Workforce Investment Act Youth Program .

Uploaded on:
Category: Music / Dance
2. Vision. Out-of-school youth (and those most at riskof dropping out including Indian and NativeAmerican Youth and Youth With Disabilities)are an essential piece of the new workforce
Slide 1

Workforce Investment Act Youth Program Recruitment To Follow-Up

Slide 2

Vision Out-of-school youth (and those most at danger of dropping out including Indian and Native American Youth and Youth With Disabilities) are a vital part of the new workforce "supply pipeline" required by organizations to fill work opportunities in the learning economy. WIA-financed youth projects will give administration by filling in as an impetus to interface these young with quality auxiliary and postsecondary instructive open doors and high-development and other business openings.

Slide 3

Overall Purpose of the WIA Youth Program Provide to qualified youth looking for assistance in making scholarly and employment progress, successful and comprehensive exercises, which include an assortment of alternatives including educational and expertise abilities and provide powerful associations with employers. Give chances to preparing to qualified youth.

Slide 4

Overall Purpose of the WIA Youth Program Ensure continuous coaching opportunities, in the work put and the group, for qualified youth with adults focused on giving such opportunities. Give proceeded with strong administrations to qualified youth. Give motivating forces to acknowledgment and accomplishment to qualified youth.

Slide 5

Overall Purpose of the WIA Youth Program Provide open doors for qualified youth to take part in exercises identified with leadership improvement, choice making, citizenship, and group service.

Slide 6

Outreach and Recruitment incorporates: Engaging youth that can speak decidedly about projects as associate promoters and scouts; Collaborating with group and confidence based associations that as of now work with disadvantaged youth, particularly out-of school youth; Offer staff motivating forces for selecting youngsters; Hold introductions with sustenance and prizes; and Operate easy to use enrollment handle.

Slide 7

Outreach/Recruitment Ideas Emphasize advance, values, uniqueness of WIA administrations; Use radio and TV battles; Recruit in spots youth invest energy, for example, shopping centers, brandishing occasions, music stores, and so forth.; Involve youth in selecting; and Focus on prizes of support, for example, summer business, free mentoring, and fun exercises.

Slide 8

Organizations Making Referrals Faith-Based; High Schools; Social Service Agencies; Non-Profit; Juvenile Justice Institutions; Homeless Shelters; and Community-Based.

Slide 9

Design Framework Activities (664.405) Registration All young must be enrolled (664.215). Enrollment: Process of gathering data to bolster assurance of qualification. Required to gather Equal Opportunity Data.

Slide 10

Design Framework Eligibility Requirements ( 664.200) Not under 14 and not more than 21 at time of enlistment; and Low-pay as characterized by state or potentially national government. (for meaning of low-pay see joined rundown of definitions)

Slide 11

Design Framework Eligibility Requirements Possess at least one of taking after attributes: Basic abilities lacking; School dropout; Homeless, runaway, or cultivate youngster; Pregnant or child rearing; Juvenile wrongdoer; or Requires extra help to finish instruction or secure business. (nearby WDBs build up their own particular meaning of extra help)

Slide 12

Design Framework (664.405) Objective Assessment First step in deciding needs of members and setting up objectives and administration methodologies. Incorporates formal and casual appraisals. On-going procedure and utilized persistently while youth is dynamic in program.

Slide 13

Design Framework Objective Assessment All young enrolled for the WIA Youth program must be evaluated. This procedure should unbiasedly evaluate each participant\'s: Academic ability level; Occupational expertise level; and Service needs.

Slide 14

Design Framework What is appraisal? Preview of where the adolescent is at a specific minute. Method for social affair data important for case administration. Changes with each resulting meeting with youth.

Slide 15

Design Framework Why is appraisal imperative? Appraisal is important to discover the necessities of youth and afterward give proper administrations to address those requirements, which will empower the young to achieve the objectives set in their Individual Service Strategy (ISS).

Slide 16

Design Framework Why is evaluation done? Give youth comprehension of current level of capacity; Provide caseworker data that distinguishes administrations youth require, in view of target appraisal; Identify and screen ranges of advance as youth gets administrations; and Provide caseworker and staff working with youth benchmark information to help with finding employments that will meet capacity of youth.

Slide 17

Design Framework Individual Service Strategy (ISS) {664.405(2)} All adolescent enrolled in WIA youth program must have an ISS. It must incorporate the accompanying: Employment objective (counting, non-conventional business); Appropriate accomplishment targets; and Appropriate administrations for member considering the consequences of their goal evaluation.

Slide 18

Individual Service Strategy Purpose of ISS Serves as arranging device; Addresses required member objectives; Reflects accomplishment goals; and Leads to scholarly and word related achievement.

Slide 19

Individual Service Strategy ISS Components: Identification data; Summary of evaluation data; Measurable short and long haul objectives; Start and end dates for exercises; Organizations as well as people giving administrations and assets; and Tasks and duties of member, caseworker, relatives and others.

Slide 20

Individual Service Strategy The ISS procedure incorporates: Regular survey with member of both arranged and finished objectives, destinations, and activity arrange; Refinement of existing objectives, targets and activity plan; and Retooling, by evolving headings, as expected to mirror the member\'s changing objectives and developing familiarity with circumstances and duties of grown-up life.

Slide 21

Individual Service Strategy Goal Setting Key segment being developed of ISS; and Important member is effectively included creating objectives for their ISS.

Slide 22

Goals ought to be: SMART (S)mart (M)easurable (A)ttainable (R)ealistic (T)imely

Slide 23

Individual Service Strategy Goal Setting Goals distinguished through the target appraisal process can be arranged in various ways: Personal Goals; (not for execution) Career Goals; (not for execution) Educational Goals; (not for execution) and Skill Attainment Goals. (for execution)

Slide 24

Individual Service Strategy Types of ability fulfillment objectives Basic; Occupational; and Work status. (see rundown of cases)

Slide 25

Individual Service Strategy Basic Skill Goals Basic ability objectives mirror a quantifiable increment in fundamental training aptitudes including perusing, math calculation, composing, talking, tuning in, critical thinking, thinking, and ability to utilize these aptitudes.

Slide 26

Individual Service Strategy Occupational Skill Goals Occupational ability objectives incorporate performing real assignments and specialized capacities required by specific occupations at passage, quick, or propelled levels. For instance: Safety strategies; Clean-up schedules; Work-related wording; and Use of apparatuses and hardware.

Slide 27

Individual Service Strategy Work Readiness Skill Goals Work status aptitude objectives include: World of work mindfulness; Labor showcase data; Occupational data; Values illumination; Personal comprehension; Decision making; Job seek mindfulness; and Daily living abilities

Slide 28

Outcomes of giving Design Framework Activities Individual qualified and turns into a member; Individual is not qualified (must allude to other youth specialist organizations or other youth programs); Individual qualified, yet does not turn into a member since they would not profit by the program (must allude to other youth specialist co-ops or other youth projects); and Individual is not low-pay, but rather has one of the eight obstructions recorded in (664.220) so they can turn into a member under the State\'s 5% arrangement (see WIA Youth Program State. (Approach Update 03 – 09)

Slide 29

Design Framework Activities If an enrolled individual just gets outline system exercises they won\'t be numbered in the execution measures.

Slide 30

Program Elements Once an individual has been resolved qualified and gets their first administration they turn into a member in the WIA youth program, neighborhood WDBs may furnish the member with any or every one of the administrations from the accompanying project components: Tutoring, ponder abilities preparing, and direction prompting to consummation of optional school, including dropout anticipation; 2. Alternative school administrations; 3. Summer business connection to scholastic and word related learning;

Slide 31

Program Elements 4. Paid and unpaid work encounters including temporary positions; 5. Occupational aptitudes preparing; 6. Leadership advancement, which may incorporate group administration and companion focused exercises empowering duty;

Slide 32

Program Elements 7. Supportive administrations, for example, youngster care, transportation, or lodging help; Adult coaching for no less than 12 months that happen both amid and after program cooperation; Follow-up administrations gave no less than 12 months after the member exits from the program; and 10. Comprehensive direction and guiding.

Slide 33

Concurrent Enrollment Eligible youth 18 – 21 may likewise meet all requirements for WIA grown-up/disengaged specialist program services; Local WDBs make assurance if member ought to be co-selected; and Offers members/nearby projects most extreme adaptability

Slide 34

WIA Youth Program Performance Measures Current Performance Measures Younger Youth (14 – 18) Younger Youth Performance Measures: Skill Attainment Rate; Diploma Rate; and Placement and R

View more...