2 Training Goals To define the JAG Comprehensive Model Services To identify the unique role of the JAG SpecialistTo define the JAG Model Standards and performance goals
3 JAG Model Applications Middle School Application7th and 8th grade students with barriers to successMulti-Year Program Application9th, 10th, 11th and 12th grade students with barriers to successSenior Program ApplicationHigh school seniors completing high school and transitioning from school to quality jobs and/or postsecondary educationOut-of-School Program ApplicationServing high school dropouts (ages 14 to 21) who want streamlined services to complete a GED program or high school degree, enter employment, military services and/or pursue postsecondary education.
4 Why Does JAG Work? High Performance standards Comprehensive mix of servicesLinkages to WorkOne and communityHigh level of accountabilityOngoing professional developmentCost effective
5 Why Does JAG Work for Indiana? eNDMS tracks WIA data and more.Staff connect to participants in a more meaningful relationship.JAG incorporates the 10 Elements of Youth Programs required by WIA law.Funds used in a cohesive program, we speak the same language and have the same goals.Youth and their families develop an attachment to the labor market through interaction with WorkOne.
6 JAG Model Components Oversight Body Program Management Program Staff participant Recruitment and Selectionparticipant LoadCareer/Professional AssociationCompetency AttainmentEmployer Marketing & Job Developmentparticipant Placement & Follow-UpNational Data Management SystemProgram and Staff Improvement
7 Model Component #1 Oversight Board Composed of key leaders in business, education, labor and community organizations who are willing to accept personal responsibility for the success of the program.In Indiana this is the SWIC and the Regional Workforce Boards,Directly – Youth Committees
8 Model Component #2 Program Management Day-to-day program operations including hiring and supervision of staffEnsures program recognition and visibility in the communityEnsures adequate funding to support program operationsProvides ongoing staff development and supportMonitors program outcomes to ensure compliance with the program model
9 JAG Model Component #3 Program Staff Responsible for direct management of site-based programsParticipant recruitment, training and follow-upMaintenance of participantprogress through use ofthe JAG Electronic DataManagement System(E-NDMS)
10 JAG Model Component #4 Participant Selection Participants selected for program enrollment should be those who at risk of dropping out of high school to successfully transition from graduation to work or postsecondary educationParticipants must be WIA eligiblePrepare for participant commitment to completion. Do not enroll participants until they demonstrate commitment.
11 Barriers to SuccessWork Related Barriers- WIA all JAG Indiana ParticipantsW1: Economically Disadvantaged as Defined by Public Assistance, TANF or Free LunchW2: Has Inadequate or No Work ExperienceW3: Lacks Marketable Occupational SkillsRemember: the JAG Program is open to those participants who “need it, want it and can profit from it.”
12 Stages of Participant Selection Referrals: family, other agencies and social organizations serving families in your regionPlan recruiting activities, spring and late fall for second semesterVerification of barriersRecommendations from faculty and administrators/ Provide accurate, timely feedback during the selection processTargeting, know your school guidance staffparticipant Interviews: Commitment to Program CompletionSelectionAdvisory Committee ApprovalEnrollment: allow a commitment period
13 Next Steps… Contact parents Enter COMPLETE participant profiles into e-NDMSDo Not create new profiles each year for returning participantsConduct Assessments (basic skills (TABE), employability skills (JAG Pretest), career interest (ICE))Enter participant assessment results into e-NDMSCreation of Individual Development Plans or ISS
14 Barriers to Success Academic Barriers One or more modal grades behind peersHas repeated a grade in high schoolLow academic performanceBasic Skills Deficient (Reading and Math)Limited English ProficiencyDid Not Pass State Proficiency ExamRecord of Excessive Absences (verified)Record of SuspensionsHas Dropped Out of School Previously
15 Barriers to Success . . . Environmental Barriers Mother/Father did not graduate from high schoolMother/Father does not workPregnant or has childDocumented Alcohol or Substance AbuseConvicted of a Criminal OffenseRecord of Violent BehaviorHomelessLives with one or neither natural parentTransportation/Child Care Needs
16 Barriers to Success. . . Physical and Psychological Barriers Special Education CertifiedLacks Motivation or Maturity to Pursue Education or Career GoalsEmotional Disorder which Impairs EducationHas a DisabilityHealth Problems that Impair Education
17 Barriers to SuccessWork Related Barriers- WIA all JAG Indiana StudentsW1: Economically Disadvantaged as Defined by Public Assistance, TANF or Free LunchW2: Has Inadequate or No Work ExperienceW3: Lacks Marketable Occupational SkillsRemember: the JAG Program is open to those students who “need it, want it and can benefit from it.”
18 Assessments Standard: Specialists are expected to develop an Individual Development Plan (IDP) for each program participant. Specialists should review assessment scores in the participant cumulative record to verify Participant Profile data and information. JAG Indiana also accepts the ISS.Assessments include:Basic Skills- TABEEmployability Skills- JAG Pre-TestCareer Interest Inventory- Indiana Career Explorer
19 JAG Model Component #5 -- Participant Load Student load is a critical consideration when reviewing a program’s ability to deliver QUALITY services and to achieve program performance goals at a reasonable cost per participant.The ideal student load is within a range of in-school students. (with in follow-up)Seniors and non-seniors should not be combined in the same class period.Seniors new to the JAG program are on a Senior Roster.
20 Participant Load: 3 Rules Rule # 1: Once on a MY roster – ALWAYS on a MY roster. If new to JAG and a senior, then on a SR roster.In-School Participants must be on a In-school roster; SR, MY or AEOut-of-School Participants must be on a OA, OF or OC RosterRule # 2: Only use one of each roster type each year - use groups to organize classes or customize listsRule # 3: Do NOT remove participants from Rosters.
21 Participant Rosters in Indiana New programs may have lower numbers by design. Established programs are expected to recruit to meet enrollment goals July 1, 20XX : Create NEW ROSTERS, move current participants to new rosters, do not delete participants from old rosters Do Not delete old rosters New participants are then added to new rosters Printed and signed rosters must be on file in each classroom
22 How to use Rosters for Out-of-School Participants Active Roster:Participants actively attending programParticipants who may be in and out but not completedFollow-up Roster:Participants who have completed GED and/or JAG Competencies and one year of servicesCompleted Roster:Participants who have completed the follow-up phase but may remain in contact with the SpecialistParticipants may move from OA to OF and then back to OA.
23 Student Load Objectives What are the enrollment expectations in your Region?What is the target range for the school year? Or for your OOS program year?What recruitment activities took place last spring?How well does your Guidance staff understand WIA requirements?DO NOT allow Guidance to simply place students in your class.
24 Who We Serve – Participants, Profiles, & Rosters Entering the Participant:The Participant page is fluid: this part of the profile can and should be updated as necessary –contact information, address, graduation/GED/deceased dates.The Profile data is the “snapshot” of the Participant upon entry into JAG program. *Do not change the grade or any information on the participant profile page for a returning student.
25 Entering Participants in eNDMS What are the enrollment expectations in your Region?Allow a commitment period for each participantParticipants who are MIAConnections to WorkOne
26 How can YOU monitor your data? Use the following reports to review your dataProgram Roster ReportIs every participant listed?Are the grade levels correct?Are SSNs correct?Profile SummaryDo the numbers match up to the roster?Does the average age look correct?Are there any “No Responses”?Do the numbers reflect what you know about your participants?Share this report with Guidance staff at your school.
27 eNDMS and GOOD DATA Objectives: Using the JAG curriculum (Private Document System)Supplement with other instructional toolsGuest Speakers (JAG Indiana: 20% of contact time)Community Service (10% of contact time)Career/Professional Association ActivitiesPost Assessments show proof of attainmentUtilize the eNDMS for effective tracking of competencies and contact hours
28 JAG Model Services Codes Contact CategoriesEmployability Skills (ES)Career (Professional) Association (CA)Community Service (CS)Guidance/Counseling (GC)Field Trips/Guest Speakers (FT)Academic Remediation (AR)Work Based Learning (WL)Other (OT)NO Group and Social Recreation- this is a middle school service.
29 “If you want to build a ship, don’t drum up the men to gather wood, divide the work and give orders.Instead, teach them to yearnfor the vast and endless sea.”by Antoine de Saint-Exupery
30 Model Component #6 Career/Professional Association A member-led organization used to enhance a sense of ownership among participants, to provide pride of membership (belonging), to involve program participation, to recognize participation, to reinforce JAG competencies, and to develop, practice and refine personal and leadership skills. A major focus of JAG is “community service”.
31 Career/Professional Association Chapter members (with guidance from the Specialist) shall plan a program of work that includes:Leadership development activitiesCareer development activitiesSocial activitiesCivic activities
32 Career/Professional Association Increase attendance and participationElecting officersCareer preparation (dealing with officers!)Community service optionsSocial affairs and fundraisingKnow your regional media policyRecognitionFeedback and ideas
33 Recording Contact Hours Types of ContactsPlanningExecutionEvaluationRecording Contacts in the E-NDMSUse your planners to record short services with participants
36 Career/Professional Association Plan of WorkProject basedRotating officers a good ideaCommunity work and resume building (WIIFM)Entire Career Association Handbook on eNDMSUnit 4 in PA Handbook for OOS
37 Career/Professional Association and the WorkOne Enlist Career Association asjob-spotterstech assistants for job seekersWorkshop assistantsIdeas and best practices
38 Model Component # 7 Competency Attainment 37 Core Competencies for In-School: A-F Competencies20 Core Competencies for OOS: O CompetenciesCrosswalk with 37 Core In-SchoolH CompetenciesW CompetenciesAddress the 10 elements ofYouth Programming required by WIA law.
39 JAG In-School Core Competencies To provide effective classroom instruction that will develop no less than 37 JAG Competencies for all program applications:Six Core Competency Categories: A-FA. Career DevelopmentB. Job AttainmentC. Job SurvivalD. Basic SkillsE. Leadership and Skill DevelopmentF. Personal SkillsOOS has 20 Core Competencies that align with the 37 core
40 Competency Attainment - Curriculum Opportunities for practiceOther social services agencies to involveIssues before JAG enrollmentSignificant Adult supportUse IDP/ISS to guide curriculum development
41 Competency Attainment - Curriculum JAG Curriculum- each module includes:A pre/post test to document attainment (don’t test EVERYTHING)Instructor-led ContentApplied academics = reading and mathActivity-based classroom experiences, including individual activities, role plays, small and large group activitiesHow will you teach the competencies? How do your participants learn best?
42 Competency Attainment- others You must become the expert!G. Life Survival SkillsI. Economic EmpowermentI.82 Understand Insurance: Auto, Renters, Home Health, Disability, Life (Allstate)I.83 Practice Better Money Management Skills (VISA USA)I.84 How to start a Small Business (Allstate)I.85 Be Successful in dealing with law enforcement (Allstate)I.86 Value DiversityI.87 Risky Business (Allstate)
44 Competency Attainment What is your plan for competency attainment?Can you award a level 3 the first time out?How will you provide mastery opportunity for each, individual participant?DO NOT TEST TO DEATHJAG is a competency-based curriculum – participants practice until they get the “A”Prepare for the end of program Post-Test
45 Competency Attainment eNDMSGarbage in, garbage out!Where is your data?MUST have pre-post test scores in the systemTrackOneIs your data complete in TrackOneAre TABE scores reported correctly?
46 Competency Attainment Revisiting competencies, providing effective practiceICC and participant resumeICC and participant cover letterICC and beyond, how to effectively job huntMaintaining contact with transient participantsCoordinate W Competencies to show WIA youth program elements.
47 Effective Use of the JAG Curriculum As a guideA resourceAdd to it – personalize it, how can your participants become part of the creation of curriculum?What WorkOne youth services can you bring in as resources?Use the Career/Professional Association to teach the competencies.
48 Competency Attainment – Lesson Plans Your model services reflect what you did in class.Can anyone who reads it know what you did?Did you include the competency number in your narrative?Did you think about what the outcome should be?“participants will be able to . . .”“participants completed a (resume, poster, advertisement, speech )”Are you prepared for an emergency substitute?
49 Competency Attainment Methods of attainment:Physically demonstrate (dress, interview, speak)Create/develop (resume, speech, poster)Successfully complete a post-testDetermining Competency AttainmentLevel 1 : Basic introductionLevel 2 : Practice of a competency with guidance and feedbackLevel 3 : Mastery, able to demonstrate, create or assess successfully without help
50 Recording Competency Attainment WIA ISS or JAG IDP: Document student plansWIA GoalsKeep examples of competency attainmentRecord GPA information in the progress report section of the eNDMSNon-seniors will have monthly counseling sessions to determine progress toward their ISSUse your Planners to track individual time with students. Record in the eNDMS later.
51 WE LEARN10 % of what we READ 20 % of what we HEAR 30 % of what we SEE 50 % of what we both SEE and HEAR 70 % of what we DISCUSSED with others 80 % of what we EXPERIENCE personally 95% of what we TEACH to someone else William Glasser - “Effective teaching may be the hardest job there is.”
52 Model Services Entering a Model Service Date Amount of Time Contact CategoryNarrative: include the competency covered, like B.11Competency(s) attainedAttainment Level (1,2 or 3)Participants involved
53 Model Services Accurately reflect your time “finished what we started yesterday”“prepared for GED”What do your reports reflect?Accurately connect the lesson to the competencyHandout – How to record REAL Model Services
54 Model ServicesCase Management Services: Model services are the contact and competency attainment portions of the data.Used to document participant progress up until the follow-up phase. (participants in follow-up DO NOT receive model services)Model Services are entered on a daily basis, if it’s not in the system – YOU DIDN’T DO IT.
55 JAG Model Component # 8 – Employer Marketing and Job Development EVERY Specialist must have an Employer Marketing and Job Development Plan available for reviewPlan your planCommunity and Business SupportEmployer Interview Form
56 Employer Marketing and Job Development You must be the JAG EXPERT for your siteWhat will you tell people about the JAG Program?Who do you serve?How is it done?Who helps?How can they help?What needs to be done?
57 Employer Marketing and Job Development Review Employer Marketing and Job DevelopmentWho are your collaborators?Who needs to know more?How can you “groom” participants to be diplomats for your JAG program?JAG Coordinators:Who are they?What do they do?Who is responsible?
58 Employer Marketing and Job Development Employer Marketing, job development and the follow-up participantAre your participants ready to work?Are employers aware of JAG?Presenting to your Youth CommitteePresenting to the School BoardParticipant ambassadors
59 Model Component #9 Follow-Up Services Standard: To provide services to graduates and non-graduates during the twelve-month follow-up period.How well did you teach them to fish?What is their connection to WorkOne?
61 Follow-up Services Graduates and non-graduates Job placement assistanceEmployment follow-upEmployer advocacyAssistance with post-secondary enrollment
62 Follow-Up Contacts and Placement Data Entering Participant ContactEnter actual date of Contact and Contact TIMERecord the method of contactEnter a narrative that makes sense and can be understood by your funders.Enter Participant StatusHow is WorkOne a part of your Follow-up Plans?
63 Follow-up Contact LogTool for maintaining contacts with graduates and non-graduates until they can be entered into the system.Do you have someone at the WorkOne who will tell you if a JAG participant comes in?How well does your WorkOne staff know about your JAG program?Quality Follow-up Services
64 Model Standard #10 National Data Base Participation To collect and report data using the JAG Electronic Data Management System (e-NDMS) as a means of tracking and evaluating program success.Monthly reports to each region, Program Managers must review and approve data each month.Who reviews your data?
65 eNDMS tracks Who is served What services are delivered What outcomes are achievedInput DAILY!This helps guarantee accuracy andcompleteness of program and participant data.
66 Quarterly Data Review and Update Enter data when doing ISS updateBarrier Additions/RemovalsPre- & Post-TestsProgress ReportsBarrier Additions/Removal: Any changes in student circumstances, positive & negative.
67 Entering Employer and other Contacts Same procedures as participantScreen defaults to Participant, so you must click on the drop down menu to choose a categoryAdd anyone who can verify the status of the participant only if the participant cannot be contacted.Do you have WorkOne Contacts for participants who visit while you are in class?
68 Employer and Placement Schools Use the eNDMS wizard to search for existing entries for employers or schoolsEnter employer or school if they are not already in the systemThe employer database address problem: check to see how it is listed in the yellow pages site: or check cut and paste to get the correct addressThis is a separate step from entering your follow-up contact: if you claim a participant is working – there must be an employer entered or the job doesn’t count.Schools are ONLY post-secondary institutions – NOT high schools.
69 Entering School Placement Data Enter the actual date of enrollmentEnter anticipated graduation dateEnter current participant statusEnter graduation or drop-out dates.How is YOUR JAG Coordinator involved?What is your participant enrollment tracking system?Get a signed release of information
70 Data Management Review Barrier Additions or Removals: Any changes in student circumstances, positive and negative.Pre- & Post-Tests:Track individual JAG CompetenciesProgress Reports:Enter at the semester and the end of the yearEnter cumulative resultsSchool Retention: End of YearWhat is the student status at the end of the year?Completed at the end of the year and then at the beginning of the next school year by September 30th.Must be completed for all multi year students.Seniors who return to high school for one more year do not go on a roster – only a senior once in JAG. Student contact is recorded in follow-up.
71 Who We Serve – Participants, Profiles, and Rosters Do NOT enter participants who do not show commitment to complete.Entering a Participant onto a roster is a 3 step process.Create a RosterEnter ParticipantComplete Participant Profile
72 Expected Outcomes Diploma or GED School-to-Career Transition Postsecondary EducationTrack your progress to 5 of 5 attainment
73 Performance Goals Graduation Rate Goal: to achieve a 90% completion rate by the close of the 12-month post-graduation follow-up phase.
74 Performance Goals Positive Outcome Rate Goal: 80% of the participants to achieve a positive outcome by the close of the 12-month post-graduation follow-up phase.Placement in post-secondary, employment or military
75 Performance Goal Employment Rate Goal: 60% of the participants to be employed in a full-time (35 hours or more) or a part-time job (greater than 10 and less than 35 hours).
76 Performance Goals Full-Time Jobs Rate Goal: 60% of the participants to be in a full-time job including: full-time employment (35 or more hours per week; two part-time jobs totaling 35 or more hours equates to a full-time job).
77 Performance Goals Full-Time Placement Rate Goal: 80% of the participants to be engaged in full-time activities (full-time civilian employment; full-time military; full-time postsecondary enrollment; or part-time jobs with part-time postsecondary enrollment by the close of the follow-up phase.)
78 Performance Goals Unable to Contact Rate Goal: Less than a 5% "unable to contact" rate during the 12-month post-graduation follow-up phase.
79 Performance Goals100% of JAG participants will be registered in the Indiana Job Matching Website:100% of JAG participants will have a resume on ICC and a cover letter.
80 Performance Goal for In-School 80% of JAG SENIORSWill fill out at least two college application formsWill take either the SAT or ACTWill complete the FAFSA before March 1st, 20XXProgress reported monthly by regional coordinator
81 Model Component #11 Program and Staff Development To provide opportunities for ongoing professional development for program staff and evaluation of program effectiveness.Regional plan for Participation in the JAG National Training SeminarOpportunities to participate in the JAG National Student Leadership AcademyProfessional Development Grants