Case Managing Youth Under Common Measures: Uncommonly Complicated

1. Case Managing Youth Under Common Measures: Uncommonly Complicated

2. Think about Longer Term Programs that Appeal to Employers and Youth

3. DOL’s Strategic Vision “Grow up ready for work, college and military service” Meet the demands of business by providing youth with the necessary educational, occupational and other skills training and services needed for high demand occupations. Out of school youth are an important part of the new workforce “supply pipeline” needed by businesses.

4. US DOL estimates that by 2010, the United States will be short 10,000,000 workers. Labor shortages will affect specific industries with different levels of intensity (and already have) Skilled workers will be in the shortest supply. Today we are at the crossover point where supply of workers versus demand for those workers has started to diverge. Labor shortages are predicted to accumulate.

5. A Perfect Storm: People are Aging Out of the Workforce Baby boomers versus the birth dearth Aren’t enough workers to replace them Jobs that go unfilled cause employers to cut back production and in some cases close the business How can your program be a feeder program for these industries? Many industries will need to grow their own employees

6. How will employers cope with the following trends? Aging workforce More women More ethnic diversity Increasing variety in lifestyle choices Tightening labor market Shortage of skills and experience Shortage of workers Shortage of educated candidates Pressure on training and development Tension around current HR policies, practices and benefits

7. Balancing Labor Supply and Demand: The Overall Options Raise Productivity Export jobs Import Workers Increase skills of current workers Expand the labor pool Develop retention strategies that keep workers at the company in the face of competition Polish and publicize the company as a great place to work so that more prospects will consider that company Improve targeting, attracting and hiring methods to gain market share of likely employees We are going to focus today on the last four bullets. Businesses need to work now to develop retention strategies so they can maintain the workers they have. Businesses will need to look to hire and retain populations they have not here to fore seriously considered – welfare recepients, ex-offenders, older americans, etc. Cast a wide net and then sift with fine mesh. Businesses will have to position themselves as a great place to work. Recruiting is competitive. Lots of businesses are attempting to recruit the same workers. Businesses will need to do better targeting and improve hiring methods so that they have the supply of workers that they need to keep the business operating at full steam. Businesses who get this right now will be a better position as the workforce demographics continue to shift and tighten.We are going to focus today on the last four bullets. Businesses need to work now to develop retention strategies so they can maintain the workers they have. Businesses will need to look to hire and retain populations they have not here to fore seriously considered – welfare recepients, ex-offenders, older americans, etc. Cast a wide net and then sift with fine mesh. Businesses will have to position themselves as a great place to work. Recruiting is competitive. Lots of businesses are attempting to recruit the same workers. Businesses will need to do better targeting and improve hiring methods so that they have the supply of workers that they need to keep the business operating at full steam. Businesses who get this right now will be a better position as the workforce demographics continue to shift and tighten.

8. Sample Employment Sectors Construction Manufacturing Trade, Transport and Utilities Information Professional and Business Services Educational and Health Services Leisure and Hospitality Other Services Government

9. All Are Experiencing Labor Shortage What is your program or services doing to train youth to prepare for specific industries?

10. Opportunities for Work Experience Paid Internships Paid Work Experience Paid Direct Hires Youth Incubators Youth Build Model Work Crews (on contract to provide services)

11. What’s Your Model? Options: Full time Literacy First and then Work, Post-Secondary, or Military. Part-time Literacy and Part-time Work. simultaneously. Must do one to do the other. Full time work with part time literacy. ??

12. Program Components for Long-Term Results Literacy/Numeracy Skill Training for Jobs Work Habits and Attitude Real Work Experience Motivational Component Structured Focused Guidance toward job, military or post-secondary education/advanced training

13. Required Elements Tutoring, Study skills training Alternative secondary school offerings Summer employment opportunities directly linked to academic and occupational learning Paid and unpaid work experiences including internships and job shadowing Occupational skill training Leadership development opportunities Support Services Adult mentoring Follow-up Services Comprehensive guidance and counseling

14. Questions for Youth Program Design

15. Recruitment

16. Neediest Youth Out of School High School Dropouts Runaway and homeless Foster care Court involved Children of incarcerated parents Migrant youth Native American Youth with disabilities

17. Out of School Youth An eligible youth who is: A school dropout OR Has received a secondary school diploma or its equivalent but is: Basic skills deficient Unemployed underemployed

18. Recruitment: Program Guidance Think about how you will recruit these targeted populations (emphasis on the word “details”) Make sure recruitment is a budget line Create for a loading chart Programs need to recruit approx. 3x as many participants as they need to serve – have you accounted for those numbers?

19. A Balancing Act

20. Participation

21. Program Participation A participant is an individual who is determined eligible to participate in a program and receives a service funded by the program (either physical location or remotely) The participation date is the date of the first service is received after the individual is determined eligible An individual must be a participant in order to count in the performance calculations

22. Key DefinitionParticipant

23. So What is a Service? Service includes: In-program WIA activities Basic skills assessments Creating individual service strategies All but one of the 10 program elements

24. Suitable Youth Must be Interested in Those Activities Measured in Performance Youth: Placement in Employment or Education Literacy or Numeracy Gains Attainment of degree or certificate

25. Key Questions Are they committed to the outcomes of the program? Are those outcomes covered in promoted in recruitment ads, outlined in orientation and covered upfront, clearly stated on the ISS? Get a job Enroll in College Enroll in Advanced Occupational Skill Training Join the Military Become an apprentice Earn my GED, HS Diploma or Earn a Credential Increase my Basics skills in English, Math, etc. Are they likely to fully participate in the outcomes?

26. Participation: Program Questions Among all of the youth you recruit, beyond eligibility how will you decide whom to enroll into your WIA funded program? What are the characteristics of someone who is likely to benefit from your services and what are the characteristics of someone who is not likely to benefit?

27. Assessment The regulations require that a pre-test must be administered within 60 days of participation. Test results will set the standard for literacy and numeracy gains.

28. In-School Youth Not in Literacy/Numeracy

29. Literacy and Numeracy Gains

30. Literacy and Numeracy Gains (cont.) Excludes persons who are not basic skills deficient Excludes all In-school Youth (measure applies only to Out of School Youth – this is a change from earlier guidance Includes individuals with learning disabilities TEGL 17-05 includes new language on testing youth with disabilities including accommodations and use of alternate assessment tools for youth with severe disabilities

31. Literacy and Numeracy Gains (cont.) To be included in the numerator, an individual must advance one or more Adult Basic Education (ABE) or English as a Second Language (ESL) functioning levels Gain can occur in literacy or numeracy – can pre-test at different levels in each category Levels consistent with Adult Basic Ed. National Reporting System (NRS) See TEGL Attachment D for updated Educational Functioning Levels for the NRS

32. Literacy/Numeracy Requires the use of the same standardized test for both pre and post assessments (pre-test must occur w/in 60 days of date of participation) Individuals should be post-tested by the end of one year of participation and compared to pre-test results obtained during the initial assessment If an individual continues to be basic skills deficient after the first 12 months of participation, they should continue to receive training in literacy and/or numeracy skills Participants should be post-tested and included in the measure at the completion of the 2nd year if they complete two years in the program

33. Assessment Tool Must use one of NRS cross-walked tests or equate alternate test to NRS scale (by going through DOL/DOE) Tests cross-walked with ABE and ESL levels include: Comprehensive Adult Student Assessment Instrument (CASAS) Test of Adult Basic Education (TABE) Adult Basic Learning Examination (ABLE) Student Performance Levels for ESL Basic English Skills Test (BEST) for ESL WorkKeys (for the top 3 ABE levels)

34. Comparison to Current Measures Creates specific focus on basic skills rather than broad focus on work readiness, occupational skills, and basic skills Does not mean work readiness and occ. skills no longer important (impact of those skills will be seen in placement rate) Standard for success much higher than with less-defined skill attainment rate

35. Assessment – Program Questions What instrument will you use? Who will administer the tests? What accommodations will you make for those participants who have a disability? When will you administer the pre-test? How often will you post-test? What strategies will you use to convince a high school graduate that he/she needs to be assessed and perhaps participate in basic skills classes?

36. Assessment – Program Questions What are the costs associated with the test and have you budgeted accordingly? Since even students who aren’t post-tested will be included in the literacy/numeracy measure, what strategies will you use to post-test the highest number of participants possible? The participant needs to make a gain of one level in one test area. What strategy will the program use to insure that a level gain occurs?

37. Attainment of a Degree or Certificate

38. Degree/Certificate Attainment

39. Attainment of Degree/Certificate (cont.) Education refers to those in secondary, post-secondary, adult education, or any other organized program of study Those in secondary school at exit are now included in the measure Diplomas, GEDs, or certificates can be obtained while a person is still receiving services or at any point prior to the end of the 3rd quarter after exit

40. Definition of Certificate A certificate is awarded in recognition of an individual’s attainment of measurable technical or occupational skills necessary to gain employment or advance within an occupation. These technical or occupational skills are based on standards developed or endorsed by employers. Recognition of generic pre-employment and/or work readiness skills are not considered certificates.

41. Definition of Certificate (cont.) Awarding Institutions include: A State educational agency Institution of higher education Professional, industry or employer organization or a product manufacturer Registered apprenticeship program Public regulatory agency A program approved by the Dept of Veterans Affairs Office of Job Corps Indian Tribe Higher Education Institution

42. Definition of Diploma The term “diploma” was not defined in the original guidance Diploma, as defined by TEGL 17-05 means any credential that the state education agency accepts as equivalent to a high school diploma

43. High school graduates who are basic skills deficient may need to earn an additional Certificate.

44. Comparison to Current Measures This measure is similar to a combination of the YY Diploma Rate and OY Credential Rate, but with a tighter definition of certificate Narrower denominator than current credential measure: includes only those in education Does not have employment component as the current credential measure does

45. Two Options for In-School Youth

46. Degree or Certificate Program Questions Secondary students will be included in this measure. If you opt to propose to work with high school students, what age students will you select? How will you insure that they will receive their diplomas? What types of certificates will you be prepared to help youth earn in addition to their diplomas? What strategies will you use to persuade high school graduates to acquire a second certification?

47. Placement in Employment or Education

48. Placement in Employment or Education

49. Placement (cont.) Those in secondary school at exit are now included Individuals in post-sec, employment, military at date of participation are excluded Status at date of participation based on information collected from participant Advanced Training definition is more long-term, outcome oriented

50. Comparison to Current Measures Similar to current YY Retention measure in that it recognizes the same outcomes – improvement from OY Entered Employment However, it includes first quarter after exit only – no concept of retention or earnings change in common measures for youth programs Tighter definition of Advanced Training

51. Analysis of Performance

52. Think, discuss, plan….implications for younger youth programming

54. Placement in Employment or Education: Program Guidelines Your options for youth include post-secondary education, employment or military. Think about your linkages for each of those options. Think about your approach to promoting the military. Think about your strategy to working with employers to get your participants placed? Think through your approach to helping participants apply for school and acquire financial aid.

55. Exiting

56. Program Exit Exit occurs when a participant does not receive a service (funded by program or partner program) for 90 consecutive days and is not scheduled for future services There is no more concept of “hard exit” only what was a “soft exit” The exit date is the date of the last service for the participant In concept, exits are always retroactive to the last quarter For measures using UI wage records, the exit quarter is the quarter containing the exit date

57. Exclusions to Performance Participants are excluded from all (common and current) measures for the following reasons: Institutionalized Health/Medical or Family Care Reservists called to active duty Relocation to a Mandated Residential Program Deceased THESE MUST BE EXPECTED TO LAST LONGER THAN 90 DAYS!

58. Exclusions: A Change from Current Exclusions can be taken until the third quarter after exit.

59. Planned Gap Participants should not be considered as exited if there is a planned gap in service of greater than 90 days in one of the following circumstances: Health/medical condition or providing care for a family member with a health/medical condition Delay before the beginning of training Temporary move from the area that prevents the individual from participating in services. Gap should last no more than 180 days. Maybe do an additional 180

60. Implication of Exit Procedure

61. Exiting: Program Guidance What is your strategy for keeping youth actively engaged in your program without having a ninety day lapse in service? What motivational components will you design into the program to keep youth participating? How will you track and document gaps in service as well as situations that could occur that would lead to the “exclusion” of the youth from performance measures?

62. Meaningful Follow-Up or Law Breaking Stalking?

63. Follow-Up Services Required for 12 months beyond placement by law. Consider the nature of the follow-up contact, the frequency, who will provide the follow-up service, how the service will be documented.

64. Client Side Follow-Up Has Value to Customers that can be translated into dollars and cents. Sell Follow-Up as Income Improvement not Follow-Up and Retention.

65. Employer Side Follow-Up and Retention Services have definite value to employers. And that value can be translated into dollars and sense.

66. Work to positively exit all youth who can not meet the new measures ASAP.

67. Current Measures/Common Measures: Meeting Them Both Older Youth Entered Employment and Placement in Employment or Education All youth (younger and older) need to have a goal of going to the military, college, technical school, advanced education or a job. Tip: Design IEP so goals are pre-listed.

68. Current Measures/Common Measures: Meeting Them Both Younger Youth Diploma, Older Youth Credential, Attainment of Degree or Certificate

69. Current Measures/Common Measures: Meeting Them Both Younger Youth Goal Attainment and Literacy/Numeracy