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Jobs for Americas Graduates. Training Goals To define the JAG Comprehensive Model Services To identify the unique role of the JAG Specialist To define.

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Presentation on theme: "Jobs for Americas Graduates. Training Goals To define the JAG Comprehensive Model Services To identify the unique role of the JAG Specialist To define."— Presentation transcript:

1 Jobs for Americas Graduates

2 Training Goals To define the JAG Comprehensive Model Services To identify the unique role of the JAG Specialist To define the JAG Model Standards and performance goals

3 JAG Model Applications Middle School Application 7 th and 8 th grade students with barriers to success Multi-Year Program Application 9 th, 10 th, 11 th and 12 th grade students with barriers to success Senior Program Application High school seniors completing high school and transitioning from school to quality jobs and/or postsecondary education Out-of-School Program Application Serving 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 services Linkages to WorkOne and community High level of accountability Ongoing professional development Cost 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 1.Oversight Body 2.Program Management 3.Program Staff 4.participant Recruitment and Selection 5.participant Load 6.Career/Professional Association 7.Competency Attainment 8.Employer Marketing & Job Development 9.participant Placement & Follow-Up 10.National Data Management System 11.Program 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 staff Ensures program recognition and visibility in the community Ensures adequate funding to support program operations Provides ongoing staff development and support Monitors program outcomes to ensure compliance with the program model

9 JAG Model Component #3 Program Staff Responsible for direct management of site- based programs Participant recruitment, training and follow-up Maintenance of participant progress through use of the JAG Electronic Data Management 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 education Participants must be WIA eligible Prepare for participant commitment to completion. Do not enroll participants until they demonstrate commitment.

11 Barriers to Success Work Related Barriers- WIA all JAG Indiana Participants W1: Economically Disadvantaged as Defined by Public Assistance, TANF or Free Lunch W2: Has Inadequate or No Work Experience W3: Lacks Marketable Occupational Skills Remember: 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 region Plan recruiting activities, spring and late fall for second semester Verification of barriers Recommendations from faculty and administrators/ Provide accurate, timely feedback during the selection process Targeting, know your school guidance staff participant Interviews: Commitment to Program Completion Selection Advisory Committee Approval Enrollment: allow a commitment period

13 Next Steps… Contact parents Enter COMPLETE participant profiles into e-NDMS Do Not create new profiles each year for returning participants Conduct Assessments (basic skills (TABE), employability skills (JAG Pretest), career interest (ICE)) Enter participant assessment results into e-NDMS Creation of Individual Development Plans or ISS

14 Barriers to Success Academic Barriers One or more modal grades behind peers Has repeated a grade in high school Low academic performance Basic Skills Deficient (Reading and Math) Limited English Proficiency Did Not Pass State Proficiency Exam Record of Excessive Absences (verified) Record of Suspensions Has Dropped Out of School Previously

15 Barriers to Success... Environmental Barriers Mother/Father did not graduate from high school Mother/Father does not work Pregnant or has child Documented Alcohol or Substance Abuse Convicted of a Criminal Offense Record of Violent Behavior Homeless Lives with one or neither natural parent Transportation/Child Care Needs

16 Barriers to Success... Physical and Psychological Barriers Special Education Certified Lacks Motivation or Maturity to Pursue Education or Career Goals Emotional Disorder which Impairs Education Has a Disability Health Problems that Impair Education

17 Barriers to Success Work Related Barriers- WIA all JAG Indiana Students W1: Economically Disadvantaged as Defined by Public Assistance, TANF or Free Lunch W2: Has Inadequate or No Work Experience W3: Lacks Marketable Occupational Skills Remember: 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- TABE Employability Skills- JAG Pre-Test Career Interest Inventory- Indiana Career Explorer

19 JAG M ODEL C OMPONENT #5 -- P ARTICIPANT L OAD Student load is a critical consideration when reviewing a programs 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 AE Out-of-School Participants must be on a OA, OF or OC Roster Rule # 2: Only use one of each roster type each year - use groups to organize classes or customize lists Rule # 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 program Participants who may be in and out but not completed Follow-up Roster: Participants who have completed GED and/or JAG Competencies and one year of services Completed Roster: Participants who have completed the follow-up phase but may remain in contact with the Specialist Participants 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 participant Participants who are MIA Connections to WorkOne

26 How can YOU monitor your data? Use the following reports to review your data Program Roster Report – Is every participant listed? – Are the grade levels correct? – Are SSNs correct? Profile Summary – Do 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 tools – Guest Speakers (JAG Indiana: 20% of contact time) – Community Service (10% of contact time) – Career/Professional Association Activities – Post Assessments show proof of attainment – Utilize the eNDMS for effective tracking of competencies and contact hours

28 JAG Model Services Codes Contact Categories Employability 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, dont drum up the men to gather wood, divide the work and give orders. Instead, teach them to yearn for 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 activities Career development activities Social activities Civic activities

32 Career/Professional Association Increase attendance and participation Electing officers Career preparation (dealing with officers!) Community service options Social affairs and fundraising Know your regional media policy Recognition Feedback and ideas

33 Recording Contact Hours Types of Contacts – Planning – Execution – Evaluation Recording Contacts in the E-NDMS Use your planners to record short services with participants

34 What can we do?

35 Dont over complicate

36 Career/Professional Association Plan of Work Project based Rotating officers a good idea Community work and resume building (WIIFM) Entire Career Association Handbook on eNDMS Unit 4 in PA Handbook for OOS

37 Career/Professional Association and the WorkOne Enlist Career Association as job-spotters tech assistants for job seekers Workshop assistants Ideas and best practices

38 Model Component # 7 Competency Attainment 37 Core Competencies for In-School: A-F Competencies 20 Core Competencies for OOS: O Competencies Crosswalk with 37 Core In-School H Competencies W Competencies Address the 10 elements of Youth 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-F – A. Career Development – B. Job Attainment – C. Job Survival – D. Basic Skills – E. Leadership and Skill Development – F. Personal Skills OOS has 20 Core Competencies that align with the 37 core

40 Competency Attainment - Curriculum Opportunities for practice Other social services agencies to involve Issues before JAG enrollment Significant Adult support Use IDP/ISS to guide curriculum development

41 Competency Attainment - Curriculum JAG Curriculum- each module includes: – A pre/post test to document attainment (dont test EVERYTHING) – Instructor-led Content – Applied academics = reading and math – Activity-based classroom experiences, including individual activities, role plays, small and large group activities How will you teach the competencies? How do your participants learn best?

42 Competency Attainment- others You must become the expert! – G. Life Survival Skills – I. Economic Empowerment I.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 Diversity I.87 Risky Business (Allstate)

43 Assigning Competency Levels Level One: Introduction Level Two: Practice Level Three: Mastery

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 DEATH JAG is a competency-based curriculum – participants practice until they get the A Prepare for the end of program Post-Test

45 Competency Attainment eNDMS Garbage in, garbage out! Where is your data? MUST have pre-post test scores in the system TrackOne Is your data complete in TrackOne Are TABE scores reported correctly?

46 Competency Attainment Revisiting competencies, providing effective practice ICC and participant resume ICC and participant cover letter ICC and beyond, how to effectively job hunt Maintaining contact with transient participants Coordinate W Competencies to show WIA youth program elements.

47 Effective Use of the JAG Curriculum As a guide A resource Add 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-test Determining Competency Attainment – Level 1 : Basic introduction – Level 2 : Practice of a competency with guidance and feedback – Level 3 : Mastery, able to demonstrate, create or assess successfully without help

50 Recording Competency Attainment WIA ISS or JAG IDP: Document student plans WIA Goals Keep examples of competency attainment Record GPA information in the progress report section of the eNDMS Non-seniors will have monthly counseling sessions to determine progress toward their ISS Use your Planners to track individual time with students. Record in the eNDMS later.

51 WE LEARN 10 % 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 1.Date 2.Amount of Time 3.Contact Category 4.Narrative: include the competency covered, like B.11 5.Competency(s) attained 6.Attainment Level (1,2 or 3) 7.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 competency Handout – How to record REAL Model Services

54 Model Services Case 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 its not in the system – YOU DIDNT DO IT.

55 JAG M ODEL C OMPONENT # 8 – E MPLOYER M ARKETING AND J OB D EVELOPMENT EVERY Specialist must have an Employer Marketing and Job Development Plan available for review Plan your plan Community and Business Support Employer Interview Form

56 Employer Marketing and Job Development You must be the JAG EXPERT for your site What 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 Development – Who 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 participant Are your participants ready to work? Are employers aware of JAG? Presenting to your Youth Committee Presenting to the School Board Participant 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?

60 Documenting Follow-up Contacts Graduates Non-Graduates Employers Post-Secondary Other (Parents, etc.)

61 Follow-up Services Graduates and non-graduates – Job placement assistance – Employment follow-up – Employer advocacy – Assistance with post-secondary enrollment

62 Follow-Up Contacts and Placement Data Entering Participant Contact – Enter actual date of Contact and Contact TIME – Record the method of contact – Enter a narrative that makes sense and can be understood by your funders. – Enter Participant Status How is WorkOne a part of your Follow-up Plans?

63 Follow-up Contact Log Tool 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 achieved Input DAILY! This helps guarantee accuracy and completeness of program and participant data.

66 Quarterly Data Review and Update Enter data when doing ISS update Barrier Additions/Removals Pre- & Post-Tests Progress Reports Barrier Additions/Removal: Any changes in student circumstances, positive & negative.

67 Entering Employer and other Contacts Same procedures as participant Screen defaults to Participant, so you must click on the drop down menu to choose a category Add 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 schools Enter employer or school if they are not already in the system The 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 address This 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 doesnt count. Schools are ONLY post-secondary institutions – NOT high schools.

69 Entering School Placement Data Enter the actual date of enrollment Enter anticipated graduation date Enter current participant status Enter 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 Competencies Progress Reports: Enter at the semester and the end of the year Enter cumulative results School Retention: End of Year What 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 30 th. 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. 1.Create a Roster 2.Enter Participant 3.Complete Participant Profile

72 Expected Outcomes Diploma or GED School-to-Career Transition Postsecondary Education Track 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 Goals 100% 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 SENIORS – Will fill out at least two college application forms – Will take either the SAT or ACT – Will complete the FAFSA before March 1 st, 20XX Progress 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 Seminar Opportunities to participate in the JAG National Student Leadership Academy Professional Development Grants

82 Questions & Answers


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