Needs Assessment. Adult Basic Education (ABE) in West Virginia has been on the forefront of many

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1 Needs Assessment 2.1 Individuals Most in Need Adult Basic Education (ABE) in West Virginia has been on the forefront of many initiatives throughout the country and continues to serve a leadership role for new mandates in the fields of learning disabilities, technology, distance learning, marketing, curriculum development and workplace education. In the past, ABE programs were offered to assist adults in mastering the skills necessary to successfully complete the General Educational Development exam (GED). This was the ultimate goal, and the success of the program was determined by the number of graduates. Today, adults need more than just a high school diploma to compete in the workforce and become productive citizens in society. Today s workplace presents numerous opportunities and challenges for adults in West Virginia. Employers need workers with both strong basic skills and the ability to adapt to change. Today s families are faced with multiple responsibilities as they address their children s educational needs as well as their own. Special populations, such as the homeless, elderly, and incarcerated, must deal with additional challenges in order to lead safe and productive lives. To effectively serve the basic educational needs of these diverse groups, a learning system that is flexible and responsive is necessary. A statewide needs assessment was conducted to ensure that the delivery system responds to the needs of those individuals who need adult education and literacy services the most. Section 2.0-1

2 Statistics were compiled from the National Adult Literacy Survey; the West Virginia Report ard (prepared by the Department of Education); Ready for What? (report compiled by the WV Business and Education Alliance); Kids ount (prepared by Kids ount Foundation); Literacy ounts (prepared by the Governor s ouncil on Literacy); West Virginia Women in Perspective (compiled by the WV Women s ommission); the Domestic Violence oalition; WV Department of Health and Human Resources; Department of Labor; US ensus Bureau urrent Report Survey, 1997; and information obtained from various other state agencies. The process for determining adults most in need and those hardest to serve included the compilation of county statistics in the following categories: percentage of undereducated adults; families below poverty level; high school dropouts; and number of people without a high school diploma who meet these criteria: 1. receive public assistance; 2. are unemployed; 3. are single parents; and 4. have a disability that limits their choice of jobs. hart I (Attachment 2.0 A) reveals these statistics per category. In addition, the needs Section 2.0-2

3 assessment included analyses of criminal offenders in correctional institutions, specific age groups with limited education, individuals with limited English proficiency, homeless adults, undereducated workforce, and race and gender characteristics of adults without a diploma. The availability of public transportation and daycare was also analyzed in the assessment to assist in determining needed support services. Detailed information on these areas is given below. The last step in assessing the educational needs of West Virginia adults included identifying those counties most in need of services based upon the needs assessment. hart II (Attachment 2.0 B) indicates the counties in order of need based upon the major areas revealed in the needs assessment. These areas are unemployment rate, percentage of adults without a high school diploma, percentage of those functioning at literacy level 1, percentage of single parent households without a diploma, and the percentage of families below poverty level. 2.2 Populations Low income adult learners who are educationally disadvantaged According to data collected from the National Adult Literacy Survey, 20 percent of the adult population in West Virginia performed at Level 1 (the lowest literacy level) and ensus Bureau statistics indicate that 33 percent of the adult population lack a high school diploma. The State s unemployment rate in 1998 was 5.9 percent. Statistics reveal that 17.5 percent of families in the State live at or below poverty level, and 31 percent of these individuals have completed less Section 2.0-3

4 than 12 years of formal education. According to information released from the Department of Health and Human Resources on November 5, 1998, there were 185,231 open assistance groups (families) receiving medical cards, food stamps, Temporary Assistance to Needy Families, transportation and emergency assistance within the State of West Virginia Individuals with disabilities More than 130,000 adults have been identified as having a health condition lasting six months or longer which limits the amount of work they can do or their job choice. Of this number, 70,367 do not possess a high school credential and 23.8 percent of the 70,367 live at or below poverty level. In 1990, the five States with the highest rates of work limitation were West Virginia, Kentucky, Arkansas, Mississippi, and Louisiana. The states/districts that rank the highest on the rate of both mobility and self-care difficulty were Mississippi, Alabama, West Virginia, District of olumbia, and Arkansas. Of the adult population within West Virginia, 1.8 percent have been diagnosed with a developmental disability. By Federal definition, this means any individual who incurred a functional disability prior to the age of 21. This includes all adults who have been diagnosed as mentally retarded and those who have little or no functional life skills who need long-term or lifetime support services. Section 2.0-4

5 Nationally, the President s ommittee on Employment for People with Disabilities has estimated that 1-14 percent of adults in the workplace have learning disabilities. Department of Labor research suggests that between percent of students in basic skills programs (those reading below the 7 th grade level) probably have learning disabilities and that there is a high correlation between learning disabilities and functional illiteracy, especially among economically disadvantaged. Given these factors, the report estimates that percent of all JTPA IIA participants may have learning disabilities and that percent of all adults on public assistance may have learning disabilities Single parents and displaced homemakers An analysis of single parent households revealed that 22 percent of the households in West Virginia have only one parent present. Of this group, 44 percent of the single fathers and 39 percent of the single mothers did not complete high school. Information obtained in July, 1998 indicates that, of the total workforce (822,400), there are approximately 55,000 (6.6 percent) displaced workers within West Virginia, including those who are classified as long-term. When separating the long term individuals (approximately 10 percent), 48,000 (5.8 percent of total workforce) displaced workers remain who can be retrained for the workforce. According to the WV Department of Labor, statistics compiled in 1997 reveal that there Section 2.0-5

6 are 44,787 displaced homemakers within West Virginia. These are women who previously had no need or desire to enter the workforce but who now find work outside the home a necessity due to divorce, death of a partner, the changing economy, or self-satisfaction Individuals with limited English proficiency A total of 17,497 adults within West Virginia were identified as having limited proficiency in English. Of this number, 8,750 have a high school credential while 8,747 do not. Other data obtained reported that 1,974 had limited or no ability to speak English, while 15,523 were able to speak English very well. Although these numbers are relatively small, there has recently been an influx of new international businesses into West Virginia including Toyota Motor Manufacturing and NGK Spark Plug Manufacturing that have a high proportion of limited English proficient employees. Further growth of this target population is anticipated during the next five years riminal offenders in correctional institutions In the West Virginia correctional system, there are currently 4,560 inmates (information compiled November, 1998) over the age of 18 who are serving time within regional jails and State penitentiaries. Data collected during the past two years indicates that 2,298 (50.4 percent) of these inmates do not possess a high school credent ial Homeless adults While it is difficult to obtain hard data on the number of homeless people within the Section 2.0-6

7 State, information obtained indicates that 484 individuals are living in emergency shelters or are visible in street locations. Information obtained from the Domestic Violence oalition cited a total of 21,067 adults being served or housed within domestic violence shelters throughout the State Individuals without high school diplomas within specific age groups An analysis of various age populations revealed that those over the age of 60 were most in need of educational services (45 percent statewide) because they lacked more formal education than other groups. Over 12,000 elderly adults reside in nursing homes, an important site to be targeted for life skill instruction. The second highest age group in need was the year old group (34 percent statewide). This statistic is impacted by the fact that many West Virginians who were once active and successful in the labor market are finding themselves out of work due to closure of coal mines and other traditional businesses along with the replacement of manpower by technology in many occupations. Displaced homemakers also make up a significant portion of this age group. Another growing population requiring ABE services is the 16-to-18 year old resident. In 1988, the West Virginia Legislature enacted Senate Bill 14 that stated,... the Department of Motor Vehicles shall deny a license or instruction permit for the operation of a motor vehicle to any person under the age of 18 who does not at the time of application present a diploma or other Section 2.0-7

8 certificate of graduation... or documentation that the person is enrolled and making satisfactory progress in a course leading to a...ged from a State approved institution... The influx of this age group within certain ABE programs, coupled with court-ordered youth, has occurred since the passage of this Bill Undereducated workforce In 1995, the West Virginia Education Fund conducted a study of what West Virginia employers, higher education, and student s believe high school graduates should know and be able to do. Ready for What? reveals that... business and higher education require many similar skills and recommend that writing skills should be developed to clarify communication and thought; math skills should focus on application, measurement, and relationships; and students currently lack the skills of resume writing and self-promotion, in part because they do not understand the needs of the workplace. Personal attributes and values figure prominently in what customers now require and expect of new employees and post-secondary students. The growth of ABE s Workplace Education Program in recent years documents the need to provide on-sit e, contextualized programs to assist existing workers upgrade and retool their basic skills. Service-related companies are replacing the State s traditional coal mining and laborintensive industries. Technology and down-sizing are requiring an increase in multi-crafted employees. To participate competitively in the global marketplace, West Virginia companies need Section 2.0-8

9 workers with strong skills in math, communications, technical reading, adaptability, problemsolving, organizational management and teamwork Race and gender characteristics of individuals without a high school diploma Further analysis of the adult population with less than 12 years of formal schooling reveals that 52 percent of these are females and 48 percent are males while 97 percent are white, 2.6 percent are black, and 0.4 percent are of other ethnic origin Transportation and daycare needs Inspection of transportation and daycare needs revealed that only 28 of the 55 West Virginia counties have public transportation available and that only a total of 294 licensed daycare facilities are currently operating within the State. 2.3 Analyses of the findings Analyses of the needs assessment findings indicate the following key factors: Multiple and flexible learning opportunities must be available for unemployed adults that provide contextualized, work-based instruction that allow the learners to see the immediate transfer of basic skills to the workplace. Full implementation of West Virginia s ABE WorkSANS curriculum and accompanying certificates of mastery are vital to this factor. oordination of support services, particularly transportation and child care, is necessary to assist adult learners in maintaining regular attendance. Section 2.0-9

10 Increased options for distance learning need to be made available to permit adults otherwise unable to attend traditional classes an opportunity to participate. The Workplace Education Program needs to continue services to existing businesses to assist employers in having trained and adaptable employees who are equipped with skills needed for global competition. Staff Development programs must continue to provide training on serving adults with special learning needs and with physical limitations in order to enable programs to recognize and make appropriate, reasonable accommodations when necessary. Specialized programs for the State s aging population need to be developed that cater to their unique needs, i.e. health and safety issues. Specialized programs, that integrate social, parenting, and academic skills, for the State s single parent population need to be expanded. Programs must address the unique needs of out-of-school youth through coordination with Title I of the Workforce Investment Act. orrectional education programs must continue to address the basic skills needs of the incarcerated to reduce recidivism. Intense marketing efforts must be continued to increase awareness and availability of services. Marketing must be viewed as an investment and not a cost. Section

11 Family literacy programs need to be expanded to provide greater opportunities for parents to become active partners with their children in the educational process. The State must be ready to respond to the likely demand for English literacy classes for limited English proficient adults by providing trained instructors and appropriate resources. ollaborative programming must continue with State agencies, literacy programs, and community-based organizations to provide the most efficient and convenient resources for the customers. To address these multiple needs, adult educators within West Virginia have created a process for developing a more concise, unified, and effective educational system for adult learners. Through coordinated efforts with the Governor s ouncil on Literacy, the Human Resource Investment ouncil, the Governor s abinet on hildren and Families, Even Start, Head Start, public libraries, WV Development Office, Department of Health and Human Resources, Bureau of Employment Programs, and multiple State partners, ABE is committed to Serving Adults...Showing Results. The remaining sections of this State Plan will illustrate the process, programs, and activities through which ABE will endeavor to achieve this goal. Section

12 Demographics of Population Without Diploma hart I Attachment 2.0A ounty % who are % who are % who are % who are 60+ % who are single parent (18+) % who have completed 0-8th grade (25+) % who have completed 9th-11th grade (25+) Barbour 11% 24% 22% 43% 9% 55% 45% Berkeley 5% 31% 25% 39% 8% 44% 56% Boone 11% 27% 25% 37% 9% 49% 51% Braxton 10% 20% 22% 48% 11% 61% 39% Brooke 7% 16% 21% 56% 8% 45% 55% abell 10% 20% 20% 50% 9% 43% 57% Section

13 Demographics of Population Without Diploma hart I Attachment 2.0A alhoun 7% 25% 20% 48% 8% 65% 35% lay 10% 30% 20% 40% 10% 60% 40% Doddridge 11% 17% 24% 48% 5% 57% 43% Fayette 8% 21% 21% 50% 9% 51% 49% Gilmer 7% 24% 28% 41% 7% 57% 43% Grant 7% 21% 24% 48% 8% 63% 37% Greenbrier 10% 22% 20% 48% 6% 50% 50% Hampshire 10% 24% 22% 44% 7% 56% 44% Hancock 9% 17% 18% 56% 7% 46% 54% Hardy 8% 26% 22% 44% 7% 59% 41% Harr ison 9% 21% 19% 51% 8% 41% 59% Jack son 10% 21% 25% 44% 6% 52% 48% Jefferson 14% 30% 21% 34% 8% 40% 60% Kanawha 10% 22% 19% 49% 9% 42% 58% Lewis 9% 21% 25% 45% 9% 56% 44% Lincoln 9% 29% 25% 37% 7% 59% 41% Logan 10% 28% 23% 39% 9% 53% 47% Mari on 9% 18% 19% 54% 8% 44% 56% Marshall 25% 21% 18% 50% 7% 44% 56% Mason 10% 22% 26% 42% 6% 51% 49% McDowell 11% 33% 20% 36% 9% 55% 45% Mercer 10% 23% 20% 47% 8% 47% 53% Mineral 11% 17% 15% 57% 7% 44% 56% Mingo 13% 30% 25% 32% 9% 55% 45% Monongalia 12% 23% 19% 46% 8% 43% 57% Monroe 8% 24% 18% 50% 7% 59% 41% Morgan 9% 22% 23% 46% 5% 48% 52% Nicholas 10% 24% 20% 46% 8% 55% 45% Ohio 9% 16% 16% 59% 10% 44% 56% Pendleton 8% 19% 22% 51% 6% 70% 30% Pleasants 12% 25% 19% 44% 10% 57% 43% Pocahontas 9% 20% 21% 50% 9% 62% 38% Section

14 Preston 9% 24% 22% 45% 7% 55% 45% Putnam 10% 21% 23% 46% 7% 48% 52% Raleigh 9% 23% 21% 47% 8% 49% 51% Randolph 12% 26% 19% 43% 8% 55% 45% Ritchie 11% 26% 19% 44% 8% 51% 49% Roane 8% 25% 25% 42% 8% 57% 43% Summers 9% 25% 19% 47% 8% 56% 44% Taylor 11% 22% 22% 45% 8% 52% 48% Tucker 11% 19% 21% 49% 7% 49% 51% Tyler 10% 22% 23% 45% 8% 54% 46% Upshur 10% 23% 20% 47% 5% 57% 43% Wayne 10% 22% 25% 43% 8% 50% 50% Webster 8% 28% 24% 40% 11% 64% 36% Wetzel 10% 23% 21% 46% 8% 48% 52% Wirt 7% 20% 26% 47% 5% 50% 50% Wood 10% 21% 20% 49% 9% 44% 56% Wyoming 9% 30% 25% 36% 9% 53% 47% West Virginia 10% 23% 21% 46% 8% 49% 51% ounties Most in Need hart II Attachment 2.0B Rank ounty Single parent Level I literacy over age 25 w/o diploma % unemployed % below poverty level total score 1 lay McDowell Mingo Webster Lincoln Section

15 6 alhoun Braxton Logan Wyoming Boone Roane Barbour Summers Fayette Gilmer Pocahontas Lewis Nicholas Ritchie Mason Grant Raleigh Wirt 35 na Monroe Randolph Tucker Doddridge Pleasants Wayne Preston Taylor Greenbrier Hardy Mercer Upshur Wetzel Hampshire Pendleton Section

16 39 Tyler Jack son Harr ison Morgan Mari on abell Marshall Kanawha Berkeley Brooke Jefferson Hancock Wood Putnam Mineral Monongalia Ohio Section

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