Narrative: c. 4.

An individual must meet the following criteria in order to be identified as a youth who needs additional assistance:

1. Must be between the ages of 14 and 24, and

2. Require additional assistance to complete an educational program or secure and hold employment, and 3. Meet one or more of the following conditions: a. Youth at risk of dropping out of school. Students at risk for dropping out display certain easily identifiable characteristics, some of which are demographic and some of which are related to their performance in school.

Factors associated with dropping out of high school: • Comes from low-income family lack of credits earned • Poor attendance • Members of racial or ethnic minority group • Poor grades (especially in core courses) • Older than the average student in their grade • Pregnant/Parenting • Substance Abuse • Youth offender b. Immigrant Youth. c. Youth with limited English proficiency. d. Youth deficient in basic skills. Basic skills deficient means the individual computes or solves problems, reads, writes, or speaks English at or below the eighth grade level or is unable to compute or solve problems, read, write, or speak English at a level necessary to function of the job, in the individual’s family, or in society. In addition, states, and grantees have the option of establishing their own definition, which must include the above language. In cases where states or grantees establish such a definition, that definition will be used for basic skills determination. e. Youth who resides in areas with high rates of poverty, crime and/or unemployment. f. Youth who has serious barriers to employment, including but not necessarily limited to, stated current or past substance abuse, truancy, absence of positive adult role models, and diagnosed emotional disorders.

By expanding the definition of “youth who needs additional assistance” WDBs will be able to serve at–risk youth in a more equitable manner. The following is a list of acceptable source documents required to support an eligibility staff person/case manager identifying a youth as needing additional assistance (clearly identifying which condition the youth met):

1. Individual Service Strategy (ISS).

2. Case Note.

3. WIA intake of registration form.

4. State MIS.

5. Self–Attestation

Services for Youth (Rehabilitation Specific)

With the enactment of the Workforce Innovation and Opportunity Act (WIOA), special emphasis has been placed on services to youth, defined as individuals aged 24 years or younger. The WIOA core partners, comprised of WorkForce West Virginia, Adult Education, and the West Virginia Division of Rehabilitation Services (WVDRS) have long served this population. However, the new legislation requires a substantial re–allocation of funds to meet the new service provision expectations. Specifically, Workforce is now required to use 75 percent of its local area youth funds to be allocated to workforce investment activities for out–of–school youth and 20 percent of its local area youth funds to be allocated for work experiences. Additionally, West Virginia Division of Rehabilitation Services is now required to reserve at least 15 percent of its budget for the provision of pre–employment transition services (PETS) to students with disabilities while they are in high school. With these requirements in mind, it can be said that the youth to be served fall into two separate groups, in–school and out–of–school, and that these two groups are served primarily by different WIOA core partners, though any individual served by the Workforce Development System (WDS) might be served by all three WIOA core partners, perhaps simultaneously. Out–of–school youth are primarily served by WorkForce West Virginia and Adult Education, while in–school youth are primarily served by the State’s education system (a non–WIOA partner) and West Virginia Division of Rehabilitation Services, for those eligible students with disabilities. Adult Education is prohibited from providing direct services to in–school youth.

In–School Youth

Primary responsibility for services to in–school youth falls, in a general sense, to West Virginia’s education system. The primary workforce development need of all in–school youth is a quality, high school–level education, provided by the teachers in the public and private school systems. Because of this need’s precedence, the role of WorkForce West Virginia regarding in–school youth is diminished. Among the WIOA core partners, West Virginia Division of Rehabilitation Services plays the largest role in the development of in–school youth, albeit only for students with disabilities. Students seeking employment who do not qualify for vocational rehabilitation (e.g., not disabled, does not meet Order of Selection requirements) are referred from West Virginia Division of Rehabilitation Services to WorkForce West Virginia as needed. WorkForce West Virginia distributes funding to each of the State’s local Workforce Development Boards, which are allowed to spend up to 25 percent of their youth funds on workforce investment activities for in–school youth.

West Virginia Division of Rehabilitation Services has had a long standing partnership with West Virginia’s education system, at both the State and local level. As such, West Virginia Division of Rehabilitation Services has cooperative agreements with the State Education Agency and each of the 55 Local Education Agencies in West Virginia. These cooperative agreements between West Virginia Division of Rehabilitation Services and the Education Agencies, assure that each student with a disability in the state who needs special education, vocational education, and/or vocational rehabilitation services is identified and that the appropriate services, are made available to the individual.

West Virginia Division of Rehabilitation Services offices are located in some of the state’s largest schools. Counselors visit every high school in the state to initiate rehabilitation services needed for transition from school to work. This allows the counselor to develop a collaborative relationship and assist the student in identifying goals, services, and service providers related to employment options prior to transition. A greater emphasis is now being placed for counselors to do outreach with these students and their parents/guardians during their sophomore year (rather than their junior year, as was formerly practiced) in order to maximize the counseling opportunities.

Since the enactment of WIOA, West Virginia Division of Rehabilitation Services has begun to focus on providing services, particularly PETS, to high school students with disabilities starting in the 10th grade. To accomplish this, West Virginia Division of Rehabilitation Services assigned 44 counselors to work solely with high school students with disabilities, including students enrolled at the West Virginia Schools for the Deaf and Blind. West Virginia Division of Rehabilitation Services’ school counselors specialize in providing PETS to students with disabilities. Of these 44 PETS counselors, 43 work solely with high school students and have no other assignments. Expected benefits include increased counselor presence in schools, increased Individualized Educational Program (IEP) meeting attendance, increased provision of PETS, and an increase in outreach and awareness of vocational rehabilitation (VR) services to high school students with disabilities. Counselors will also stay in contact with educators to discuss and attempt to resolve educational difficulties as they arise.

Pre–employment transition services 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 is provided in an integrated environment to the maximum extent possible

• Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institution of higher education

• Workplace readiness training to develop social skills and independent living

• Instruction in self–advocacy, which may include peer mentoring

The 2015 West Virginia Division of Rehabilitation Services Comprehensive Statewide Needs Assessment (CSNA) indicated that job exploration counseling was the most frequently reported pre– employment transition service need. In accordance with this, and per the requirements of WIOA, West Virginia Division of Rehabilitation Services has recently restructured its field services unit, creating a subdivision of counselors that focus solely on providing services, including PETS, to students with disabilities. West Virginia Division of Rehabilitation Services counselors in high schools will provide Pre–employment Transition Services to students with disabilities, especially job exploration counseling, in order to give students with disabilities and their parents/guardians a better understanding of labor market conditions, current and emerging career opportunities, and he necessary education and training requirements related to those opportunities. This information, provided to West Virginia Division of Rehabilitation Services by WorkForce West Virginia, affords students with disabilities the greatest opportunity for an informed decision regarding work and their potential careers.

In addition to PETS, West Virginia Division of Rehabilitation Services debuted the Positive Outcomes within Education and Rehabilitation (POWER) program in 2015. POWER is a job shadowing program that offers transitioning students, who may be having a difficult time choosing a career path, the opportunity to experience an occupation by spending time with a professional working in the students’ vocational goal/career field of interest, including science, technology, engineering, and math (STEM). The POWER program allows the student the opportunity to experience an occupation prior to committing to training. It guides the student to take a serious, realistic look at the occupation, allowing the student to make a more informed choice.

Another West Virginia Division of Rehabilitation Services activity is the Student Transition to Employment Program (STEP). This program utilizes school personnel to facilitate a more seamless transition from high school to post–secondary activities (employment or training) for students with disabilities. By allowing the student to continue working with an individual who has provided them with classroom instruction and/or transition services while in high school, they are working with people who are most familiar with their interests, skills, and barriers to employment. In addition, STEP will also include the use of science and math teachers to provide appropriate students with further career exploration opportunities in STEM fields. These teachers may also provide college preparation activities, such as ACT test preparation, and work–based experiences.

By engaging high school students earlier and providing them with activities such as PETS, POWER, and STEP, West Virginia Division of Rehabilitation Services expects recipient students will have a better understanding of the labor market and the value of obtaining a postsecondary credential. Students with disabilities that are eligible for VR services may, in accordance with their IPE, receive assistance from West Virginia Division of Rehabilitation Services in obtaining postsecondary training.

PETS rehabilitation counselors are also invited to participate in IEP meetings. During these meetings the counselor describes West Virginia Division of Rehabilitation Services policies, and procedures as appropriate. The West Virginia Division of Rehabilitation Services counselor determines the student’s eligibility and order of selection category utilizing information generated from the school, the student, and West Virginia Division of Rehabilitation Services. Prior to or shortly after the student’s IEP transition meeting occurs, Individualized Plan for Employment (IPE) development begins so both the student and counselor have an idea of what rehabilitation services will be necessary to meet the student’s vocational goal. Therefore, if the student needs additional training or assessment prior to vocational goal determination, this information is already collected so that planned rehabilitation services may begin. IPE development and approval for students with disabilities, including those able to be served if West Virginia Division of Rehabilitation Services is on an order of selection, will begin as early as appropriate during the transition process, but before the student determined to be eligible leaves the school setting.

Out–of–School Youth

All of the WIOA core partners are able to serve out–of–school youth who qualify for services. Adult Education works exclusively with out–of–school populations, many of whom are ages 24 and under. The core partners work, in tandem, on many workforce development activities. The partners all have memorandums of understanding at the state and regional levels and also collaborate on specific projects at local levels. For example, West Virginia Division of Rehabilitation Services and Adult Education are collaborating with a university to assist adult education students in transitioning to post–secondary education through a curriculum that teaches time management, a basic math refresher, and any other identified needs for individuals with disabilities returning to post–secondary education. West Virginia Division of Rehabilitation Services, WorkForce West Virginia, and Adult Education also collaborate in workforce development region 2 as part of WIOA One–Stop Management Partner meetings with local development groups to better identify and facilitate needed services for the local area. In West Virginia Division of Rehabilitation Services Districts 4 and 6, West Virginia Division of Rehabilitation Services has partnered with Adult Education to increase efforts to reach potential VR consumers being served by Adult Education and the Strategic Planning in Occupational Knowledge for Employment and Success (SPOKES) program. SPOKES was created by WV Adult Education under a contract between the West Virginia Department of Education (WVDOE) Office of Adult Education and Workforce Development and the West Virginia Department of Health and Human Resources (DHHR), and in collaboration with the Workforce Development Boards (WDBs).

West Virginia Division of Rehabilitation Services consumers who were served as students with disabilities receive continued VR services under the guidance of a West Virginia Division of Rehabilitation Services “Transition” counselor, upon graduation from high school. These transition counselors are responsible for the delivery of services to individuals with disabilities until those individuals’ cases are closed, regardless of the individuals’ ages at the time of closure. Frequently, these continued services include higher education. West Virginia Division of Rehabilitation Services understands the importance of having a recognized postsecondary degree from the perspectives of both employers and job seekers. West Virginia Division of Rehabilitation Services has always strived for quality, career–based employment outcomes for its consumers, when appropriate. In this aim, West Virginia Division of Rehabilitation Services has a long history of providing its consumers with the necessary training that leads to a recognized postsecondary credential. In FY 2015, over $11 million, representing over half of all case services expenses went toward training. Of this amount, the majority was for four–year college/university and junior/community college tuition. West Virginia Division of Rehabilitation Services also has a liaison with postsecondary institutions across the state including 44 colleges, universities, community and technical colleges.

For youth with disabilities who do not graduate from high school, West Virginia Division of Rehabilitation Services will also work closely with Adult Ed, referring consumers as needed, to ensure that these individuals have an adequate opportunity to obtain a completed high school level education. West Virginia Division of Rehabilitation Services will also provide assistance as needed to VR consumers in Adult Education programs to ensure that these consumers have the means to progress through and complete these programs if doing so requires the circumnavigation of functional limitations based on the consumers’ disabilities.

West Virginia’s adult basic education programs address the needs of adult learners as they strengthen local communities and businesses. Adults who lack the skills and knowledge to fully participate in, contribute to, and benefit from West Virginia’s postsecondary education system and economy are eligible to access adult education services in a variety of settings across the state. Core services are offered at all locations to adult learners who meet the federal eligibility requirements for enrollment. These learners:

Have attained 16 years of age;

• Are not enrolled or required to be enrolled in secondary school under state law;

• Lack sufficient mastery of basic educational skills to function effectively in society; Do not have a secondary school diploma or its recognized equivalent, or have not achieved an equivalent level of education; and/or

• Are unable to speak, read, or write the English language.

Beginning in July 2015 under WIOA, adult education and literacy activities were expanded to include adult education, literacy, workplace adult education and literacy activities, family literacy activities, English language acquisition activities, integrated English literacy and civics education, workforce preparation activities, and integrated education and training.

Comprehensive interventions are designed to address skill and knowledge deficits across the levels defined in Title II of the Workforce Investment Act of 1998 and Title II of the Workforce Innovation and Opportunity Act of 2014. Building on policies and initiatives created through this comprehensive system of advising, coordination, and support, providers leverage success using innovative processes. These processes unify and inform the delivery of Adult Basic Education (ABE) courses, English as a Second Language (ESL) instruction, and high school credential programs. Following are examples of research–based innovative practices that support the implementation and scaling of college and career pathways that accelerate student completion and foster economic growth.

1. FastTrack Programs – Increasing Transitions from Levels 1, 2 and 3

Funded providers will use key elements of research based programs, e.g. contextualization, team teaching, and enhanced students services to increase the speed at which students’ master basic and ESL skills at federal levels 1, 2, and 3.

These condensed courses feature managed intake and managed enrollment and are typically a six to twelve week accelerated program. FastTrack options include, but are not limited to:

Basic Skills FastTrack:

• Programs focused on either English/Language Arts, Mathematics and Numeracy, Science or Writing in Response to Text Career Cluster FastTrack: • Programs focused on career immersion and career clusters

• Partnerships with Career and Technical Centers

• Partnership efforts between community colleges and community–based organizations and local WDBs

• Workplace projects that partner providers, employers and WDBs

ESL FastTrack:

• Flipped classroom models for ESL

FastTrack students acquire the skills needed to transition to basic skills education classes at federal levels 4–6 and/or Professional/Technical or Academic pathways.

2. Professional/Technical Transitions– Moving Students from Levels 4, 5, and 6 to Postsecondary Success in Professional/Technical Programs

Students who function primarily at federal levels 4 – 6 can be served in Professional/Technical Transition programs that result in recognized certificates leading to progression along a defined educational and career pathway. It is our hope to make these programs available at every West Virginia community and technical college, and to encourage partnerships with local community based organizations and as part of the education services at state correctional facilities.

• Programs focused on career immersion and career clusters

• Partnerships with Career and Technical Centers

• Partnership efforts between community colleges and community–based organizations and local WDBs

• Workplace projects that partner providers, employers and WDBs

• Flipped classroom models for ESL

3. Developmental and Academic Transition Programs – Moving Students from Levels 4, 5, and 6 to Postsecondary Success in Academic Programs

Developmental and Academic Transition programs will employ the same strategies as professional technical transition programs. They will apply these strategies to credit–bearing classes along 2–year degree pathways and ensure accelerated student progress through higher levels of adult education and precollege education and transition into 2–year degree programs.

Expanding Options for High School Credentials – Certificates and Diplomas

In light of changes to options for acquiring high school credentials made by the federal government and the growing importance of these certificates and high school diplomas, West Virginia has expanded the options available to adults. Our goal is to ensure that adult learners acquire the necessary credentials by gaining the knowledge and skills demanded in the workforce and required for postsecondary success. Toward that end, West Virginia will continue to award state certificates linked to the recognized high school equivalency state exam (TASC).

Welfare Reform Initiative

ABE has a successful history of collaboration with the State’s human services agency. Through a cooperative relationship built on trust and commitment to serving economically disadvantaged West Virginians, the two State agencies work together to respond to the mandates of welfare reform.

SPOKES

In 2003, an academic and job preparation skills program entitled SPOKES (Strategic Planning in Occupational Knowledge for Employment and Success) was created by WVABE under a contract between the WVDOE Office of Adult Education and Workforce Development and Department of Health and Human Resources, and in collaboration with some WDBs.

The SPOKES program model was also designed to provide intense daily activities that would address academic and soft skills necessary for adults to pursue gainful employment. Although the program is designed for participants functioning at or above the 4th grade level (FFL 3 and above), there is some flexibility about including participants who score at lower levels. This 4 to 10 week program allows WV WORKS participants to be referred to the program and receive services at the start of each work week. Referrals can be made for the start–up of any week.

The SPOKES program consists of:

• Assessment

• A six–week repeating cycle of modules related to the following components:

o Employability Skills

o Job Readiness

o Work Process Skills

o Technology Skills,––which may include Internet and Computing Core Certification (IC3 ) ® work

o Workplace Academic Skills

• Vocational Training starting Week 5 that may include the following:

o Customer Service Part 1

o Customer Service Part 2

o Microsoft® Office Specialist (MOS)

o Internet and Computing Core Certification (IC3)

o Work–based Academic Skills (if applicable in region)

• An additional 2–4 week job readiness component, which includes intense jobsearch. SPOKES participants prepare to take the WorkKeys® assessment. A variety of certificates may be earned by participants who complete the program. Participants officially referred to and enrolled in SPOKES classes must have an identified need for instruction and/or enhancement in one or more of the module areas that prevents them from getting employment or advancing in a job. Individualized, computer–aided, small/whole group, and work– based/site instructional techniques are utilized within the program delivery of services.

In addition to having a certified full–time WVABE SPOKES instructor, and in some cases a part time WVABE SPOKES instructor, the SPOKES program may have access to a career development consultant (CDC) and share a blended classroom with an ABE instructor.

Programs are encouraged to pilot and implement additional evidence and research–based strategies for college and career pathways that meet the goals of this plan.

Pursuant to WIOA, WorkForce West Virginia is required to allocate 75% of its local area youth funds to out–of–school youth. These funds are used to carry out programs that provide the following elements:

a. tutoring, study skills training, instruction, and evidence–based dropout prevention and recovery strategies that lead to completion of the requirements for a secondary school diploma or its recognized equivalent;

b. alternative secondary school services, or dropout recovery services, as appropriate;

c. paid and unpaid work experiences, including summer employment opportunities and other employment opportunities available throughout the school year; pre–apprenticeship programs; internships and job shadowing; and on–the–job training opportunities;

d. occupational skill training;

e. education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;

f. leadership development opportunities;

g. supportive services;

h. adult mentoring;

i. follow–up services for not less than 12 months after the completion of participation, as appropriate;

j. comprehensive guidance and counseling;

k. financial literacy education;

l. entrepreneurial skills training;

m. services that provide labor market and employment information about in–demand industry sectors or occupations available in the local area; and

n. activities that help youth prepare for and transition to postsecondary education and training.