17
Workforce Investmen WIA TRAINING SERIES Source Documents: TEGL 17-05 & AWI Memo (4. 08. 2008) Setting Younger Youth Goals
Workforce Investment Act
WIA
TRAINING SERIES
Source Documents: TEGL 17-05 & AWI Memo (4. 08. 2008)
Setting Younger Youth Goals
Youth Goals
The ability to act in ways to ensure their best current and future health The ability to cope with positive and adverse situations The ability to develop and effectively use critical thinking skills The ability to gain the functional skills for employment and choosing a career The ability to work with others and sustain positive relationships The ability to respect the diverse backgrounds of others
WORKFORCE INVESTMENT ACT - WIA 2 - WIA
* Key abilities youth should demonstrate during their development:
* CASE MANAGEMENT A Resource Manual Anne Thomas Adams Sundra Franklin Rebecca Taylor, Ph.D
Youth Goals
3 - WIAWORKFORCE INVESTMENT ACT - WIA
SKILLS GAP: WHAT’S EXPECTED AND WHAT IS ACTUALLY PROVIDED
Sources: National Association of Manufacturers
Youth Goals
4 - WIAWORKFORCE INVESTMENT ACT - WIA
BASIC SKILLS
WORK READINESS SKILLSOCCUPATIONAL SKILLS
WIA YOUTH AGES 14 -18 ARE REQUIRED
TO HAVE A LEAST ONE GOAL PER YEAR
FROM ONE OF THE THREE GOAL
CATEGORIES
Youth Goals
5 - WIAWORKFORCE INVESTMENT ACT - WIA
OTHER GOALS Writing
Speaking
Listening
Problem Solving
Reasoning
BASIC SKILLS GOALS: MEASURABLE INCREASES IN BASIC EDUCATION SKILLS
Typical GoalsReading Comprehension Math Computation
Youth Goals
6 - WIAWORKFORCE INVESTMENT ACT - WIA
BASIC SKILLS GOALS: MEASURABLE INCREASES IN BASIC EDUCATION SKILLS
5.0 Grade Level
7.0 Grade Level
9.0 Grade LevelAn additional Basic Skills goal must be set if the youth’s most recent post-assessment results show that reading or math levels are below the 9th grade level.
Youth Goals
Primary Occupational Skill Goals : ARE SPECIFIC SKILL SETS NEEDED FOR A PARTICULAR JOB ARE APPROPRIATE FOR THOSE YOUTH WHO HAVE CHOSEN
A CAREER FIELD AND ARE ATTEMPTING TO BUILD SPECIFIC SKILLS WITHIN THAT AREA AS A STEP IN THE TRAINING PROCESS.
COMPLETION IS NOT INTENDED TO “QUALIFY” A YOUNG PERSON FOR THE CHOSEN JOB OR CAREER FIELD, BUT RATHER TARGET A NARROWER SET OF SPECIFIC SKILLS RELATED TO THE JOB.
WORKFORCE INVESTMENT ACT - WIA 7 - WIA
OCCUPATIONAL SKILLS GOAL: A MEASURABLE INCREASE IN OCCUPATIONAL SKILLS
* http://www.ci.durham.nc.us/departments/eed/pdf/a6.pdf
Youth Goals
8 - WIAWORKFORCE INVESTMENT ACT - WIA
SECONDARY OCCUPATIONAL SKILLS ENTAIL FAMILIARITY WITH AND USE OF:
Set-up Procedures Safety Measures Work- Related Terminology Record Keeping and Paperwork Formats Tools, Equipment and Materials Breakdown and Clean-up Routines
OCCUPATIONAL SKILLS GOAL: A MEASURABLE INCREASE IN OCCUPATIONAL SKILLS
Youth Goals
9 - WIAWORKFORCE INVESTMENT ACT - WIA
1.The job for which training is needed is within the youth’s chosen occupational field
2. The youth has never worked or has minimal work experience (less than 3 consecutive months, full-time experience)in the specific occupation or job
3.The youth has not successfully completed training in the specific occupation or job.
ASSESSMENT CRITERIA FOR SETTING OCCUPATIONAL SKILLS GOAL
Youth Goals
10 - WIAWORKFORCE INVESTMENT ACT
WORK READINESS SKILLS GOAL: A MEASURABLE INCREASE IN WORK READINESS SKILLS
Labor Market Knowledge Occupational Information Values Clarification and Personal
Understanding Career Planning and Decision Making Job Search Techniques World-of-Work Awareness
Examples of Work Readiness Goals:
http://policyweb.sri.com/cep/publications/NWRC.pdf
Punctuality and Regular Attendance Presenting a Neat Appearance Getting along and working well with
others Exhibiting good conduct Following Instructions and completing task Accepting Constructive Criticism Showing initiative and responsibility
Youth Goals
11 - WIAWORKFORCE INVESTMENT ACT - WIA
THE FIRST GOAL MUST BE SET ON THE DATE OF THE FIRST YOUTH SERVICE.
A MINIMUM OF ONE GOAL MUST BE SET AT THE BEGINNING OF EACH YEAR OF PARTICIPATION.
A MAXIMUM OF THREE GOALS MAY BE SET DURING EACH YEAR OF PARTICIPATION.
IF ASSESSMENT RESULTS SHOW THE PARTICIPANT TO BE BASIC SKILLS DEFICIENT, THEN THE FIRST GOAL SET MUST BE A BASIC SKILLS GOAL.
ATTAINMENT OF A WORK READINESS SKILLS CERTIFICATE DOES NOT COUNT AS A CREDENTIAL ATTAINMENT.
Special Note: If American Recovery and Reinvestment Act funds are used the participant may have more than three goals.
RULES TO REMEMBER WHEN SETTING WIA YOUNGER YOUTH GOALS
Youth Goals
12 - WIAWORKFORCE INVESTMENT ACT - WIA
Special Note: If American Recovery and Reinvestment Act funds are used the participant may have more than three goals.
RULES TO REMEMBER WHEN SETTING WIA YOUNGER YOUTH GOALS – CONT’D
The target date for accomplishing each skill goal must be set no later than one year from the date the goal was set.
Goals can be set as needed; however, participants must have at least one goal that has not been attained open at all times.
Youth Goals
13 - WIAWORKFORCE INVESTMENT ACT - WIA
A GOAL NOT ACHIEVED BY THE DUE DATE DOES NOT COUNT AS A POSITIVE ATTAINMENT.
RULES TO REMEMBER WHEN SETTING WIA YOUNGER YOUTH GOALS – CONT’D
14 - WIA
THE END
WORKFORCE INVESTMENT ACT - WIA
WIASource Documents: AWI – 062 & TEGL 17-05 Workforce Investment Act
TEST QUESTIONS
1. The first goal can be set before the date of first serviceT F
2. Youth can participate in a WIA program without established goalsT F
3. Work Readiness Skills Certificate can count as a credential attainment T F
QUESTIONS OR ADDITIONAL INFORMATION
Corey J. McCasterGovernment Operations Consultant [email protected](850) 245-7402
Isabelle PottsGovernment Operations Consultant [email protected](850) 921-3148
Workforce Investment Act - WIA 166 - WIA
Youth Goals
17 - WIAWORKFORCE INVESTMENT ACT - WIA
U.S. Department of Labor Employment and Training Guidance Letter 17-05 Agency for Workforce Innovation Memorandum April 04, 2008 Partnership for 21st Century Skills (2007). Beyond the Three Rs: Preparing
U.S. Students for a Global Workforce. Washington, D.C.: Author. Partnership for 21st Century Skills (2008). 21st Century Skills, Education &
Competitiveness: A Resource and Policy Guide. Washington, D.C.: Author.
Peter D. Hart Research Associates, Inc. and The Winston Group (2006). Keeping our Edge: Americans Speak on Education and Competitiveness. Washington, D.C.: Hart/Winston.
Peter D. Hart Research Associates/Public Opinion Strategies (2005). Rising to the Challenge: Are High School Graduates Prepared for College and Work? Washington, D.C.: Achieve, Inc.
REFERENCES
AWI 062 Recording Youth Assessment
