1. Implications of Reporting Change Program Management, Design and Delivery

2. 2 Outline Managing Programs Overall Adult and Dislocated Worker Design and Delivery Youth Design and Delivery

3. 3 Adult & Dislocated Worker Programs Much of the Impact of Common Measures on the Adult and Dislocated Worker programs are in reporting and information management systems. –Modify Reporting Systems to Capture new specifications However Common Measure policy will impact service delivery and system design. –Apply to WIA, E.S., TRADE, VETS and NEGs –Participation Dates –System Entry/System Exit Dates –Soft Exits

4. 4 Adult & Dislocated Worker Programs Clarifies Participation Status –Participant counts for CM Report Participants Receiving Self Services Modification to Specific Measures –Employment Retention Rate Require tracking employment retentions at two points –Re-defines the role of the case managers –Earning Gain/Change Measure Changes for both Adult & Dislocated Workers –May impact recruitment (Offset balance high/low wage jobs)

5. 5 Adult & Dislocated Worker Programs Encourages System Integration –Program Participation Dates Coordination/Collaboration with Partners –Exit Dates Shared Program Outcomes –Soft Exit Implement soft exit policy Develop systems for tracking Services

6. 6 Youth Design and Delivery –No Differentiation between older and younger youth under common measures –All measures apply to all youth, regardless of age –The measures: Placement in Employment or Education Attainment of Degree or Certificate Literacy and Numeracy Gains

7. 7 Successful Performance Attainment of a degree or certificate Entry into employment, post-secondary education, or advanced training Increase in one EFL level per year of participation

8. 8 Implications –Long-term participation –Network of services –Assessment

9. 9 Long-Term Participation Primary person Develop a comprehensive year-round program Provide a credible chance to secure a job and complete education Conduct program as a job and hold young people accountable Offer programs that result in credentials Provide retention and follow-up services

10. 10 Long-Term Participation Engage Youth –Structure –Belonging –Contribution –Support –High Expectations –Caring Staff –Time for Youth to reflect Tools –Demonstrate skills –Field trips and events –Stipends –Opportunities to serve and lead –Supportive services –Recognition

11. 11 Network of Services System participation vs. program participation Strategic case management/primary person strategies Develop short-term outcomes for both youth and programs that lead to performance measures

12. 12 Network of Services Developing the network –Ensure the program elements are provided –Create a work/team atmosphere –Focus on communication –Assist youth in setting and achieving goals –Connect participants with adult and peer support Tools –RFPs –Performance contracting –Provider partnerships –Wrap-around services –Affiliation agreements –Team meetings like IEPs –Work with labor market information

13. 13 Assessment Make sure that assessments are youth friendly Tell youth why they are being tested and how the results will be used Don’t post-test too soon Offer youth the opportunity to take other assessments

14. 14 Assessment Structure –Measures gains in educational functioning levels –Requires pre- and post-test using specified instruments –Pre-test within 60 days of the first service –Post-test must be within one year of first service –One EFL is generally equivalent to 2-3 grade levels Tools –CASAS (all) –SPL Speaking –SPL Reading and Writing –Oral BEST –BEST Plus –Literacy BEST

15. 15 Special Thanks! Diane Jackson and Darcie Milazzo with LearningWork Connection Howard Knoll with Arbor Education and Training