implications of reporting change program management, design and delivery
Post on 19-Dec-2015
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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