5REQUIREMENTSProviding follow-up services is one of the 10 program elements for all local workforce areas that serve WIA youth participants - WIA section 129(c)(2)(I)Follow-up services must be provided for not less than 12 months after the completion of participationAll youth must receive some form of follow-up services, and the types, scope, and duration of services must be based on the individual needs of each youth- WIA regulations at 20 C.F.R. §
6FOLLOW-UP PERFORMANCE The % of youth who received 12 months of follow up services over the past 5 years. It’s been dropping significantly each of the past 4 years.PY ’07: 34.9PY’08: 36.4PY ’09: 32.1PY ’10: 28.9PY’11: 23.7
7WHAT ARE FOLLOW-UP SERVICES? Follow-up services help ensure youth success after completion of participation.Follow-up services can include (20 CFR (a)):The leadership development and supportive service activities listed in §§ and (respectively)Regular contact with a youth’s employerAssistance in securing better paying jobs, career development, and further educationWork-related peer support groupsAdult mentoringTracking the progress of youth in employment after training
8PURPOSES AND BENEFITS OF FOLLOW-UP SERVICES There is no “one size fits all” follow-up services plan –The purpose is to provide continued assistance to youth as needed after completion of participationThe benefit is to assist youth successfully transition to employment or further education
9WHEN DOES FOLLOW-UP BEGIN? Follow-up formally begins upon completion of participation which is after the exit date (exit date is the last day of WIA funded service; however you do not know this until the 90 days of no service)Example: Joey’s attended GED preparation class, April 3, 2013; he does not return even after much effort has been made to return.90 days later, July 2, 2013, the case manager will know Joey's exit is April 3, 2013.Follow-up Services can begin after April 3, 2013Follow-up should begin after expected last date of service.Expected Exit: Aware of a youth leaving WIA program to start employment or a training & education programExample: Toni will start her nursing program June 5, 2013; her expected last day of WIA services is June 3, Follow-up services can begin June 3, 2013.
10EXCLUSIONSNot all Exiters receive follow-up. The following reasons are exclusions from performance measures and do not require follow-up. Case notes should reflect reason for exclusion.InstitutionalizedDeceasedHealth/Medical or Family CareReserved Forces called to Active DutyRelocated to Mandated Program
11BENEFITS AND GOALS OF FOLLOW-UP SERVICES Youth Participant’s Benefits:Continue life-long learning & achieve a level of self-sufficiency, as defined in the participant’s Individual Service Strategy (ISS).Ensure job retention, wage gains, and career progress for individuals who obtained unsubsidized employment as defined in the individual’s ISS.Case Manager’s Goals:Assist youth in overcoming barriers which interfere with the achievement of their career objectivesProvide proactive and reactive interventions to encourage youth retention in education or employmentHelp troubleshoot employment and personal issuesProvide supportive services to assist in a youth’s advancement to better jobs or postsecondary education and training
12EXAMPLES OF SUPPORTIVE SERVICES Supportive services for youth may include but are not limited to (20 CFR )Linkages to community servicesAssistance with transportationAssistance with child care and dependent careAssistance with housingReferrals to medical servicesAssistance with uniforms or other appropriate work attire and work-related tool costs, including such items as eye glasses and protective eye gearLocal areas may have additional policy on the provision of supportive services.
13HOW LONG MUST FOLLOW-UP SERVICES BE PROVIDED? Follow-up services must be provided for not less than 12 months after the completion of participation (WIA §129(c)(2)(I); 20 CFR (a)).Follow-up services may be provided longer than 12 months if the state’s choose do so or its necessary for certain individualsIf a youth cannot be reach or refuses follow-up services, it may not be possible to provide follow-up services; this should be noted in the case filesStates may have policies regarding attempting follow-services for youth who refuse
14WHO PROVIDES FOLLOW-UP SERVICES? State or Local Area’s Policies can include:Competitively select a vendor to provide follow-up services.Authorize the local area administrative entity to provide follow-up services through the America Job Center (AJC).Use a mixed approach, providing follow-up services both internally and via competitive selection.
16EFFECTIVE PRACTICESMatch follow-up services to the youth’s characteristics including:AgeNeeds and Personal SituationGoals“At-risk” StatusFamily, school, personal support systemsWorkplace HoursIncorporate follow-up services into the ISS at intakeExplain follow-up services to youthDevelop a follow-up assessment tool to use while creating the case file to anticipate and determine the kind and amount of follow-up that will be needed
17EFFECTIVE PRACTICESProvide engaging follow-up activities to keep youth interested and connectedProvide frequent and regular follow-up activitiesDevelop and maintain a mentoring relationship with each youthCoordinate follow-up activities with youth, employers, and academic advisorsEnd follow-up services appropriatelyTrack and document follow-up activities
18BEFORE THE YOUTH EXITS THE PROGRAM… Develop a written Employment and/or Educational follow-up plan that includes:Retention or follow-up assessment toolsList of people & resourcesEmployments Goals & Educational GoalsPlans for transportation & childcareWaivers for employers and/or educational institutionAlternative contact information for participantPlans should be agreed to & signed by youth
20EXAMPLES OF FOLLOW-UP SERVICES Job shadowing Experience“Youth Day” career exploration activityPeriodic scheduled group meetings or one-on-one meetings to discuss educational or career optionsExposure to post secondary educational opportunitiesCommunity & service learning opportunityPeer-center activities including peer mentoring & tutoringJob or Internship placementHome or Job visitQuarterly follow-up with employer
21EXAMPLES OF FOLLOW-UP SERVICES “TRAININGS” Life skills training:ParentingDecision-makingDetermining prioritiesManaging change for themselves and family membersBudgeting time and resourcesCareer Counseling Training:Job retentionCareer advancement or promotionwork place behaviorPositive social behavior training:Soft SkillsPositive Attitudinal DevelopmentSelf-esteem Building, Cultural DiversityWork Simulation ActivitiesOrganizational & team work trainingTeam Leadership TrainingHow To Get Along With Bosses And Co-workers
23CHALLENGES TO FOLLOW-UP SERVICES Youth can move frequently from one address to anotherYouth become disengaged or alienated from education and other programsYouth may see follow-up as an unwanted intrusionYouth do not want to be labeled by participating in “special programs for problem youth”Youth may not know follow-up services are available and how follow-up services helpAny other issues in the field?
25ROLE OF DATA VALIDATION IN ETA PERFORMANCE ASSESSMENT Data validation is a key component in overall performance strategyProgram funding is being directly tied to reliable performance outcomes (performance budget integration)Data validation required by OIG and now being reviewed by GAOData validation is integrated into reportingValidation tools are evolving to meet state needs
26DATA VALIDATION ISSUES #1 Lack of documentation to support youth follow-up services provided for 12 monthsErrors include:Insufficient documentation to support 12 months of follow-up servicesNo follow-up conducted beyond the first or second quarter after exitFollow-up being performed by staff confirming employment via wage records.Suggestions:Develop a state policy identifying the appropriate process for recording and reporting Youth follow-up services (for both locals and service providers)
27DATA VALIDATION ISSUES #2 Youth are sometimes prematurely exited and denied services once placed in “follow up.” Errors include:Lack of attention paid to the youth’s Individual Service Strategy (ISS) or failure to update the Youth’s ISS. (e.g. 90-day gap in service between services)Suggestions:Make detailed case notes in Youths’ file regarding their anticipated services, gaps in service, and special needsMaintain contact with Youth during this (gap) period to ensure timely re-engagement at the appropriate time
28DATA VALIDATION ISSUES #3 MIS coding limitationsErrors include:MIS coding may make it difficult to determine if Youth actually received 12 months of follow-up servicesSuggestions:State’s MIS should have ample coding categories for all types of available follow-up servicesMIS Services codes should be shared widely and utilized appropriatelyRandom sampling of participant records to observe all follow-up services codes are being used (appropriately)
29DATA VALIDATION ISSUES #4 Misunderstanding of the definition of “follow-up service.”Errors include:Inaccurate and/or undercounting of follow-up services as defined in the Act and federal regulations Suggestions:Staff development trainingDevelopment of State and/or Local policiesDistribution of the Act and other federal regulations issued by ETA
30YES, TERMINOLOGY MATTERS Both Program and Data Validation reviews have highlighted the misuse of service terms such as “follow-up”Misuse/misclassification of the term impacts service design, delivery and, ultimately, outcomes achievedYou can’t take credit for a service you don’t report, and you can’t report a service you don’t understand and/or didn’t provide30
31DEFINITION FROM A STATE’S DRAFT POLICY There are at least two errors in the following text:“Follow-up: Regularly scheduled informational and workplace counseling contact with customers and/or their employer after exit from all WIA activities.Follow-up services must be available to youth for a minimum of 12 months after employment begins…”31
32DEFINITION FROM A STATE’S DRAFT POLICY There are at least two errors in the following text:“Follow-up: Regularly scheduled informational and workplace counseling contact with customers and/or their employer after exit from all WIA activities.Follow-up services must be available to youth for a minimum of 12 months after employment begins…”32
33TEXT FROM LOUISIANA’S POLICY LWC Office of Workforce Development (OWD) 2-4, 6/18/12 “Although regular contacts between local staff and current and former participants are necessary, this is an administrative function necessary to support case management and should not be considered a service that supports the individual’s service plan and their attainment of specified goals.”33
34FOLLOW-UP SERVICES VS. FOLLOW-UP FOR REPORTING PURPOSES Follow-up for reporting purposes, or “checking-in,” assists with the provision of follow-up services; however it should not be recorded as a follow-serviceContacts or attempted contacts for the purpose of securing documentation for the case file in order to report a performance outcomeUse of Social media to stay in contact with youthTelephone calls to youth
35DATA VALIDATION ISSUES #5 Misunderstanding of the definition of “exit date.” Errors include:Inadequate documentation in participant file regarding gap in serviceMisunderstanding of when exit occurs/should occur Suggestions:Staff development trainingSharing of federal regulations (including TEGLs)NOTE: TEGL 3-03, “the date of exit is defined as “the last date on which WIA Title I or partner services, excluding follow-up services, were received by the individual.”
37What follow-up services can be provided to Paul? DISCUSSION SCENARIO #1Paul is 16 years old, a high school drop out, who wants his GED and is having a hard time finding work.He comes into the AJC and enrolls into the WIA Youth Program.During his Intake, he discusses an issue he has had in the past with methamphetamines.On his Individual Service Strategy (ISS) he emphasizes his desire to become an Electrician.He attends to the local youth program regularlyBy September, he has started working part-time during the day at a local convenience store and has not gotten his GED.He is exited from the program due to lack of participationWhat follow-up services can be provided to Paul?
38What follow-up services can be provided to Kesha? DISCUSSION SCENARIO #2Kesha is a 19 year old, unemployed, high school drop-out, and pregnant with her second child.During the creation of her Individual Service Strategy (ISS) she states she would like to be a nurse.During her time in the WIA youth program she earns her GED, begins working part-time at the Mall and gives birth to her second child.She is exited from the program.What follow-up services can be provided to Kesha?
39What follow-up services can be provided to Logan? DISCUSSION SCENARIO #3Logan is a 17 year old, unemployed, high school drop-out.He comes into the AJC and enrolls into the WIA Youth Program.During the creation of his ISS he states he desires to be an auto-mechanicHis participation in the Youth Program fluctuates and he stops attending the program.After some investigation, the case manager is informed by his mother he was arrested for armed robbery.What follow-up services can be provided to Logan?
40DISCUSSION SCENARIO #4Chaz is a 19 year old who is taking care of her ailing grandmotherShe has completed the WIA Youth program with a GED and a full time jobShe is exited and follow-up services beginEach time Chaz is contacted she states she is doing well, employment & housing are stable and she will begin classes at the local Community College in the fallShe also states she is unable to attend “Follow-up” group career sessions the WIA program offers monthlyShould you continue to contact her?What information should go into her file?What additional questions or services can you provide her?
41RESOURCESTEGL 9-00: Workforce Investment Act of 1998, Section 129- Competitive and Noncompetitive Procedures for Providing Youth Activities Under Title ITEGL 17-05: Common Measures Policy for the Employment and Training Administration’s (ETA) Performance Accountability System and Related Performance IssuesTEGL 30-10: Workforce Investment Act (WIA) Youth Program Guidance for Program Year (PY) 2011TEGL 05-12: Workforce Investment Act (WIA) Youth Program Guidance for Program Year (PY) 201220 CFR Part 500 to End: Code of Federal Regulations
42TOOLSEffective Case Management, Workforce3One: This Workforce3One page is a technical assistance project that identifies existing tools and resources about integrated intake processes and high quality case management. https://effectivecasemanagement.workforce3one.org/index.aspx.Improving Demand-Driven Services and Performance: Toolkit for Effective Front-Line Services to Youth: Toolkit for Frontline Services for Youth: Published in 2007 by the Department, this toolkit was developed to assist programs with improving case management, recruitment, intake, follow-up services, and developing Individual Service Strategies.
43TOOLSThe Ohio State University: Focused Futures Youth Development System Builder (2007) Follow-Up Services: provides information and tools to help local youth councils, WIA administrators, case managers, and service providers conduct systematic follow-up activities for youth who have completed participation in WIA youth programs and entered postsecondary education, advanced training, or unsubsidized employment.Recipes for Success: Youth Council Guide to Creating a Youth Development System Under WIA: Published by the Department in 2000, this guide provides practical information for community leaders, local Workforce Investment Boards (WIBs), and Youth Councils on developing and operating a Youth Council.Youth Connections Community of Practice (CoP), Sample Documents: Tools for Youth Providers: These sample forms, policies, documents, and training tools have been developed by various states, local workforce boards, and youth providers across the country for use in their Workforce Investment Act youth programs. These samples are not endorsed or approved by the Department of Labor; but are documents being utilized by state and local WIA youth providers. Visitors are free to use these samples as models for developing tools, in accordance with state and local workforce board policies. https://youth.workforce3one.org/page/resources/