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Two-Year Local Workforce Investment Plan - 2011-2013 Proposed Amendment MWC Board meeting August 22, 2013 Background: Maricopa Workforce Connections (MWC) is committed to providing customers and the community the best possible offering via our Workforce Investment Act (WIA) programming. Over the past few months, the Maricopa County Human Services Department (HSD), the Workforce Development Division- Maricopa Workforce Connections, and the MWC Board have evaluated existing service delivery models, determined the need for adjustments, and implemented process improvements. Many areas were reviewed including adult and dislocated worker services but of particular interest were those of youth. Historically MWC has completely outsourced this area and have met performance goals. But, in our evaluation we determined that services were not sufficiently client centered based on the following: Percent of outsourced funds spent on direct service 30% Percent of outsourced funds spent on provider overhead 70% Under the new process improvement initiatives, HSD and WDD seek to correct this imbalance by redesigning youth services offered through MWC as outlined below. Per Workforce Investment Act Guidance, under 20 CFR 661.335 Local areas must submit Plan modifications if the following criteria are met: 1) Significant changes in local economic conditions. 2) Changes in the financing available to support WIA Title I and partner-provided WIA services. 3) Changes to the Local Workforce Investment Board (LWIB) structure. 4) A need to revise strategies to meet performance goals. Due to the process improvement initiatives, MWC Plan modifications fall under #4. Original Language (Page 43) YOUTH Describe the strategy to ensure eligible youth have the opportunity to develop and achieve career goals through education and workforce training. Include discussion regarding youth most in need such as: out-of-school youth, homeless youth, youth in and aging out of foster care, youth offenders, children of incarcerated parents, migrant and seasonal farm worker youth and other at-risk youth. MWC complies with WIA legislation to procure youth services providers who are best suited to address the needs of at-risk youth. Additionally, MWC has opened a Youth Services Center in the West Valley Career Center to assist youth with career, education and employment goals. The center, which has a youth-friendly atmosphere, provides space for youth contractors and partners to meet and work with the youth population. Computers and resources are available to youth to use in their job search. Youth Contractors are required to staff a full time Program Service Representative in the East Valley Career Center and the West Valley Career Center. The Program Service Representatives are responsible in recruiting and conducting eligibility for the out of school youth (18 + years of age) that come into the center for assistance and to conduct on-going center orientations to educate the general public about the MWC youth program. In addition, having a full time representatives from the youth program also assist the other one-stop partners to understand the youth program services and the eligibility criteria. 1 Included in the MWC youth program is the emphasis to serve two categories of at-risk youth: offender youth through the Goodwill of Central Arizona and high school dropouts through the YMCA Las Artes de Maricopa County program. Maricopa County is releasing a Request for Proposal for the PY2011 Las Artes de Maricopa County program, which will continue to serve high school drop-outs, ages 16-21, in providing services for GED attainment, art instruction, career development, and entrepreneurial education opportunities. The development of the entrepreneurial component in the Las Artes de Maricopa County program is in line with the guidance provided in TEGL 12-10 “Supporting Entrepreneurial and Self-Employment Training through the Workforce Investment System” In July 2010 the MWC Youth Council agreed to embrace a new direction for the MWC youth service model, supporting the guidance from TEGL 13-09 “ Contracting Strategies That Facilitate Serving the Youth Most In Need.” Included in this direction, the MWC Youth Program has shift the focus from evaluating contractors based on new enrollments to emphasize long-term services aim to assist youth with post-secondary and employment opportunities. As a result, contractors are evaluated based on “real time” benchmarks that measure successful outcomes during program participation and/or immediately upon completion of the program. These benchmarks provide an insight into the effectiveness of each of the youth providers and serves as a program management tool in predicting the success for WIA regulatory and common measures. Working collaboratively with PWC, MWC is streamlining reporting requirements, program policies and procedure, and contractor monitoring so that our common youth services providers can function more effectively to meet program performance requirements. In addition to meeting WIA income requirements defined in WIA section 101(25), Maricopa County requires at least one documentable barrier to determine eligibility for WIA youth services: Deficient in basic skill literacy skills School dropout; secondary school dropout Homeless, runaway, or foster child Pregnant or parenting Offender Other eligible youth who require additional assistance to complete an educational program, secure employment or referred by the Juvenile Justice Court System, youth service provider or local education agency. Youth are recruited and encouraged to utilize the following to assist them with their training and career goals: One-Stop Centers Youth One-Stops Career exploration Co-enrollment in appropriate programs Job fairs Apprenticeship programs Referrals to other community resources Describe local efforts to promote collaboration between the public workforce system, education, human services, juvenile justice, and others to better serve youth that are most in need and have significant barriers to employment. Additionally, describe local efforts to successfully connect youth to the education and training opportunities that lead to successful employment. Job Corps has a seat on the MWC Youth Council and provides partnership and referral opportunities to both MWC One-Stops. 2 Goodwill Industries of Central Arizona (GICA) has been contracted, since PY2008, to serve the offender youth population. GICA has developed and maintained linkages with the juvenile justice system in the effort to reduce the rate of recidivism, to assist youth in paying court fines/ restitution, and to provide resources for expunging criminal records. Arizona Call-a-Teen Youth Resources, Inc. (ACYR), Goodwill Industries of Central Arizona (GICA), Aspire Collaboration, and YMCA’s Las Artes programs provide WIA eligible youth with quality programs to eliminate barriers to education and employment. Services are available to offer tutoring, alternative high school services, leadership development opportunities, summer/seasonal employment, paid work experience, job referrals, career guidance counseling, occupational skills training and entrepreneurial skills Partners within the One-Stops and other community partners offer services to youth to assist them in achieving success in education and employment. Partners include Maricopa County Community Colleges, DES Job Service, Veterans Services, Vocational Rehabilitation, AWEE and other local agencies. Describe the strategy to provide initial intake, objective assessment, case management, individual services strategies and eligibility assessment for youth. Maricopa County Workforce Development staff work in collaboration with the providers to advise, direct and ensure compliance within the scope of their contract and assist with outreach to obtain external resources and connection with local employers. The Youth Council provides oversight and offers guidance, outreach and additional external resources to address youth barriers. Youth contractors conduct an initial intake that consists of an interview with the youth to determine suitability, needs, goals and eligibility. Staff will provide youth with a broad overview of available resources and all services available at the One-Stop including programs and/or services that are provided by Maricopa Workforce Connections partners or other entities; introductions to staff and eligibility determination and registration into the WIA program. The objective assessment is conducted to assess the participant’s basic literacy level, functioning level, understanding the participant’s expectations, level of need, and the participant’s short and long term interests and goals. The Test of Adult Basic Education (TABE) is the standardized test that is used to determine math, language and reading levels. In addition, vocational assessments are conducted to determine occupational interests. For youth who are disabled, special accommodation will be provided in administering the test, per federal guidance. The Individual Service Strategy (ISS) is completed during the objective assessment, in conjunction with the youth participant. The ISS includes a customized individual competency-based service strategy plan to include: long and short term employment/training goals, appropriate achievement objectives with reasonable timeframes, and identified barriers. The case manager works with the participant to identify the appropriate combination of program services, education, and community referrals to assist youth in overcoming their barriers and achieve their employment and educational goals. Youth case management will include coordination of applicable services, documentation of achievement of goals identified in the Individual Service Strategy. Case management also involves motivating youth to remain in school, completing high school and preparing for possible post- secondary educational opportunities. Career guidance and counseling will support the case management component in providing youth with guidance relating to career exploration, decision- making, goal setting, personal issues and financial management. Referrals will be made to link youth with other youth-serving agencies, organizations and training providers to achieve their stated goals. Describe the design framework for youth programs that includes the following components: Preparing youth for post-secondary education; Connecting academic and occupational learning; Preparing youth for unsubsidized employment opportunities; and Connecting youth to the business community through intermediary entities. 3 Youth services are currently contracted with Goodwill Industries of Central Arizona (GICA), Arizona Call- A-Teen (ACYR), Valley of the Sun United Way (Aspire Collaboration), and Valley of the Sun YMCA (Las Artes de Maricopa County). GICA, ACYR, and the Aspire program both provide Workforce Investment Act (WIA) services to in-school and out-of-school youth, including skills assessment, alternative secondary schooling, work readiness skills training, leadership and mentoring opportunities, connections to the employer community, tuition assistance, barrier resolution support, career exploration through classroom activities and paid or unpaid work experience. In addition, ACYR offers an accredited charter school serving grades 9-12, adult basic education, i.e. GED preparation programs and dropout prevention. The Las Artes program is designed to serve out-of-school youth in providing services for GED preparation, work readiness skills, and entrepreneurial concepts through visual arts. Describe strategies to incorporate the required youth program elements within the design framework. Elements to include are: Tutoring, study skills training, instruction leading to secondary school completion, including dropout prevention Alternative school services; Summer employment opportunities linked to academic and occupational learning; Paid and unpaid work experience; Occupational skill training; Leadership development opportunities; Comprehensive guidance and counseling; Adult mentoring; Supportive services; and Follow-up services. It is within the scope of the contract for youth providers to offer WIA-related youth services or incorporate a direct referral process for youth to receive tutoring, study skills training; instruction leading to completion of secondary school including dropout prevention strategies for those deficient in basic education skills or needing assistance to complete their secondary education; alternative secondary school services to complete a high school diploma or a G.E.D., summer employment opportunities directly linked to academic and occupational learning with an emphasis on work experience through competency-based instruction. The learning experiences at each worksite will vary widely depending on the job tasks and supervisor’s orientation. The focus of summer job activities is the attainment of specific occupational, work maturity and citizenship skills. Paid and unpaid work experience includes job shadowing to promote the development of good work habits and basic work skills. This shall be accompanied either concurrently or sequentially by other services to increase the basic educational and/or occupational skills of the participant. Internships are assignments that benefit participants that are designed to enhance the long- term employability of youth. An internship may be combined with classroom instruction relating to a particular position, occupation, industry or the basic skills and abilities to successfully compete in the local labor market. Placement will be based on participant interest/work skills identified during the objective assessment process. Occupational skill training provides academic and technical instruction necessary to meet employment requirements. The program will refer to schools who meet certification requirements under the WIA Adult and Dislocated Worker ITA process. Leadership development opportunities may include community service and peer-centered activities encouraging responsibility and other positive social behaviors during non-school hours. Training will include, but is not limited to, job readiness skills, communication skills, team building skills, time management, ”soft skills” training and various community based activities. Participants will be given the appropriate referrals to available resources including supportive services such as financial and non-financial support. In addition, participants may receive a stipend to offset 4 training-related expenses such as transportation costs. Adult mentoring is required for the period of participation and a subsequent period, for a total of not less than 12 months. Educational opportunities, occupational opportunities, and barrier resolution will be among the topics addressed in the mentor/youth relationship. Follow-up services for no less than 12 months will occur for each program participant. Comprehensive guidance, counseling and referral to recognize needs, opportunities, strengths and/or limitations to make decisions based on this information, remove barriers to success, receive support services when appropriate and create an educational/vocational attainment plan. Identify the additional 5% economically disadvantaged youth barrier, include the process and criteria used to determine “serious barriers to employment”, and the local process to track enrollment of non-economically disadvantaged youth per WGL#04-05. Currently, Maricopa County utilizes the 5% economically disadvantaged youth barrier. This barrier is used for youth that have at least one identified documented barrier as defined in WIA section 101(25) and lives in a household that does not meet the income criteria. Youth providers are required to submit a monthly report that tracks all enrolled youth, including the numbers of youth that are enrolled under the 5% barrier. Identify the local process that is used to track out-of-school youth enrollments and expenditures to meet the 30% out-of-school youth minimum expenditure requirement. Youth Providers are required to submit at the beginning of the contract term the budget breakdown to reflect 30% out of school expenditures. Youth Providers submit invoices, which break down the out-of-school expenses and in-school expenses on a monthly basis. All required back-up documentation is also submitted monthly and is compared by program and finance staffs to ensure the submittals are correct. VOS data on out-of- school enrollments is provided to WDD’s Chief Accountant on a regular basis. The WDD Chief Accountant compares monthly reports to verify expenditures that are submitted within each youth category for actual expenditures incurred from the prior month. Amended Language YOUTH Describe the strategy to ensure eligible youth have the opportunity to develop and achieve career goals through education and workforce training. Include discussion regarding youth most in need such as: out-of-school youth, homeless youth, youth in and aging out of foster care, youth offenders, children of incarcerated parents, migrant and seasonal farm worker youth and other at-risk youth. HSD and MWC have determined that a new service delivery model is required to improve youth program performance to meet the needs of program participants. It has been identified that only 30% of youth program funds have been spent on direct services to participants. The changes to the service delivery model will ensure more resources are expended on program participants. In the new model, MWC would look to utilize an array of services through a hybrid approach to meet the needs of youth participants that fall into one or more most-in-need categories, such as homeless, justice involved, basic skills deficient, pregnant and parenting teens, while still keeping a focus on at-risk youth. In using a hybrid approach the following would be utilized to achieve desired results: 5 1) Intake – Program registration, eligibility determination, collection of information to support eligibility, verification, pre-screening of potential participants, and general orientation to self-help services, and referrals to other services. 2) Objective Assessment – Identification of service needs, academic levels, goals, interests, skill levels, abilities, aptitudes, support service needs, measures of barriers and strengths, review of basic and occupational skills, prior work experience, employability potential, and developmental needs. 3) Development of Individual Service Strategy (ISS) – Basis for the entire case management strategy, developed in partnership with the participant, reflects the needs indicated by the objective assessment and the expressed interests and desires of the participant. 4) Case Management Services – Part of the overall ISS, apart from such services offered by providers that were competitively procured. The (9) required elements, listed below and follow-up services would be provided and maximized by using the resources that are accessible for all eligible youth in the local area via core One-Stop program offerings, Youth Services Free of Charge provision in WIA Guidance Letter #05-08, Change 1, as well as procured youth specific services solicited via a competitive selection process. Using this hybrid method allows MWC to truly customize services to give each youth customer what they need, when they need it and in the amount that is needed so as to actualize full impact and reduce duplication and waste. Flexibility to use formula of any combination of resources below to achieve desired results of WIA within categories listed to the right. FREE RESOURCES PROCUREMENT ELIGIBLE TRAINING PROVIDER LIST ALLOWABLE ELEMENTS MWC believes this approach to youth services ensures comprehensive youth service delivery and accurate cost allocation to achieve desired results and true spirit of WIA. In addition to meeting WIA income requirements defined in WIA section 101(25), Maricopa County requires at least one documentable barrier to determine eligibility for WIA youth services: Deficient in basic literacy skills School dropout, secondary school dropout Homeless, runaway, or foster child Pregnant or parenting Offender Other eligible youth who require additional assistance to complete an educational program, secure employment or referred by the Juvenile Justice Court System, youth service provider or local education agency. Youth are recruited and encouraged to utilize the following to assist them with their training and career goals: 6 One-Stop Centers Youth One-Stops Career exploration Co-enrollment in appropriate programs Job Fairs Apprenticeships programs Referrals to other community resources Describe local efforts to promote collaboration between the public workforce system, education, human services, juvenile justice, and others to better serve youth that are most in need and have significant barriers to employment. Additionally, describe local efforts to successfully connect youth to the education and training opportunities that lead to successful employment. Job Corps has a seat on the MWC Youth Council and provides partnership and referral opportunities to both MWC One-Stops. MWC has developed and maintained linkages with the juvenile justice system in the effort to reduce the rate of recidivism, to assist youth in paying court fines/restitution, and to provide resources for expunging criminal records. Arizona Call-a-Teen Youth Resources, Inc. (ACYR) and Youth education and Social Services (YESS) programs provide WIA eligible youth with quality programs to eliminate barriers to education and employment. Services are available to offer tutoring, alternative high school services, leadership development opportunities, summer/seasonal employment, paid work experience, job referrals, career guidance counseling, occupational skills training and entrepreneurial skills. Partners within the One-Stops and other community partners offer services to youth to assist them in achieving success in education and employment. Partners include Maricopa County Community Colleges, Department of Economic Security (DES) Job Service, Veterans Services, Vocational Rehabilitation, Arizona Women’s Education & Employment (AWEE) and other local agencies. Describe the strategy to provide initial intake, objective assessment, case management, individual services strategies and eligibility assessment for youth. Initial assessments will be conducted for all youth enrolled in the program. Assessments will determine need in basic skills, work readiness, and occupational skills. In addition, the youth’s employment/education barriers, living situation, income support, basic needs, transportation needs, and other family support needs will be assessed during this phase of the program and will continue to be assessed throughout the participant’s time in the program. The participant’s program plan (Individual Service Strategy Plan) will be developed with the participant based on the results of these assessments. The ISS will reflect the participant’s short, and long-term education/employment goals and the program activities that will assist in meeting those goals. Participants will be referred to HSD program services, WIA services, and other community organizations for immediate services needed by the participant and family. All youth will have an assigned Career Guidance Specialist who will support and guide the participant through each of the components of the program in meeting their goals. Program Components 1) Basic Skills Training This is the initial program component for all youth identified as basic skills deficient, high school dropout, or in need of drop-out prevention services. Services included in this component are: tutoring alternative secondary education enrollment High School re-enrollment GED classes. 7 2) Core Workshops/Activities All youth will participate in a series of core workshops/activities to address life skills training, work readiness training, career exploration and college preparation. These workshops will include the following: Real Colors JOBTEC (Work Readiness & life skills) Financial Literacy Labor Market Research/Career Exploration FAFSA Application Process College/Apprenticeship Campus Tours Employer guest speakers – Career Fair Events One-on-one meeting with Business Service Representative to discuss career options and information on demand industries clusters 3) Work Experience & Occupational Training Following the completion of the “Core Workshops/Activities” component, all youth will be placed in a work experience. The duration of the work experience will be 6-8 weeks. All youth will receive a stipend during this time. For younger youth, the intent of the work experience is to provide youth with exposure to the “world of work” while learning work readiness skills. For older youth, the intent of the work experience is to provide youth with career exploration opportunities. Youth will be placed in a worksite location that matches their career interests. Following the work experience, youth who have received their HS Diploma or GED will be encouraged to enroll in occupational training/post- secondary education that matches their career interests. Some youth may immediately enroll in occupational training following the “Core Workshops/ Activities” component. These youth would be placed in a work experience, following the completion of their occupational training. The placement in the worksite would be in an industry that compliments their completed occupational training. The intent of the work experience is to increase the youth’s employability in that specific industry. 4) Job Search Workshops/Activities Following the Work Experience & Occupational Training component, youth will receive employment focus workshop/activities. These workshops/services will include the following: One-on-One meeting with Business Account Coordinator- job search, resume review Job Search in the 21st Century Youth Job Club Youth will be provided with a clothing voucher to obtain interview clothes 5) Pro-Social/After School Activities Youth will be encouraged to participate in pro-social activities throughout their program participation. These services will be provided through partnerships with community-based organizations. Activities may include the following: Community Art Projects Entrepreneurial training/activities Sport Engagement Performing Arts Robotic Competition Event Planning 6) Specialized Classes/Services Youth will be referred to individualized services that address specific needs/barriers. These needs may be identified through the “Objective Assessment” component or may be identified later during program participation. These services will continue to be provided throughout the participant’s time in the program. These classes/services include: Parenting Classes Pregnancy Postponement Diversion Services 8 Mentorship Program Behavior Counseling 7) Post-Program Support All youth will receive post-program support for 12 months following the completion of the program. Youth may continue to receive the following services: Peer Support (Alumni Meetings) Job Leads/Referrals Community referrals for specialized services Support Services (transportation assistance, uniform/ tool expenses, drug testing fees, etc. The Youth Council will provide more active oversight and guidance, outreach and additional external resources to address at-risk and youth barriers. Youth Services contractors conduct an initial intake that consists of an interview with the youth participant to determine suitability, needs, goals and eligibility. Staff will provide youth with a broad overview of available resources and all services available at the One-Stop including programs and/or services provided by Maricopa Workforce Connections partners or other entities; introductions to staff and eligibility determination and registration into the WIA program. Describe the design framework for youth programs that includes the following components: Preparing youth for post-secondary education; Connecting academic and occupational learning: Preparing youth for unsubsidized employment opportunities; and Connecting youth to the business community through intermediary entities. Youth services also are currently contracted with ACYR and YESS, both provide Workforce Investment Act (WIA) services to in-school and out-of-school youth, including skills assessment, alternative secondary schooling, work readiness skills training, leadership and mentoring opportunities, connections to the employer community, tuition assistance, barrier resolution support, career exploration through classroom activities and paid or unpaid work experience. In addition, ACYR offers an accredited charter school serving grades 9-12, adult basic education, i.e. GED preparation programs and dropout prevention. The Maricopa County Las Artes program is designed to serve out-of-school youth in providing services for GED preparation, work readiness skills, and entrepreneurial concepts through visual arts. Describe strategies to incorporate the required youth program elements within the design framework. Elements to include are: Tutoring, study skills training, instruction leading to secondary school completion, including dropout prevention Alternative school services; Summer employment opportunities linked to academic and occupational learning; Paid and unpaid work experience; Occupational skill training; Leadership development opportunities; Comprehensive guidance and counseling; Adult mentoring; Supportive services; and Follow-up services. It is within the scope of youth delivery to offer WIA-related youth services or incorporate a direct referral process for youth to receive tutoring, study skills training; instruction leading to completion of secondary school including dropout prevention strategies for those deficient in basic education skills or needing assistance to complete their secondary education; alternative secondary school services to complete a high school diploma or a GED, summer employment opportunities directly linked to academic and 9 occupational learning with an emphasis on work experience through competency-based instruction. The learning experiences at each worksite will vary widely depending on the job tasks and supervisor’s orientation. The focus of summer job activities is the attainment of specific occupational, work maturity and citizenship skills. Paid and unpaid work experience includes job shadowing to promote the development of good work habits and basic work skills. This shall be accompanied either concurrently or sequentially by other services to increase the basic educational and/or occupational skills of the participant. Internships are assignments designed to enhance the long- term employability of youth. An internship may be combined with classroom instruction relating to a particular position, occupation, industry or the basic skills and abilities to successfully compete in the local labor market. Placement will be based on participant interest/work skills identified during the objective assessment process. Occupational skill training provides academic and technical instruction necessary to meet employment requirements. The program will refer to schools who meet certification requirements under the WIA Adult and Dislocated Worker ITA process. Leadership development opportunities may include community service and peer-centered activities encouraging responsibility and other positive social behaviors during non-school hours. Training will include, but is not limited to, job readiness skills, communication skills, team building skills, time management, ”soft skills” training and various community-based activities. Participants will be given the appropriate referrals to available resources including supportive services such as financial and non-financial support. In addition, participants may receive a stipend to offset training-related expenses such as transportation costs. Adult mentoring is required for the period of participation and a subsequent period, for a total of not less than 12 months. Educational opportunities, occupational opportunities, and barrier resolution will be among the topics addressed in the mentor/youth relationship. Follow-up services for no less than 12 months will occur for each program participant. Comprehensive guidance, counseling and referral to recognize needs, opportunities, strengths and/or limitations to make decisions based on this information, remove barriers to success, receive support services when appropriate and create an educational/vocational attainment plan. Identify the additional 5% economically disadvantaged youth barrier, include the process and criteria used to determine “serious barriers to employment,“ and the local process to track enrollment of non-economically disadvantaged youth per WGL#04-05. Currently, Maricopa County utilizes the 5% economically disadvantaged youth barrier. This barrier is used for youth who have at least one identified documented barrier as defined in WIA section 101(25) and lives in a household that does not meet the income criteria. Youth providers are required to submit a monthly report that tracks all enrolled youth, including the numbers of youth that are enrolled under the 5% barrier. Identify the local process that is used to track out-of-school youth enrollments and expenditures to meet the 30% out-of-school youth minimum expenditure requirement. The break down the out-of-school expenses and in-school expenses will be tracked on a monthly basis. All required back-up documentation is also available and compared by program and finance staffs to ensure the submittals are correct. AJC data on out-of-school enrollments is provided to WDD’s Chief Accountant on a regular basis. The WDD Chief Accountant compares monthly reports to verify expenditures that are submitted within each youth category for actual expenditures incurred from the prior month. 10