Located in:
- III. Operational Planning Elements
The Unified or Combined State Plan must include an Operational Planning Elements section that supports the State’s strategy and the system-wide vision described in Section II(c) above. Unless otherwise noted, all Operational Planning Elements apply to Combined State Plan partner programs included in the plan as well as to core programs. This section must include—
- a. State Strategy Implementation
The Unified or Combined State Plan must include–
- 2. Implementation of State Strategy
Describe how the lead State agency with responsibility for the administration of each core program or a Combined Plan partner program included in this plan will implement the State’s Strategies identified in Section II(c). above. This must include a description of—
- 2. Implementation of State Strategy
- a. State Strategy Implementation
III. a. 2. E. Partner Engagement with Educational Institutions and other Education and Training Providers.
Describe how the State’s Strategies will engage the State’s community colleges, adult education providers, area career and technical education schools, providers on the State’s eligible training provider list, and other education and training providers, as partners in the workforce development system to create a job-driven education and training system. WIOA section 102(b)(2)(B)(iv). Include how the State’s strategies will enable the State to leverage other Federal, State, and local investments to enhance access to workforce development programs at these institutions.
Current Narrative:
In West Virginia, the WDS’ education and training strategies and ETPL are largely represented by programs through secondary and postsecondary public school systems, including career and technical education (CTE) schools, the nine (9) community and technical colleges (CTC), and four-year institutions across the higher education system. Coordination occurs across all sectors of education, particularly with CTEs and CTCs. State partners understand how and why both employers and job seekers value having a recognized postsecondary degree. As employers and the WDS develop career pathways, the core programs work with the education system to support them. For example, WFWV already partners with the CTEs in their simulated workplace program. Our goal is to continue developing even stronger relationships with educational institutions across the state.
The state strives for quality, career-based employment outcomes for its consumers, when appropriate. The state has a long history of providing consumers with the necessary training that leads to a recognized postsecondary credential. In FY 2023, over $12 million in DRS funding went toward training. Of this amount, the majority was for four-year college/university and CTC tuition.
Core partners have a liaison with postsecondary institutions across the state including 44 colleges, universities, and CTCs. Furthermore, cross-training between agencies is routinely conducted at state meetings and conferences. The Higher Education Policy Commission (HEPC) is an example of an agency that cross-trains with core partners. HEPC develops and oversees a public policy agenda for West Virginia’s four-year colleges and universities and the state’s CTC system.
Leveraging other federal, state, and local investments to enhance access to workforce development programs at CTCs in West Virginia requires a coordinated approach. Community and technical colleges are positioned within the community to partner with local employers and industry associations to create tailored workforce development programs. These collaborations lead to internships, apprenticeships, and job placement opportunities for students. Local governments and economic development agencies contribute to workforce development efforts by providing funding for specific programs or initiatives. This investment can help community colleges align their programs with local industry needs. Public-private partnerships can amplify the impact of investments in workforce development. Many of these partnerships involve employers providing resources, equipment, or expertise to community colleges, fostering a direct link between education and employment.
One notable partnership is a collaboration between BridgeValley CTC And Toyota Motor Manufacturing. The partnership centers on workforce training and education in manufacturing and automotive technology. Through this collaboration, BridgeValley CTC offers specialized training programs tailored to meet the needs of Toyota's manufacturing operations in West Virginia. Toyota provides resources, equipment, and technical expertise to support the training programs at BridgeValley. The partnership includes apprenticeship and internship programs, allowing students to gain practical experience at Toyota's manufacturing facilities. The partnership establishes clear career pathways for students, with a direct connection to employment at Toyota or other manufacturing companies.
As discussed in the strategic section of this plan, the state uses data and works with employers to identify the skills and competencies necessary to attain family-sustaining employment, offering high quality training to individuals so they can obtain those skills. The state also works closely with employers, industry partnerships, registered apprenticeship programs, and LWDBs to identify or develop the badges, micro-credentials, certifications, and other credentials that adequately represent attainment of those skills. Registered apprenticeship programs are an effective model providing structured, paid on-the-job learning experiences combined with job-related technical instruction with a mentor that leads to a nationally recognized credential.
Title II: Adult Ed and Family Literacy
Adult Education as a core partner is fully engaged with all levels of education within the state, including CTE centers, CTCs, and public and private colleges and universities.
Adult Education providers implement the college and career readiness standards for adult education. Students who do not earn a high enough score on placement tests at the postsecondary institution are referred to a local adult education program for remedial work. After the student has demonstrated sufficient academic progress, the student is referred back to the postsecondary institution. Adult education and postsecondary programs work together to identify key content areas to support successful transition to specific postsecondary programs. Postsecondary career and technical education is a critical partner in providing integrated education and training for successful transition to postsecondary education and training programs throughout the state.
Title IV: Vocational Rehabilitation - West Virginia Division of Rehabilitation Services (DRS)
Since the enactment of WIOA, DRS has focused on providing services, particularly Pre-Employment Transition Services (Pre-ETS) to high school students with disabilities, starting in the 9th grade. To accomplish this, 53 counselors work with students with disabilities. Pre-ETS are mandated under WIOA and include the following:
- Job exploration counseling;
- Work-based learning experiences, which may include in-school or after school opportunities or experience outside the traditional school setting (including internships), that are provided in an integrated environment to the maximum extent possible;
- Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institutions of higher education;
- Workplace readiness training that develops social skills and independent living; and
- Instruction in self-advocacy, which may include peer mentoring.
DRS works closely with the West Virginia Office of Special Education to ensure that special education teachers, parents, and students with disabilities are aware of the availability of Pre-ETS. Toward that end, DRS offers joint-training conferences with special education staff from across the state and provides additional, intensive training on the Pathways to the Future Pre-ETS website to special education teachers. As part of its outreach campaign, DRS places large Pathways to the Future banners in high schools and distributes Pre-ETS materials to students with disabilities across the state. Additional outreach using large posters targets eighth grade, career and technical education, and post-secondary students at locations across the state.
In addition to Pre-ETS, DRS debuted the POWER program in 2015, which provides job shadowing experiences to transitioning students, who may be having a difficult time choosing a career path. Students can experience an occupation by spending time with a professional working in their career field of interest prior to committing to training. POWER guides the student to take a serious, realistic look at the occupation, allowing them to make a more informed choice.
Another DRS activity is STEP 21, which utilizes school personnel to facilitate a seamless transition from high school to post-secondary activities (employment or training) for students with disabilities. STEP 21 enables students to continue working with people who are most familiar with their interests, skills, and potential barriers to employment—their high school classroom teachers and providers of transition services. For example, Science and math teachers provide students with further career exploration opportunities in STEM fields, and many teachers provide work-based experiences and college preparation activities, such as ACT test preparation.
By engaging students with disabilities earlier and providing them with activities such as Pre-ETS, STEP 21, and POWER, recipient students have a better understanding of the labor market and the value of obtaining a postsecondary credential, and students with disabilities who, in accordance with their IPE, are eligible for VR services receive assistance from DRS in obtaining postsecondary training.