Implications of Reporting Change

Program Management, Design and Delivery

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Outline

• Managing Programs Overall• Adult and Dislocated Worker Design and Delivery• Youth Design and Delivery

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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

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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)

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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

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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

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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

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

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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

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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

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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

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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

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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

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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

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Special Thanks!

• Diane Jackson and Darcie Milazzo with LearningWork Connection

• Howard Knoll with Arbor Education and Training