

Goal 4: Promote Career Pathways.

Emphasize career pathways to assist individuals entering and moving within the labor force and to educate employers on the advantages of career pathways.

Strategy 4.1: Adhere to WIOA career pathways development.

Career pathway programs being developed within Adult Education, CTE, and the CTCS will be utilized to assist individuals in achieving their educational and employment goals.  This integrated system will allow participants to enter their career pathway at any level in addition to entering at the postsecondary level. 

Region 2 LWDB ensures career pathways development as set forth in WIOA is followed.  Pathways shall be a mix of education, employable skills.  The integration of this system permits participants to enter or exit the pathway, knowing they may return to regroup, retrain.  Career planners will ascertain service needs of individuals to determine skills needed for desired employment.  WorkKeys will be utilized to determine a path forward.  Cross-program services will enable individuals to develop skills they may be lacking.  Individuals will be co-enrolled between core programs to achieve goals.

The delivery of career pathways services is diverse depending if a customer is low skilled with multiple barriers to employment or not. Career pathways services are based on “high demand” occupations that connect education, training, support services and credentials in a way that optimizes the progress and success for individuals with varying levels of abilities and needs. The Career Pathways System provides individuals most at risk of dropping out-of-school or failing to graduate college with opportunities they need to obtain or build on existing credentials. 

Region 5 LWDB assists career pathways prepare individuals to be successful in any of a full range of secondary or post-secondary education options, including apprenticeships. The Region’s career pathways system incorporates sector strategy principles by engaging employers to increase relevance and labor market value of an individual’s skills and credentials. The delivery of career pathways in the region includes, but is not limited to intake, assessment, advising, instruction and individual learning plans. Partnerships are in place between the local workforce development system, post-secondary institutions and supportive services. Besides the delivery of career pathways services, other Adult Education and Literacy activities may be offered that include basic literacy instruction or instruction in English as a second language, Test of Adult Secondary Completion (TASC), Fast TRACK, contextualized career cluster Fast TRACK, College Transition Fast TRACK and integrated education. Career pathways services are linked to the State’s ETPL, via the Region’s ITA Program, in an effort to help job seekers understand viable training options available to them and how training can be leveraged for success. 
The career pathways system is diverse with multiple entry and exit points that allow individuals with varying degrees of ability to have realistic access to different pathways. Individuals can be assured that, wherever or whenever, they enter the local WDS, there will be a clear pathway that ensures referral(s) are made to appropriate program and services, and ultimately, successful outcomes achieved. Any point of entry will provide an individual access to the full continuum of programs and services.
The Region 6 LWDB will work with Adult Education, CTE, and the CTCS to develop strategies to integrate career pathway programs meeting the requirements of WIOA.  Existing career pathway programs will expand to include adult education offerings such as literacy and numeracy, English Language Acquisition (ELA), and high school equivalency instruction as well as contextualized instruction in bridge and pre-bridge programs, pre-apprentice programs and integrated education and training programs supporting next steps in the career pathways models.  This integrated system will permit participants to enter the pathway at any of these levels in addition to entering at the postsecondary level.

The Region 7 LWDB makes available individualized career pathways when an individual is determined to need such pathways in order to obtain or retain employment.

DRS continues to inform its consumers about available career pathway programs available through Adult Education, CTE, the CTCS, and four-year colleges. In 2019, DRS assisted 1,184 consumers with four-year college training, 257 consumers with junior/community college training and 119 consumers with other types of occupational/vocational training.

West Virginia Adult Education, Career and Technical Education (CTE), and the Community and Technical College System (CTCS) of West Virginia will continue strategies to integrate career pathway programs. This integrated system will permit individuals to enter the pathway at any level.

Strategy 4.2: Enhance current career pathways system.

The Region 1 LWDB will continue the partnership with local community and technical colleges and economic development authorities to engage employers to identify employer workforce needs and ensure career pathways are aligned to those occupations that are high demand, have higher skill needs and offer self-sustaining wages.

The Region 1 LWDB will engage employers to identify the skills needed for career pathways for quality entry-level jobs that lead to high-demand jobs.  Those with barriers to employment, especially those with disabilities, could utilize programs such as OJT and Empowered Employment.

The Region 2 LWDB will assist in identification of career pathways which will provide work experience to all individuals, regardless of disability.  Region 2 ties Transitional Employment and OJT to career pathways, making sure the individual is assisted throughout the process.  Apprenticeship training will also be utilized and well as Incumbent Worker Training.

The Region 3 LWDB will continue to engage employers and use labor market research to determine growth occupations and sustaining wage jobs. 

 The Region 4 LWDB will continue to work with mandated partners and employers to align training and education with employer needs.

The Region 4 LWDB will utilize integrated sector groups to continue alignment of training and curriculum development to ensure career pathways are leading to gainful employment.

The Region 4 LWDB will encourage pre-apprenticeship/apprenticeship programs to help align career pathways within demand occupation fields.

Region 5 LWDB eligible individuals can receive career pathway services at any stage. Industry partnerships are being developed on an ongoing basis as a way to stay apprised of the Region’s economic outlook at any given time. The needs of industries are tied to worker projects that include training, recruitment, industry-sector partnerships, career pathways development and enhancement of training options. When necessary, the Region 5 LWDB uses Adult Education career pathway materials as a way of coordinating education and workforce activities with relevant secondary and postsecondary activities. To date, the Region’s career pathway committee has developed career pathways in the following “high demand” occupations: Nursing, Commercial Drivers License, Advanced Manufacturing and Welding. The committee continues to gather information and data on other “high demand” career clusters so they can create additional career pathways designs. 

The Region 6 LWDB will work with the state in its efforts to maintain a comprehensive career pathway system that combines education, training, counseling, and support services from multiple programs, including secondary and postsecondary CTE, Adult Education, TANF, Supplemental Nutrition Assistance Program Employment and Training (SNAP E&T), the CTCS, and higher education. 

The Region 6 LWDB will continue to work with employers to identify the career pathways for which quality entry-level jobs can serve as pre-bridge and bridge models of employment placement of individuals with barriers to employment, especially those with disabilities, into quality entry-level jobs that provide work experience and non-technical skills necessary to obtain high-demand jobs.

The Region 6 LWDB currently is a partner in the Tristate Energy and Advanced Manufacturing (TEAM) Consortium, which was formed to respond to the need for a properly trained workforce for the predicted 100,000 jobs to be added to the regional economy of Ohio, Pennsylvania, and WV over the next ten years. These jobs, which will be in support of Royal Dutch Shell’s $6 billion ethane cracker plant in Monaca, Pennsylvania, include mid-stream jobs such as transportation and distribution, and in downstream jobs in petrochemical processing and manufacturing.  TEAM brings together partners from industry, higher education, and workforce and economic development to build clear and accessible pathways to energy and manufacturing jobs in the region. 

The Region 6 LWDB will continue to assess and place individuals with barriers to employment, especially those with disabilities, into quality entry-level jobs that provide the work experience and non-technical skills necessary to lead to employment in high-demand jobs. 

Region 6 will require OJT and Incumbent Worker Training be tied to a career pathway.  

Region 7 LWDB-Individualized career services must be made available if determined to be appropriate in order for an individual to obtain or retain employment. These services include:

• Comprehensive and specialized assessments of the skill levels and service needs of adults and dislocated workers, which may include:

• Diagnostic testing and use of other assessment tools, and
• In-depth interviewing and evaluation to identify employment barriers and appropriate employment goals

• Development of an Individualized Employment Plan to identify the employment goals, appropriate achievement objectives, and appropriate combination of services for the participant to achieve the employment goals, including a list of, and information about, the eligible training providers.
• Group counseling
• Individual counseling
• Career planning
• Short-term prevocational services, including development of learning skills, communication skills, interviewing skills, punctuality, personal maintenance skills, and professional conduct services to prepare individuals for unsubsidized employment or training.
• Internships and paid or unpaid work experiences that are linked to careers; internships and work experiences may be arranged within the private for-profit sector, the non-profit sector, or the public sector.
• Workforce preparation activities, including programs or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and self-management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of post-secondary education, or training, or employment.
• Financial literacy services, including services which
  • Support the ability of participants to create budgets, initiate checking and savings accounts at banks, and make informed financial decisions
  • Support participants in learning, credit, debt, including student loans, consumer credit, credit cards, and teach participants about the significance of credit reports and credit scores, what their rights are regarding their credit and financial information, how to determine the accuracy of a credit report and how to correct inaccuracies, and how to improve or maintain good credit
  • Support a participant’s ability to understand, evaluate, and compare financial products, services, and opportunities to make informed financial decisions
  • Educate participants about identity theft, ways to protect themselves from identity theft, and how to resolve cases of identity theft, and in other ways understand their rights and protections related to personal identity and financial data
  • Support activities that address the particular financial literacy needs of non-English speakers, including providing the support through the development and distribution of multilingual financial literacy and education materials
  • Provide financial education that is age appropriate, timely, and provides opportunities to put lessons into practice, such as by access to safe and affordable financial products that enable money management and savings, and
  • Implement other approaches to help participants gain the knowledge, skills, and confidence to make informed financial decisions that enable them to attain greater financial health and stability by using high-quality, age-appropriate, and relevant strategies and channels, including where possible, timely and customized information, guidance, tools, and instruction

• Out of area job search assistance and relocation assistance
• Relocation assistance
• ELA and integrated education and training program

DRS, through its involvement with the ICT, stays up to date with ongoing Sector Partnership programs. DRS consumers are made aware of these opportunities, as appropriate.

Through collaboration with WFWV, DRS has maintained regular communication with WFWV to stay abreast of trends in employment, including changes in education and training requirements. This has been accomplished through regular meetings of the WDS, written communications, teleconferences, and other media. DRS, particularly through its Employment Specialists, stayed informed of emerging careers and occupations via WFWV’s LMI website. DRS Employment Specialists have also continuously collected employment information from their business contacts. This information is shared within the WDS. DRS registers its job- ready consumers with WFWV in order to better serve employers by providing them with a base of potential employees. Information from these employer visits is entered into the MACC system and is available to all partner agencies.

Maintain a comprehensive career pathway system that combines education, training, counseling, and support services from multiple programs, including secondary and postsecondary CTE, Adult and Literacy Education (Adult Education), Temporary Assistance for Needy Families (TANF), Supplemental Nutrition Assistance Program (SNAP) Employment and Training, the CTCS of West Virginia and higher education.

Ensure career pathways are aligned to in-demand occupations likely to pay sustaining wages. The LWDBs will engage employers to accomplish this goal.

Place individuals with barriers to employment, especially those with disabilities, into quality entry-level jobs that provide the work experience and non-technical skills necessary to lead to employment in high-demand jobs.

Require OJT and incumbent worker training be tied to a career pathway.

Strategy 4.3: Educate individuals and employers to encourage career pathways in training and employment environments.

The Region 1 LWDB, in collaboration with Adult Education, developed a Registered Apprenticeship Certified Nursing Assistant program as a career pathway in healthcare.

Region 1 LWDB will utilize career/educational assessments and counseling to assist individuals in navigating career pathway programs that lead to higher skills, better jobs and higher pay. 

The Region 2 LWDB provides access to training programs meeting needs of individuals by maintaining our existing partnerships with employers, community colleges, apprenticeships and other programs.  These pathways and partnerships are strengthened by Region 2 and partners commitment to provide solid training and career planning. 

The Region 2 LWDB continues to promote training programs and other means to support individuals and guide them on their path to self-sufficiency.

The Region 3 LWDB is supporting a pre-apprenticeship program through WIOA funding, a program for women, and look forward to participating with the Nationally Registered Apprenticeship programs that potentially offer a lifetime economically sustainable wage.

The Region 3 LWDB will operate an in-and out of school youth pre-apprenticeship pilot program and evaluate effectiveness.

The Region 4 LWDB will continue to promote and support the creation of pre-apprenticeship and Registered Apprenticeship Programs in non-traditional occupations as part of the career pathway model.

The Region 4 LWDB will provide career guidance to all individuals with barriers about programs and services that provide an effective pathway to meet their career goals.

Career pathway services offered in Region 5 include a combination of education, training and supportive services that are aligned with the skill needs of industries. The Region’s Career Plan Development Manual provides a “road map” for individuals that detail certificate or degree requirements and employment outlook that ultimately leads to his/her desired education and employment goals. Alignment of services offers eligible individuals and employers direct access to a broad range of services that are adapted and leveraged to address the individual’s and the employer’s needs.

The Region 6 LWDB will continue to promote to employers and support the creation of pre-apprenticeship and Registered Apprenticeship programs in non-traditional occupations as part of a relevant career pathway model.  The Region 6 LWDB will continue to fund the WV Women Work Pre-Apprenticeship program as a non-traditional career pathway into specific Trade apprenticeships.

The Region 6 LWDB will ensure that apprenticeship opportunities within the workforce development system will be promoted as job training options to individuals during the assessment and counseling process and to employers when meeting to discuss opportunities for the employers to utilize workforce services.

The Region 6 LWDB will provide career guidance to individuals with barriers, especially those with disabilities, about programs and services that provides an effective pathway to their career goals. 

The Region 6 LWDB website links with the WFWV state website in order to provide information on the state WDS in addition to regional services. 

The Region 7 LWDB assists in the establishment of a statewide and regional list of industry-recognized credentials with a focus on identifying credentials along established career pathways.

DRS counselors provide vocational counseling and guidance to VR applicants immediately to begin determination of eligibility and planning of career goals. Upon entry into the VR program, consumers develop an IPE with their counselor. The IPE outlines the specific employment goal, career pathway, and services needed to enable and empower the individual to obtain employment.

DRS has created PathwaysWV.org, a website for students with disabilities to gain valuable and relevant information on career pathways, education and training opportunities, and current and future in-demand occupations.

Goal 5: Identify and Maximize Postsecondary and Employment Opportunities for Youth.

Identify employment challenges faced by youth and provide access to postsecondary training/education and employment opportunities to improve WV’s LFPR.

Strategy 5.1: Execution of WIOA regulations regarding youth.

The Region 1 LWDB Career Connections program has recognized the priority on OSY/young adults and will continue to identify models and effective practices that will assist local area staff in successfully meeting the needs of individuals while also meeting WIOA regulations.  Recruitment efforts include networking through social media, community outreach, participant’s word of mouth, career fairs, transitional meetings and brochures.

The Region 2 LWDB identifies models and effective practices, including for recruitment, flexible enrollment (self-attestation, co-enrollment, career pathways and retention) to assist the OSY career planners Region 2 to successfully meet the needs of youth.  Region 2 assists the state in ensuring that the statistical models and negotiated performance levels are established and calibrated so that they accurately reflect the profile of OSY being served in Region 2.

To be eligible to participate in youth programs and services, youth must be between the ages of 14 and 24 and meet eligibility requirements. At least 20 percent of youth funds are spent on paid and unpaid work experiences. The Region 5 LWDB offers eligible youth the opportunity to participate in four work experience programs throughout the program year: The “Summer Works” Program; The “Fall Works” Program; The “Winter Works” Program; and, The “Spring Works” Program. At least 75 percent of the Region’s total youth program budget is allocated and spent on serving OSY. The following 14 service elements, WIOA Section 129(c)(2), are delivered to youth, as needed and necessary: 1) Tutoring, Study Skills Training, Instruction and Drop-Out Prevention; 2) Alternative Secondary School Services/Dropout Recovery Services; 3) Paid and Unpaid Work Experiences; 4) Occupational Skill Training; 5) Educational Training Opportunities; 6) Leadership Development; 7) Supportive Services; 8) Adult Mentoring; 9) Follow-Up Services; 10) Comprehensive Guidance & Counseling; 11) Financial Literacy Education; 12) Entrepreneurial Skills Training; 13) Labor Market and Employment Information; and, 14) Access to Post-Secondary Education and Training. 

The Region 6 LWDB will work with the youth contractor to identify models and effective practices for youth, including recruitment and flexible enrollment, with the goal of successfully meeting the needs of those individuals. 

The Region 6 LWDB will assist in partnership with the state and U.S. Departments of Labor and Education to ensure statistical models and negotiated performance levels are established and calibrated to accurately reflect the profiles of youth being served within the State and in each local area. 

WIOA funding enables Region 7 delivery of a comprehensive array of youth services that prepare youth for post-secondary educational and employment opportunities, attainment of educational and/or skills training credentials, and obtainment of employment with career opportunities. This is accomplished by assessing the participant’s skills, interests, needs and personal goals; creating customized service plans in collaboration with the participant; and expanding the participant’s connection to and understanding of the local economy, educational opportunities, and available community services. This process is organized and coordinated around 14 WIOA Youth program elements, which must be made available to every participant.
DRS is mandated by WIOA to reserve at least 15 percent of its federally award to the provision of Pre-ETS to students with disabilities, ages 14-21 years.  Concordantly, DRS has implemented a number of strategies to provide these services to students with disabilities, and even youth at large.

DRS will continue to work closely with the WV Office of Special Education to ensure that special education teachers, parents, and students with disabilities are aware of the availability of Pre-ETS.  This work will continue through joint-training conferences with special education staff from across the state.  Additional, intensive training on the Pathways to the Future Pre-ETS website will also continue to be provided to special education teachers in upcoming years.  As part of its outreach campaign, DRS will continue to place large banners in high schools and distribute Pre-ETS materials to students with disabilities across the state.  Additional outreach using large posters will target eighth grade, CTE, and post-secondary students at locations across the state.

DRS hosted summer workshops [Career Exploration Opportunity (CEO) Summits] for transition students entering into their senior year of high school. The four-day summits provide tools and information to support students in obtaining long-term career success. The curriculum includes career planning and preparation, self-assessments, completing job applications, interviewing skills, how to dress for employment, work ethic, cell phone and internet safety, and self-advocacy. In 2018, the CEO Summits were held in 11 areas across the state; in 2019, the Summits were held in 60 areas.  In 2019, DRS worked with Community Rehabilitation Programs (CRP) around the state to provide the Summits in as many local areas as possible. Attendance for the CEO Summits in 2019 was approximately 1,000 students, covering all six DRS districts. Students earned a stipend for the time that they attended. A concerted effort was made to introduce Science, Technology, Engineering, Arts, and Math (STEAM) to students in the CEO Summits.

DRS has demonstrated considerable commitment to providing Pre-ETS to students with disabilities statewide since the implementation of WIOA. In collaboration with Community Access, Inc. and Terzetto Creative, LLC, DRS established the Pathways to the Future website (www.PathwaysWV.org), designed to operate as a self-service one-stop for students, parents, and educators in the provision of Pre-ETS that can be accessed at any time. The site provides extensive information and resources regarding career planning, education planning, independent living skills, self-determination, and work-based learning. While this resource was developed for and is emphasized to students with disabilities, the website can be used by anyone, particularly by youth seeking career direction.

Positive Outcomes Within Education and Rehabilitation (POWER) program–DRS’ job shadowing program. POWER offers DRS transition students who are interested in professional careers an opportunity to spend a few hours or a day with a skilled worker in the student’s vocational field of interest, allowing the student to explore a specific career of interest by observing an employee perform his or her work duties at his or her place of employment. The experience should provide realistic career information that will aid the student in making career choices. DRS Employment Specialists have worked to identify a vast array of employers located throughout the State. There are currently 85 employers involved in the POWER program.
Work-Based Learning Experiences–Provided in conjunction with CRPs to pair students with disabilities with local employers willing to provide a short-term employment opportunity. These experiences provide the student with real-world work experience, in an integrated job site. Students work up to 80 work hours, over 2–4 weeks, earning no less than minimum wage. The CRPs are paid to arrange and monitor the experience, as well as pay the students.

In collaboration with CRPs, the Statewide independent Living Council (SILC) and the WV Centers for Independent Living (CILs), DRS established programs in the summer of 2019 which provided Instruction in Self-Advocacy at 25 locations across the state, serving 294 students with disabilities. These programs provide students with disabilities with the skills necessary to be confident and self-directed self-advocates. Students participating in the programs learned about their legal rights and responsibilities, the history of the disability movement, the Individuals with Disabilities Education Act (IDEA), Section 504, the Americans with Disabilities Act (ADA), Individualized Education Plans, and participated in activities to develop their confidence and communication skills, as well as the ability to evaluate their future needs and plans.

In an effort to promote Science, Technology, Engineering, and Math (STEM) fields, DRS sponsored a “Build It, Keep It, Share It” (BIKISI) program in the summer of 2019. In the program, through a one-week training, students receive the knowledge, tools, and components they need to build a computer. At the end of the training, they take the knowledge–and the computer–home with them. The program is designed to develop student interest in the sciences through computers, to subsequently promote interest in high-paying jobs within in-demand job sectors. In 2019, the program was held in 12 locations and served 363 students with disabilities.

Recognizing the new priority on OSY, the State will identify models and effective practices, including for recruitment, flexible enrollment (e.g. self-attestation, co-enrollment, career pathways and retention) to help local area staff successfully meet the needs of those individuals.

Identify models and effective practices for youth, including recruitment and flexible enrollment, to help local area staff successfully meet the needs of those individuals.

Partner with the U.S. Departments of Labor and Education and LWDBs ensuring statistical models and negotiated performance levels are established and calibrated to accurately reflect the profiles of youth being served within the State and in each local area.

Strategy 5.2: Coordination of youth services within the workforce development system.

A variety of sites have been established throughout the region to help OSY with limited paid work experience. Entrepreneurial opportunities are also being developed through collaboration with the HIVE, an organization that assists with developing business ideas and business start-ups.

The Region 1 LWDB Career Connections program will continue to provide opportunities for youth/young adults to acquire postsecondary skills and credentials needed for skilled and high wage jobs by co-enrolling with WIOA Adult programs.
DRS conducted four summer camps throughout Region 1 focusing on Job Readiness and Life Skills.  The Region 1 Career Connections Program assisted in recruiting and enrolling youth for the DRS program.  The camps served over 350 youth.  Region 1 Career Connections program offers year-round referrals to YouthBuild and Job Corps and will continue to build collaboration efforts on behalf of OSY.

Region 2 makes youth services a priority within the WDS.  Region 2 supports the development of transitional jobs, social enterprises and other work experience strategies to help OSY with limited work histories develop the skills needed for workplace success.  The co-enrollment of high-risk OSY ages 18-24, as both WIOA Adult and WIOA Youth participants to allow for the leveraging for funds and provision of necessary services.  Many single-mothers in this age group also receive TANF benefits so coordination with TANF is very important, particularly when it comes to supportive services and non-subsidized employment.  Region 2 promotes the use of ITA for 18-24 years old youth, potentially combined with work based learning opportunities.  The importance of making sure if the client does not have a HS Diploma or TASC that getting that education certificate opens up many more Career pathways.  The placement on CTCS campus, whether enrolled or receiving credential training, will assist in allowing them to grow and understand career pathways.  Another collaboration is with Youthbuild and JobCorps programs to assist with training and putting structure in their lives.

Youth Services Systems, Inc. (YSS, Inc.) is the training provider of youth programs and services in Region 5. YSS, Inc. provides comprehensive industry-specific career exploration and training for in-school and out-of-school youth. One of the goals is to ensure youth participants graduate high school, or successfully pass its equivalent, the TASC, and upon graduation/completion, pursue some form of post-secondary training or education in a viable career pathway or successfully gain employment in a “high demand” occupation. YSS, Inc. helps eligible youth develop the skills needed to succeed in post-secondary education. They systemically enrich participating youth’s academic preparation through service learning, internships, career exploration, work readiness training and post-secondary planning. Work readiness skills training helps prepare participating youth for success in the workplace, helping them gain industry-recognized credentials with a focus on finding and retaining self-sustaining employment. 

An ISS, that identifies employment goals, a career pathway, goals and objectives and supportive services, is developed for each participating youth. The ISS is flexible in nature due to the youth’s age and experience. The Region 5 LWDB developed a Youth Career Pathways Manual that is used by YSS, Inc. This manual helps prepare participating youth to be successful in secondary or post-secondary education, including pre-apprenticeships or apprenticeships, or employment. 

Strong partnerships are in place with post-secondary institutions, the CTCS, apprenticeship programs, area employers, core and required partners, parents of participating youth, former youth participants and other community-based stakeholders with experience in youth programs and services, like: local Housing Authorities, the Boys & Girls Club of the Northern Panhandle, Big Brothers/Big Sisters and the Lee Day Center. Core and required partners assist by identifying and recruiting youth for participation in available programs and services, providing youth referrals and providing transportation to youth to/from regional AJCs. 

YSS, Inc. works diligently to serve youth with disabilities.  DRS assists YSS, Inc. in identifying youth with disabilities who could benefit from participating in year-long youth programs and services. Depending on a youth’s needs, different approaches may be taken by YSS, Inc., when serving youth with disabilities, like building staff capacity (aka: preparedness), expanding range of services, customizing program resources and increasing work opportunities to improve workplace skills. YSS, Inc. refers participating youth with disabilities to DRS for further, additional services as needed once a thorough assessment, observation and testing is done.   

YSS, Inc. staff oversees and maintains a STEM Youth Room at the AJC in Wheeling for area youth to visit and learn. The STEM Youth Room was put in place as a way to introduce youth to “high demand” training occupations in the science, technology, engineering and mathematics fields and subsequently, entice Youth to enter a training program in any of these fields. The STEM Center has: A XYZ Da Vinci 1.0 Printer with three colors of filament that can create projects with a computer attached to it to create items, etc.; A Lego Mindstorms Robotics Kit as well as STEM curriculum for it that operates through the corresponding laptop; five VEX Robotics STEM Kits for various building projects tied to engineering and technology; A Laptop set up for NASCAR STEM Program to do various activities through the NASCAR Acceleration Nation Site for younger youth and through the Ten80 Student Racing Challenge for older youth; A Weighted Math Building Kit to use math and engineering to build structures; and, a growing library of 49 books based on STEM Curriculum to read and learn from.

The Region 6 LWDB will support the development of transitional jobs, social enterprises and other work experience strategies to help OSY with limited work histories to develop the skills needed for workplace success. Region 6 LWDB continues to work with our youth contractor to expand the use of Transitional Jobs, OJT, and work experience for the youth of the region.

Region 6 will continue to co-enroll high-risk individuals, ages 18 to 24, as both WIOA Adult and WIOA Youth participants to leverage funds and provide necessary services.  Co-enrollment can occur in Title II Adult Education services, EARN, TANF, or other partner programs.  Region 6 will continue the use of ITAs for 18 to 24-year olds in combination with work-based learning opportunities. 

Region 6 will continue to collaborate with YouthBuild, JobCorps, and AmeriCorps sites and will encourage inclusion of those partnerships in the region. The youth program in Region 6 continues to partner with YouthBuild to enroll their participants in the WIOA program. The Employment for Independent Living Program, which serves foster youth, also works with and co-enrolls in the Region 6 YouthReady program.

Region 7 LWDB youth provider ensures that all 14 program elements under WIOA Section 129(c)(2) are available to all participating WIOA youth.

DRS hosts summer workshops CEO Summits for transition students entering into their senior year of high school. The four-day summits provide tools and information to support students in obtaining long-term career success. The curriculum includes career planning and preparation, self-assessments, completing job applications, interviewing skills, how to dress for employment, work ethic, cell phone and internet safety, and self-advocacy.  In 2018, the CEO Summits were held in 11 areas across the state; in 2019, the Summits were held in 60 areas. In 2019, DRS worked with CRPs around the state to provide the Summits in as many local areas as possible. Attendance for the CEO Summits in 2019 was approximately 1,000 students, covering all six DRS districts. Students earned a stipend for the time that they attended. A concerted effort was made to introduce STEAM to students in the CEO Summits.

DRS’ POWER job shadowing program offers transition students who are interested in professional careers an opportunity to spend a few hours or a day with a skilled worker in the student’s vocational field of interest, allowing the student to explore a specific career of interest by observing an employee perform his or her work duties at his or her place of employment. The experience should provide realistic career information that will aid the student in making career choices. DRS Employment Specialists have worked to identify a vast array of employers located throughout the State. There are currently 85 employers involved in the POWER program.

Work-Based Learning Experiences–Provided in conjunction with CRPs to pair students with disabilities with local employers willing to provide a short-term employment opportunity. These experiences provide the student with real-world work experience, in an integrated job site. Students work up to 80 work hours, over 2–4 weeks, earning no less than minimum wage. The CRPs are paid to arrange and monitor the experience, as well as pay the students.

In an effort to promote STEM fields, DRS sponsored a BIKISI program in the summer of 2019. In the program, through a one-week training, students receive the knowledge, tools, and components they need to build a computer. At the end of the training, they take the knowledge–and the computer–home with them. The program is designed to develop student interest in the sciences through computers, to subsequently promote interest in high-paying jobs within in-demand job sectors. In 2019, the program was held in 12 locations and served 363 students with disabilities.

Develop transitional jobs, social enterprises, and other work experience strategies to help Out-of-School Youth with limited work histories develop the skills needed for workplace success.

Co-enroll high-risk individuals, ages 18 to 24, as both WIOA Adult and WIOA Youth participants to leverage funds and provide necessary services. Co-enrollment can occur in Title II adult basic education services, EARN, TANF, or other partner programs. Continue the use of ITAs for 18 to 24-year olds in combination with work-based learning opportunities.

The State will expand opportunities for youth to acquire post-secondary skills and credentials needed for high wage jobs through increased access to career and technical education programs and work-based learning experiences. The WVDE and the CTCS will work cooperatively to explore and develop appropriate connections between WIOA youth activities and Perkins postsecondary and state-funded programming.

The WVDE will support the transformation and modernization of CTE and align CTE with the career pathways recognized by the State.

LWDB will collaborate with YouthBuild, JobCorps, and AmeriCorps sites, identifying partnerships in local plans.

 
Strategy 5.3: Provide youth a clear pathway to success.

The Region 1 LWDB Career Connections program will ensure that OSY have access to career pathways and will work with partnering agencies to identify on-ramps, access points, and supports which enable participants to enter and successfully complete training and enter employment.

The Region 1 Career Connections program will continue to support DRS as they realign their resources to increase and improve services to youth/young adults with disabilities, especially high school students with disabilities. Participants are co-enrolled with DRS to assist them with college and financial assistance and assertive technology. Participants are also co-enrolled with Adult Education programs to assist with obtaining their TASC and various certifications.

The Region 1 LWDB’s post-secondary training through ITAs, apprenticeship and pre-apprenticeship opportunities are promoted to all youth/young adults.

The Region 2 LWDB offers youth a clear path from current situation to success, identify on-ramps, access points, and wrap-around supportive services which will enable them to enter training. Youth in high school and OSY, especially youth with disabilities, can be assisted by DRS which will promote increased cross referrals and co-enrollment of youth.  Promote apprenticeship and pre-apprenticeship opportunities for youth.

The Region 3 LWDB will continue to leverage resources providing effective and efficient services to youth. This includes cross referrals and co-enrollment of individuals in addition to joint projects and activities at the state and regional level.

The Region 3 LWDB is operating a pilot pre-apprenticeship model for in- and out- of school youth, building upon vocational training credentials and providing work experience opportunities.

In order to ensure success for youth participants, including those with disabilities, the Region 5 LWDB and YSS, Inc., the training provider of youth programs and services, provide them with programs and services that meet their education and employment needs, link them to CTCS or postsecondary schools or self-sustaining employment that are most closely aligned with a youth’s career pathway.Career pathways for participating youth are developed in response to current labor market data and activities that lead to the attainment of a secondary school diploma, a recognized post-secondary credential or preparation for post-secondary education and training opportunities. Resources are pulled together in a strategic way so as to create career pathways that provide participating youth with appropriate educational training, skills, access to good jobs and needed supportive services.

The Region 6 LWDB will work to identify on-ramps, access points, and supports which enable participants to enter and successfully complete training and enter employment. Due to the individualized nature of the YouthReady program, and the menu of services offered, each youth has a plan that assists them in reaching their specific goals.  The development of these plans involves assessments, information and referral to appropriate agencies, dual enrollments into various supports and services that are available in the local area, and eventually a clear pathway from orientation to eventual employment placement is finalized. 

The Region 6 LWDB will leverage resources providing effective and efficient services to youth.  This includes cross referrals and co-enrollment of individuals in addition to joint projects and activities at the state and regional level. 
The Region 6 LWDB will utilize the Office of Apprenticeship to promote apprenticeship and pre-apprenticeship opportunities for youth.

Region 7-The three components of an integrated education and training program include: adult education and literacy activities, workforce preparation activities, and workforce training. Adult education and literacy activities are programs, activities, and services, such as English language services, to achieve competence in reading, writing, speaking, and comprehension. Workforce preparation activities help individuals acquire a combination of basic academic, critical thinking, and digital literacy skills. They improve employability by improving self-management abilities, increasing ability to work with others, and develop other skills necessary for successful transition into post-secondary education, training, and employment.

Such activities could include skill development and practice, such as time management, mock interviews, independent living, or legal responsibilities after the age of 18, and how to prepare for post-secondary education, such as applications, financial aid, scholarship application, etc.

DRS has re-aligned its resources to increase and improve services to youth with disabilities, especially high school students with disabilities. DRS has MOUs with all 55 county boards of education and has a vocational rehabilitation counselor assigned to each high school in the state. These counselors provide Pre-ETS to students with disabilities to ensure students, and their parents, and school personnel are aware of available services, training, education, and employment options. Through the POWER program, students with disabilities have opportunities for job shadowing experiences. Through STEP, students may receive services from teachers outside of the classroom, including job coaching and job placement. Youth may also continue to receive services from DRS after exiting high school. This often includes additional training and education required to achieve their chosen employment goal.

DRS has a long history of closely working with the state and local education agencies.  Since the implementation of WIOA, DRS has further strengthened these working relationships.  DRS has worked with the WV Office of Special Education to align WVDE policy with aspects of WIOA, particularly the provision Pre-ETS.  Adult Education and DRS have jointly developed materials that are distributed to special education students and teachers across the state. 

During FY 2019, DRS held a joint training conference with the WV Office of Special Education.  This conference, the WV Capacity Building Institute, provided cross-training to over 200 staff from education and over 125 staff from DRS to ensure that services are provided more effectively and efficiently. Attendees gained an enhanced understanding of the roles and responsibilities of DRS and WVDE, and how to better serve WV students with disabilities.  Due to the success of this training conference, future joint conferences are being planned with the WV Office of Special Education. 
 
All WIOA core programs have mutual memorandums of understanding that help facilitate an integrated service delivery system. The WIOA core partners will continue to maintain communication at the state and local levels on a regular basis.
 
Information will be shared among the partners in order to provide better and more efficient services to individuals enrolled in one or more programs and to employers served by the system.

Collaborate with LWDBs to identify access points which enable individuals to complete training and enter a successful career pathway.

DRS has re-aligned its resources to increase and improve services to youth with disabilities, especially high school students with disabilities. DRS has MOUs with all 55 county boards of education and has a vocational rehabilitation counselor assigned to each high school in the state. These counselors provide pre-employment transition services to students with disabilities to ensure students, and their parents, and school personnel are aware of available services, training, education, and employment options. Through the POWER program, students with disabilities have opportunities for job shadowing experiences. Through STEP, students may receive services from teachers outside of the classroom, including job coaching and job placement. Youth may also continue to receive services from DRS after exiting high school. This often includes additional training and education required to achieve their chosen employment goal.

Leverage resources providing effective and efficient services to youth. This includes cross referrals and co-enrollment of individuals in addition to joint projects and activities at the state and regional level.

Utilize the Office of Apprenticeship to promote apprenticeship and pre-apprenticeship opportunities for youth.

Transcripted EDGE credit can be earned by students to matriculate from secondary career technical education to CTCS. The West Virginia EDGE was established in 2001 in Senate Bill

436. EDGE is an acronym for Earn a Degree-Graduate Early and is a result of the seamless curriculum initiative that focuses on curriculum alignment between educational levels. The alignment process identifies curriculum gaps, eliminates curriculum duplication and sets curriculum mastery levels to pre-determined standards while saving tuition money for students.

Goal 6: Closer Align WV’s Labor Force Participation Rate with the National Labor Force Participation Rate (LFPR).
 
WV has the lowest LFPR in the United States. Increasing labor force participation rates and reducing unemployment rate disparities for people with disabilities, both younger and older workers, and people with lower educational attainment would lead to measurable increases in the size of the state's available labor force. Helping minorities and other groups with barriers to employment is critical to ensuring that WV’s employers are able to find workers and our economy is able to expand.
 
Strategy 6.1: Match individuals to basic education.
 
The Region 1 LWDB will continue to offer assessments and comprehensive counseling to determine the needs of individuals seeking services.  Individuals without a high school equivalency, or identified with a basic skills deficiency, will be referred through an existing referral system to Adult Education to provide options for high school equivalency and basic skills testing and training.
 
The Region 2 LWDB matches individuals to basic education through the interview process with a core partner, an individual without a high school diploma or TASC certificate would be offered a referral to a TASC class.  

Steps are taken to align basic education skills and English language assessments as outlined in the MOU between the Region 5 LWDB and Adult Education. Mountain State Educational Services Cooperative (MSESC) provides assessment and instructional services in basic education skills and English language skills. In an effort to align assessments, the Region 5 LWDB, core and required partners ensure the TABE is administered to individuals in need of basic skills remediation. MSESC is charged with the sole responsibility of conducting English language assessments for those individuals in need of this type of assessment on behalf of the Region 5 LWDB, core and required partners. Using common standardized assessment tools facilitates accurate data and information sharing among all stakeholders. Coordinating services with Adult Education places more emphasis on serving low-skilled adults; those with low levels of literacy skills or those who are English language learners. For individuals who are deficient in basic skills, Adult Education is a critical partner in establishing career pathways. Adult Education services allows individuals to acquire basic skills and English language services necessary to function in today’s society so that they can benefit from the completion of secondary school. Adult Education services include work readiness, workplace preparation, career planning and case management services. Adult Education staff helps individuals access employment and/or post-secondary education or training opportunities to prepare and plan for entry into a career pathway. Adult Education staff helps assist individuals in the preparation of the TASC test at various sites and times in the region. Individuals are also connected to needed support services like childcare, transportation, housing, and health care.
 
The Region 6 LWDB will continue to refer to Adult Education those individuals who have been assessed and found in need of obtaining their high school equivalency certificate in order to move into training and or better job placement results.  
 
When an individual demonstrates either a basic skills deficiency or the lack of a high school diploma or TASC, the Region 7 LWDB makes a referral to our partners at Adult Education. Adult Education is uniquely equipped and staffed to assist individuals in need of basic education.
 
DRS counselors provide vocational counseling and guidance to VR applicants immediately to begin determination of eligibility and planning of career goals. Upon entry into the VR program, consumers develop an IPE with their counselor. The IPE outlines the specific employment goal, career pathway, and services needed, including any required basic education, to enable and empower the individual to obtain employment.

Individuals will be assessed and referred to adult basic education to obtain skills needed for their career pathway.

Adult Education will track referral source and Education and Career Plan (ECP) utilization in its Management Information System (MIS).
 
Strategy 6.2: Match individuals to postsecondary training or education.

The Region 1 LWDB will continue to assist individuals to identify career pathways that provide skills needed for high demand occupations that lead to higher wages
 
The Region 2 LWDB matches individuals to postsecondary training or education via the intake process, determined by the individual’s stated goals.  If a referral is necessary to meet their employment goals, or if, in conversation, furthering education or training interest is expressed or implied, the career planner makes an appropriate referral to a partner for services, education, and/or training.
 
The Region 5 LWDB encourages, supports and funds programs at post-secondary institutions that train individuals for “high demand” occupations on the State’s ETPL via the Region’s ITA program.  In an effort to prepare and inform individuals about post-secondary education opportunities, One-Stop Operator staff carefully reviews and interprets the most current labor market data to individuals, along with average earnings per occupation and the types and lengths of training or degrees required for “high demand” employment opportunities. Career pathways services helps prepare individuals to be successful in any of a full range of secondary or post-secondary education options, including apprenticeships. Career pathways services incorporate sector strategy principles by engaging employers to increase relevance and labor market value of participant skills and credentials which in turn improve a participant’s employment prospects. Making up to date labor market data accessible and available to interested individuals will assist providers of post-secondary education and training programs in better aligning themselves with labor market demands. 
 
The Region 6 LWDB will continue to assess individuals interested in postsecondary training with the aim of matching their career goals to the appropriate training.
 
Region 7 LWDB training services are provided to equip individuals to enter the workforce and retain employment. Under the WIOA, a program of training services includes a structured regimen that leads to specific outcomes. A program of training services is one or more courses or classes, or a structured regimen that leads to:

1. A recognized post-secondary credential, secondary school diploma, or its   
                    equivalent;
   (b)  Employment; or
   (c) Measurable skill gains toward such a credential or employment.

Training services are available for individuals who after an interview, evaluation or assessment and case management are determined to be unlikely or unable to obtain or retain employment that leads to self-sufficiency or higher wages from previous employment through career services alone. The participant must be determined to be in need of training services and possess the skills and qualifications to successfully participate in the selected program.
 
The WIOA list of training services is not all-inclusive and additional training services may be provided. Training services may include, for example, occupational skills training, OJT, registered apprenticeship which incorporates both OJT and classroom training, Incumbent Worker Training, pre-apprenticeship training, workplace training with related instruction, training programs offered by the private sector, skill upgrading and retraining, entrepreneurial training, and Transitional Jobs.
 
Some participants may need additional services to assist their vocational training, such as job readiness training, literacy activities including English language training, and customized training. The WIOA training services must be provided when other sources of grant assistance are unavailable to the individual.
 
DRS counselors provide vocational counseling and guidance to VR applicants immediately to begin determination of eligibility and planning of career goals. Upon entry into the VR program, consumers develop an IPE with their counselor. The IPE outlines the specific employment goal, career pathway, and services needed, including any required postsecondary education, to enable and empower the individual to obtain employment.  In FY 2019, DRS assisted over 2,000 individuals with disabilities with postsecondary training and/or education.

Core partners will increase referrals to postsecondary training or education leading to employment.

Capture data match with WFWV and Higher Education Policy Commission on individuals who enter postsecondary education or employment.

 
Strategy 6.3: Utilize career pathways when working with the population age 16-24.
 
The Region 1 LWDB Career Connections program will continue to work with Adult Education and DRS to identify and eliminate barriers and create career pathways for OSY.  Paid work experiences will provide youth with relevant experience and training to help them achieve their employment goals. 
 
The Region 2 LWDB utilizes career pathways when working with the population of 16-24 year olds.  Region 2 is focused on guiding participants into training and/or education which will increase their employability.
 
The Region 6 LWDB will continue to emphasize the importance of career preparation and job-readiness in providing services to the youth of the region.  Providing work experience, soft skills training, career counseling, and other related services to this age group will expand their ability to successfully enter the workforce.
 
When utilizing and identifying career pathways for populations aged 16-24, the Region 7 LWDB utilizes our WIOA youth program’s ISS. Setting goals was an essential part of developing an ISS in the WIOA youth program. Learning how to set goals enabled youth to make effective use of the WIOA program and services and, ultimately, to set goals for themselves as they pursue adult responsibilities, such as completing their education, finding employment, and becoming good citizens.
 
Basic Skill Goals
Basic skill goals reflect a measurable increase in basic education skills including reading, math computation, writing, speaking, listening, problem-solving, reasoning, and capacity to use these skills.
 
Occupational Skill Goals
Occupational skill goals include performing actual tasks and technical functions required by certain occupations at entry, immediate, or advanced levels.
For example:

• Safety procedures
• Work-related terminology
• Clean-up routines
• Use of tools and equipment

Work Readiness Skill Goals                       
Work readiness skill goals include:                       

• World of work awareness
• Personal understanding
• Labor market information
• Decision making
• Occupational information
• Job search awareness
• Values clarification
• Daily living skills

WIOA youth can be enrolled in several different activities, as appropriate, following the determination of their needs as identified during intake and the development of the ISS. Each activity involves the collection of information unique to that activity. There are five categories of youth activities found in the MACC, including:

1. Education Services
2. Work Experiences
3. Additional Support for Youth
4. Leadership Development Opportunities

Follow-up Services.
 
DRS has a long history of serving youth with disabilities.  Since July 2014, DRS has been mandated by WIOA to reserve at least 15 percent of its federally award to the provision of Pre-ETS to students with disabilities, ages 14-21 years. Concordantly, DRS has implemented a number of strategies to provide these services to students with disabilities, and even youth at large.
 
DRS will continue to work closely with the WV Office of Special Education to ensure that special education teachers, parents, and students with disabilities are aware of the availability of Pre-ETS.  This work will continue through joint-training conferences with special education staff from across the state.  Additional, intensive training on the Pathways to the Future Pre-ETS website will also continue to be provided to special education teachers in upcoming years.  As part of its outreach campaign, DRS will continue to place large banners in high schools and distribute Pre-ETS materials to students with disabilities across the state.  Additional outreach using large posters will target eighth grade, career and technical education, and post-secondary students at locations across the state.
 
DRS hosted summer workshops (CEO Summits) for transition students entering into their senior year of high school. The four-day summits provide tools and information to support students in obtaining long-term career success. The curriculum includes career planning and preparation, self-assessments, completing job applications, interviewing skills, how to dress for employment, work ethic, cell phone and internet safety, and self-advocacy. In 2018, the CEO Summits were held in 11 areas across the state; in 2019, the Summits were held in 60 areas. In 2019, DRS worked with CRPs around the state to provide the Summits in as many local areas as possible. Attendance for the CEO Summits in 2019 was approximately 1,000 students, covering all six DRS districts. Students earned a stipend for the time that they attended. A concerted effort was made to introduce STEAM to students in the CEO Summits.
 
DRS has demonstrated considerable commitment to providing Pre-ETS to students with disabilities statewide since the implementation of WIOA. In collaboration with Community Access, Inc. and Terzetto Creative, LLC, DRS established the Pathways to the Future website (www.pathwayswv.org), designed to operate as a self-service one-stop for students, parents, and educators in the provision of Pre-ETS that can be accessed at any time. The site provides extensive information and resources regarding career planning, education planning, independent living skills, self-determination, and work-based learning. While this resource was developed for and is emphasized to students with disabilities, the website can be used by anyone, particularly by youth seeking career direction.
 
The POWER program offers DRS transition students who are interested in professional careers an opportunity to spend a few hours or a day with a skilled worker in the student’s vocational field of interest, allowing the student to explore a specific career of interest by observing an employee perform his or her work duties at his or her place of employment. The experience should provide realistic career information that will aid the student in making career choices. DRS Employment Specialists have worked to identify a vast array of employers located throughout the State. There are currently 85 employers involved in the POWER program.
 
Work-Based Learning Experiences–Provided in conjunction with CRPs to pair students with disabilities with local employers willing to provide a short-term employment opportunity. These experiences provide the student with real-world work experience, in an integrated job site. Students work up to 80 work hours, over 2–4 weeks, earning no less than minimum wage. The CRPs are paid to arrange and monitor the experience, as well as pay the students.
 
In collaboration with CRPs, the Statewide independent Living Council (SILC) and the WV Centers for Independent Living (CILs), DRS established programs in the summer of 2019 which provided Instruction in Self-Advocacy at 25 locations across the state, serving 294 students with disabilities. These programs provide students with disabilities with the skills necessary to be confident and self-directed self-advocates. Students participating in the programs learned about their legal rights and responsibilities, the history of the disability movement, the Individuals with Disabilities Education Act (IDEA), Section 504, the Americans with Disabilities Act (ADA), Individualized Education Plans, and participated in activities to develop their confidence and communication skills, as well as the ability to evaluate their future needs and plans.
 
In an effort to promote STEM fields, DRS sponsored a BIKISI program in the summer of 2019. In the program, through a one-week training, students receive the knowledge, tools, and components they need to build a computer. At the end of the training, they take the knowledge–and the computer–home with them. The program is designed to develop student interest in the sciences through computers, to subsequently promote interest in high-paying jobs within in-demand job sectors. In 2019, the program was held in 12 locations and served 363 students with disabilities.

Core partners will provide youth opportunities for academic enrichment and employment.

Strategy 6.4: Improve the job matching rate.

The Region 1 LWDB will continue to provide career assessment and evaluation of individual skills, education and training levels.  Individual and employer assessments will be reviewed to make sure a good fit is made.  One of the goals of the Empowered Employment program, which targets individuals with multiple barriers and who may be in recovery or re-entry, is to increase the labor force participation rate.  Individuals, who are long-term unemployed or who have limited or no work experience, have the opportunity to attend training, participate in paid-work experience or OJT.  Individuals receive career counseling, services and support throughout the duration of the program to help them grow in confidence, learn new skills and move forward in their training and employment goals. 

The Region 1 LWDB works closely with established employers utilizing programs such as OJT, Incumbent Worker Training, and Empowered Employment to overcome identified skill gaps.   Career coaching and employability training are provided to ensure success for both the employer and the individual.

Region 2 will improve the job matching rate.  The intake process is focused on placement of individuals into training and or education programs that will reduce skill gaps.  Our goal is self-sufficiency through training, and education, with the common goal being employment.

Direct contact with employers is a key strategy to identify competitive integrated employment and career exploration opportunities for VR consumers, including students with disabilities. Employment specialists therefore contact employers directly to identify current and future job openings.To facilitate this, DRS utilizes labor market information provided by WFWV to identify the top employers in each county; contact is always made with the top ten employers in each county.
The Region 6 LWDB will continue to engage with employers to provide information to individuals which will assist the individual in choosing training and education programs which will lead to filling employer skill gaps through placement in targeted employment.

Region 7 LWDB-In order to improve an individual’s success in their chosen career, our case management team utilizes a combination of career preparation and career exploration initiatives. Career Exploration introduces young adults, parents, and teachers to available career paths in their region by offering a behind-the-scenes look into in-demand businesses and industries. Career Exploration provides real-time information regarding employer, education, and training requirements necessary to secure employment. Impacts include relationship building, establishing a talent pipeline, talent retention, and the opportunity to see real life application of coursework.

Criteria

1. Local in-demand industries are targeted. These industries will be identified by region;
2. Tours are to be conducted on-site at the employer’s business, or at a simulated workplace where the employer provides hands-on experience;
3. An overview of the industry and key positions in demand are to be provided;
4. The educational requirements for key positions in demand (credential, apprenticeship, two or four year degree, etc.) are to be provided;
5. The experience is to highlight "an average day on the job;" and
6. Potential should exist for job shadowing, internships, and/or other work experiences with participating employers.
7. The Region 7 LWDB will use a combination of virtual career exploration activities (http://www.O*NET.org and http://www.mycareeronestop.org) and whenever possible on-site visits.
    

Partner Roles

1.    The Region 7 LWDB: Facilitate relationship building between educational partners and businesses;
2.   Businesses: Define roles, skills, and training expectations via short presentations and hands-on experiences; and
3.   Educational Partners: Arrange transportation, monitor student safety and behavior, and encourage engagement and open communication.
    

Post-secondary partners often participate to provide information about the availability of corresponding education and training programs.
The Region 7 LWDB will identify additional partners, such as regional career liaisons, as appropriate. Region 7 recognizes career exploration as a pivotal component to comprehensive case management services. It is the expectation that career exploration activities will be offered to our clients whenever our career coaches deem appropriate.

DRS has an in–house Employer Services Section that specializes in providing employers with disability–related information, services, and pre–screened job seekers. The DRS Employer Services Section has nine employment specialists that cover all 55 counties in West Virginia. DRS’ team of employment specialists provide business owners and employers with critical business options and assistance in staffing, employee retention strategies, education on disability–related issues, job accommodations, and information about financial incentives for employers who hire individuals with disabilities.

The Employer Services Section maintains a database of each DRS–employer interaction with VR employment specialists. The information collected includes the business name, contact person, and current job openings by occupation. If needed, a referral to the DRS Rehabilitation Technology Unit is made to address workplace accommodations. This list is distributed to field staff to potentially match a job–ready VR consumer with a current job opening. Through positive working relationships, 47 employers, including some of the largest in the state, now send job postings directly to DRS’ Employer Services Section.

DRS employment specialists continuously collect employment information from their business contacts. This information, including job orders for open positions, is immediately input into the WFWV’s online MACC system and shared within the WDS.
DRS will continue to serve on Business Service Teams (BSTs) with WFWV, Adult Education, LWDBs, and other related entities. Through training and standardizing informational materials, when possible, these teams provide a full range of WDS information when making visits to employers. This will allow the WDS to maximize the impact of employer visits and ensure that businesses are aware of all resources available through the WDS.

DRS counselors provide vocational counseling and guidance to VR applicants immediately to begin determination of eligibility and planning of career goals. Upon entry into the VR program, consumers develop an IPE with their counselor. The IPE outlines the specific employment goal, career pathway, and services needed, including any required training and/or education, to enable and empower the individual to obtain employment. 

Direct contact with employers is a key strategy to identify competitive integrated employment and career exploration opportunities for VR consumers, including students with disabilities. Employment specialists therefore contact employers directly to identify current and future job openings. To facilitate this, DRS utilizes labor market information provided by WFWV to identify the top employers in each county; contact is always made with the top ten employers in each county.

DRS employment specialists continuously collect employment information from their business contacts. This information, including job orders for open positions, is immediately input into the WFWV’s online MACC system and shared within the WDS.

Making better job matches between individuals and employers reduces an individual’s time between jobs and minimizes delays to entering the workforce.

Business Service Team-DRS employment specialists continuously collect employment information from their business contacts. This information, including job orders for open positions, is immediately input into the WFWV’s online MACC system and shared within the WDS.

DRS will continue to serve on Business Service Teams (BSTs) with WFWV, Adult Education, LWDBs, and other related entities. Through training and standardizing informational materials, when possible, these teams provide a full range of WDS information when making visits to employers. This will allow the WDS to maximize the impact of employer visits and ensure that businesses are aware of all resources available through the WDS.

Enhance State MIS to ensure information gathered is complete and accurate.

Improve accuracy of occupational classification among employer postings, training program, and participant work histories.

Strategy 6.5: The State will expand opportunities for youth to acquire post-secondary skills and credentials needed for high wage jobs through increased access to career and technical education programs and work-based learning experiences. The Department of Education and the Community Technical College System will work cooperatively to explore and develop appropriate connections between WIOA youth activities and Perkins postsecondary and state funded programming.

DRS will continue to provide Pre-ETS to students with disabilities (ages 14-21), including work-based learning experiences and counseling on post-secondary education/training opportunities, including career and technical education programs, to acquire additional skills and credentials. 

• Work-Based Learning Experiences–Provided in conjunction with CRPs to pair students with disabilities with local employers willing to provide a short-term employment opportunity. These experiences provide the student with real-world work experience, in an integrated job site. Students work up to 80 work hours, over 2–4 weeks, earning no less than minimum wage. The CRPs are paid to arrange and monitor the experience, as well as pay the students.
• POWER program–DRS’ job shadowing program. POWER offers DRS transition students who are interested in professional careers an opportunity to spend a few hours or a day with a skilled worker in the student’s vocational field of interest, allowing the student to explore a specific career of interest by observing an employee perform his or her work duties at his or her place of employment. The experience should provide realistic career information that will aid the student in making career choices. DRS Employment Specialists have worked to identify a vast array of employers located throughout the State. There are currently 85 employers involved in the POWER Program.

Strategy 6.6: The Department of Education will explore the transformation and modernization of career and technical education (CTE) and evaluate the opportunity to align CTE with the career pathways recognized by the State.

Strategy 6.7: Explore opportunities to establish Career Development in K-12 education curriculum starting with eight (8th) grade to include career orientation, workforce development information and promote career pathway for youth.

DRS will continue to partner with the WVDE and county boards of education to provide outreach, information, and services to students with disabilities (ages 14-21).  DRS and the WVDE have jointly developed and Pre-ETS materials for use by students with disabilities, parents, and teachers to explore potential careers and post-secondary opportunities. 

• To complement the Pathways to the Future Pre-ETS website (www.PathwaysWV.org), DRS and the WVDE developed Sample Lessons for Life After High School.  Special Education teachers across the state have been trained on the use of the 244-page manual to provide students with multiple, detailed lessons on job exploration/career counseling, work-based learning experiences, counseling on post-secondary education/training opportunities, workplace readiness training, and instruction in self-advocacy. 
• This manual demonstrates the “how to” for shared services, particularly for students in grades 9 and 10, through lessons designed for groups or individuals that are co-taught by Rehabilitation and Education staff or independently. They have been matched to WVDE College and Career Readiness Standards for English Language Arts and Health Education. The initial unit format utilizes the backward design process formalized by Wiggins and McTighe. The Understanding by Design Planning Template was utilized to develop a plan for each of the five Pre-ETS goal areas: Job Exploration/Career Counseling, Work-Based Learning, Counseling on Post-Secondary Education, Workplace Readiness Training, and Self-Advocacy. Beginning with the “end in mind” guides attention on goal and assessment outcomes which leads to the development of individual lessons to achieve them. Sample lesson topics were selected from a comprehensive ideas list for each goal area that was generated from direct providers. The sample lesson plans are developed within a template familiar to classroom instructors. The intent of this manual is to bring professionals together to share expertise that improves outcomes for youth with challenges.
• In FY 2019, DRS and the WVDE updated this manual, as well as additional Pathways to the Future materials, and distributed them to students with disabilities across the state during the 2019-2020 school year.  The additional materials include:
  • Pre-ETS transition slide guide
  • Parent/student guide
  • Transition Services Planner
  • Special Education teachers across the state continue to receive training on the use of these materials and use of the Pathways to the Future website.  The materials and website provide students, parents, and teachers information about career development, labor market information, career pathways, workforce development system resources, and post-secondary training opportunities.

DRS will continue to provide Pre-ETS to students with disabilities (ages 14-21).  These services provide students with career exploration opportunities, information on available services through the workforce development system, work-based learning experiences, workplace readiness training, information about post-secondary opportunities, and LMI. 

• DRS hosted summer workshops (CEO Summits) for transition students entering into their senior year of high school. The four-day summits provide tools and information to support students in obtaining long-term career success. The curriculum includes career planning and preparation, self-assessments, completing job applications, interviewing skills, how to dress for employment, work ethic, cell phone and internet safety, and self-advocacy. In 2018, the CEO Summits were held in 11 areas across the state; in 2019, the Summits were held in 60 areas. In 2019, DRS worked with CRPs around the state to provide the Summits in as many local areas as possible. Attendance for the CEO Summits in 2019 was approximately 1,000 students, covering all six DRS districts. Students earned a stipend for the time that they attended. A concerted effort was made to introduce STEAM to students in the CEO Summits.
• POWER program–DRS’ job shadowing program. POWER offers DRS transition students who are interested in professional careers an opportunity to spend a few hours or a day with a skilled worker in the student’s vocational field of interest, allowing the student to explore a specific career of interest by observing an employee perform his or her work duties at his or her place of employment. The experience should provide realistic career information that will aid the student in making career choices. DRS Employment Specialists have worked to identify a vast array of employers located throughout the State. There are currently 85 employers involved in the POWER Program.
• Work-Based Learning Experiences–Provided in conjunction with CRPs to pair students with disabilities with local employers willing to provide a short-term employment opportunity. These experiences provide the student with real-world work experience, in an integrated job site. Students work up to 80 work hours, over 2–4 weeks, earning no less than minimum wage. The CRPs are paid to arrange and monitor the experience, as well as pay the students.
• In an effort to promote STEM fields, DRS sponsored a BIKISI program in the summer of 2019. In the program, through a one-week training, students receive the knowledge, tools, and components they need to build a computer. At the end of the training, they take the knowledge–and the computer–home with them. The program is designed to develop student interest in the sciences through computers, to subsequently promote interest in high-paying jobs within in-demand job sectors. In 2019, the program was held in 12 locations and served 363 students with disabilities.

Strategy 6.8: Local WorkForce Development Boards will explore opportunities to increase their focus on developing and establishing summer youth programs providing work experience and soft skills to youth.

DRS will work to partner with LWDBs to provide and expand opportunities for work-based learning experiences and workplace readiness training (including soft skills) for students with disabilities (ages 14-21). 

• DRS hosted summer workshops (CEO Summits) for transition students entering into their senior year of high school. The four-day summits provide tools and information to support students in obtaining long-term career success. The curriculum includes career planning and preparation, self-assessments, completing job applications, interviewing skills, how to dress for employment, work ethic, cell phone and internet safety, and self-advocacy. In 2018, the CEO Summits were held in 11 areas across the state; in 2019, the Summits were held in 60 areas. In 2019, DRS worked with CRPs around the state to provide the Summits in as many local areas as possible. Attendance for the CEO Summits in 2019 was approximately 1,000 students, covering all six DRS districts. Students earned a stipend for the time that they attended. A concerted effort was made to introduce STEAM to students in the CEO Summits.
• POWER program–DRS’ job shadowing program. POWER offers DRS transition students who are interested in professional careers an opportunity to spend a few hours or a day with a skilled worker in the student’s vocational field of interest, allowing the student to explore a specific career of interest by observing an employee perform his or her work duties at his or her place of employment. The experience should provide realistic career information that will aid the student in making career choices. DRS Employment Specialists have worked to identify a vast array of employers located throughout the State. There are currently 85 employers involved in the POWER Program.
• Work-Based Learning Experiences–Provided in conjunction with CRPs to pair students with disabilities with local employers willing to provide a short-term employment opportunity. These experiences provide the student with real-world work experience, in an integrated job site. Students work up to 80 work hours, over 2–4 weeks, earning no less than minimum wage. The CRPs are paid to arrange and monitor the experience, as well as pay the students.

All core partners are represented on the State’s ICT, a group centered around WFWV to provide on-going attention to addressing issues that will build and continually improve the overall WDS. The team is the single State-level interagency group for addressing issues or concerns regarding building and maintaining the most effective and efficient implementation of the overall WDS in WV. All partner agencies participate in regular, monthly meetings of the ICT, and is one of the signatories of the ICT MOU, which is drafted annually. The ICT membership includes:

• WorkForce West Virginia (WFWV)
• WV Employment Service–Chapter 41 of Title 38 - Local Veterans employment representatives & Disabled Veteran outreach program
• Employment Service–Wagner-Peyser, Unemployment Compensation and WIOA
• Bureau of Senior Services
• Council for Community and Technical College Education
• WV Department of Education (WVDE)
• Office of Diversion and Transition Programs (ODTP)
• Office of Adult Education and Workforce Development
• Department of Commerce-West Virginia Division of Rehabilitation Services (DRS)
• Department of Health and Human Resources (DHHR)
  • Bureau of Children & Families     
  • Temporary Assistance for Needy Families (TANF)
  • Food Stamp Employment & Training, US Dept of Agriculture
• West Virginia Development Office
  • Business and Industrial Development
  • Community Development Division (Community Services Block Grant Act) 

Alignment of Core Program Activities to Implement State Strategy

Each WIOA core agency has roles and responsibilities in serving consumers and employers through the AJCWV. These partners collaborate to better serve consumers utilizing these one—stop employment centers by sharing resources, reducing redundancies, and optimizing service delivery. Depending on the needs of individuals and the available services and resources from the programs (depending on eligibility), one or more agencies may provide services to a consumer. All three partners work with other agencies in various capacities to ensure its alignment with other WIOA programs.

To ensure the alignment of activities across programs, partners maintain ongoing communication to maintain awareness of the activities of other programs. In order to best serve consumers, state and local level staffs are kept well-informed of the services and other resources available from partner agencies. This communication occurs in several ways. At the state level, the AJCs, where daily interaction with partner agency staff occurs. Cross-training is also available, if needed. These activities result in better services to AJC consumers because they are provided the most appropriate services while preserving resources for future consumers.

Further alignment of services will be conducted at the individual consumer level. As appropriate, consumers may be referred to any of the core partners. When this occurs and a consumer is served by more than one WIOA agency (co-enrolled), the benefits of WV’s integrated IT system become available to the consumer and service providers.

The integrated system will update daily to inform service providers of the services that other agencies are providing a co-enrolled consumer. This knowledge will allow each agency to coordinate services while also avoiding the duplication of services. In addition, core partners will host and participate in community forums targeting special populations and provide public service announcements about services available. This system is in the process of being developed and in the initial stage of implementation core and partner programs will collaborate to ensure that resources are leveraged and services are not duplicated. Integration among core partners enables the WDS to remain flexible and adaptable while operating in an efficient and cost-effective manner.

AJC services will provide improved access and efficiency, along with value- added services to customers of the WDS. Partners are responsible for the delivery of workforce education and training programs and related services, as well as education programs that support career preparation and advancement. Strategically, the programs and agencies serve either a common customer or are charged with achieving similar employment and education outcomes for their targeted customer groups, including those most in need and those with disabilities. These services will include:

• Providing services that facilitate the match between high-demand jobs, employers and job seekers;
• Providing employment, training, and retention services for eligible WIOA participants and prioritizing services to recipients of public assistance and other low-income individuals and individuals who are disabled and/or basic skills deficient, to spur financial self-sufficiency;
• Developing adult education and family literacy programs that ensure all adults have the basic education skills they need to contribute to their families and communities;
• Providing employment, training, and retention services to individuals with barriers to employment, including veterans, individuals with disabilities, trade-affected individuals, older individuals, ex- offenders, homeless individuals, long-term unemployed individuals, and youth;
• Encouraging the use of training services that provide portable, stackable and transferable credit and credentials;
• Providing “wrap around” support services, such as childcare, unemployment insurance, and transportation to enable eligible individuals to work or participate in employment and training activities;
• Monitoring and evaluating compliance of local area service delivery forfiscal accountability and program effectiveness; and
• Providing technical assistance to LWDBs and training providers to ensure the most effective delivery of workforce services.
  The state will take further actions to coordinate services between WIOA core programs and non— core programs and services to create an effective career pathway system. These actions will include the following:
• The education agencies and educational institutions will work with the WVWFDB and LWDBs to build career pathways that include secondary and postsecondary career and technical education programs of study.
• The state will expand skill-building services funded through SNAP E&T, including leveraging federal funding available through SNAP E&T 50/50 funds for employment, training, and related support services, and coordinate those services with WIOA core programs.
• The state will increase the integration of TANF employment and training services with WIOA core programs.
• The state will design career pathways to have an entry point along the pathway that meets the adult education and workforce program alignment requirements in the “ability to benefit” provision of Title IV of the federal Higher Education Act, to enable eligible participants without a high school diploma to qualify for Pell Grants and other federal student financial assistance.