governmental and legislative affairs - chicago jobs...

The Chicago Jobs Council is an organization that works with its members to ensure access to employment and career advancement opportunities for people in poverty. Through advocacy, applied research, capacity-building, and public education, CJC aims to influence the development or reform of public policies and programs that guide and support welfare-to-work, workforce development, economic development and other initiatives that lead to jobs. We carry out our mission through a “working group process”: in monthly meetings, members identify and refine the issues where action is needed and likely to produce beneficial results for our constituents. Members and staff then analyze the issues, determine strategies, and carry out plans cooperatively, often engaging other coalitions and partners.

Past Working Group materials posted at: http://cjc.net/resources/working‐group/. For more information please contact Crispina Ojeda Simmons at [email protected] or Dan Lyonsmith at [email protected].

Chicago Jobs Council 29 E. Madison St., Suite 1700 | Chicago, IL 60602‐4415 | p. 312.252.0460 | f. 312.252.0099

www.cjc.net

Workforce Development Work Group Meeting December 10, 2013

Agenda

I. Welcome and Introductions I. City Colleges of Chicago Bridge and Other Program Updates,

Ann Darnton and Marva Hall, City Colleges of Chicago

II. Chicago Wage Theft Clinic, Stephanie Gharakhanian, Interfaith Worker Justice

III. Employment Resources for People Experiencing Homelessness, Lore Baker, Supportive Housing Providers Association, and Steve Simmons, CJC

IV. CJC Policy Updates

V. Updates & Announcements

Office of Community Relations,

Governmental and Legislative

Affairs

Marva Hall

December 10, 2013

REINVENTION AT YEAR 3: DRAMATIC RISE IN

STUDENT SUCCESS

0

1000

2000

3000

4000

5000

6000

7000

8000

9000

10000

2009 2010 2011 2012 2013

Certificates awarded

Degrees awarded

9,546 total awards in 2013 7,897 total awards in

2009

2,201 degrees in 2009

3,957 degrees in 2013

2

1

20% increase in degrees in

2013 equals only 1-2%

change in official federal

graduation rate2

City Colleges Initiatives

Student Services

• Free Computer Access through Broadband Technology Program (BTOP)

• Veterans Center

Dual Enrollment

• Free College Credit

• High School Juniors and Seniors

• One class per semester

Adult Education

• Adult Ed educational pathways to college and careers to potential students.

• Expanding CCC’s Off-sites located in high-need neighborhoods

• Off-sites provide wraparound services

Level Up

• College readiness program6-8 week Summer Term

• Focus on academic and career success

• Free for freshman/ first time CCC students

College to Careers

• Healthcare

• Transportation, Distribution and Logistics

• Manufacturing

• Hospitability and Culinary

• Business

• Information Technology

The Mayor launched the College to Careers (C2C) Initiative to help close the skills gap in the greater Chicagoland region

4

Dec. 12, 2011 – Mayor Rahm Emanuel announces the launch of

College to Careers

• College to Careers is a joint initiative between the City Colleges of Chicago, the City of Chicago and industry partners from across the city to help bolster the number and economic value of our occupational credentials.

• The goal of the program is to help

close the skills gap in Chicago by ensuring that Chicago residents are ready for jobs in high growth industries that remain unfilled because of gaps in training.

“By making a diploma from our community

colleges into a ticket to the workforce, we will make them a first option for job training and

not a last resort.”- Dec. 12, 2011

Source: Mayor’s Office Press release: “MAYOR EMANUEL ANNOUNCES ‘COLLEGE TO CAREERS’ PROGRAM FOR CITY COLLEGES THAT WILL REFOCUS TRAINING TO ADDRESS SKILLS GAP AND KEEP CHICAGO COMPETITIV”

Olive Harvey College: Transportation, Distribution and Logistics Center-construction project is on budget, timeline remains an issue.

1 Including plumbers, electricians, carpenters, pipe fitters, masons, painters, ironworkers, operators, roofers, laborers, sheet metal workers, etc.

Design • Design Development completed. • Bid Package #1 (Foundations, Earthwork, etc.)

under review for issuance in August. Architect of record • FGM Architects selected via CDB process Construction Manager • Gilbane Co. selected via CDB process Budget • Construction $ 34.2M • Total Funds: $ 44.8M • (CDB: $31.6M/CCC: $13.2M) Construction Timelines • Site Prep completed June ‘13. • General Contractor will be selected late

September to begin Bid Package #1. Media Opportunities • Sept/Oct ’13: Start Construction • Aug ‘15: CDB imposed Construction

completion date; classes begin Aug 2015

700 total jobs will be created, 150 direct construction jobs

Job Creation • 700 direct and indirect jobs will be

created • Of the construction jobs1, 15 to 23 will be

community jobs • Community members will be trained at

Dawson Technical Institute for community jobs

• HACIA and Urban League will recruit and screen candidates, working with unions to ensure minority/female participation

5

Olive Harvey TDL - Project is on track

12/10/2013 Confidential - For Discussion Purposes Only

View from South East

12/10/2013 Confidential - For Discussion Purposes Only 6


View from North East

View from West


The New Malcolm X

College & Allied

Health Sciences

Academy Campus

Malcolm X College construction project is on time, on budget; 950 construction jobs (up to 120 community jobs) forecasted

1 Including plumbers, electricians, carpenters, pipe fitters, masons, painters, ironworkers, operators, roofers, laborers, sheet metal workers, etc.

Design • Design Development completed.

Construction Documents underway. Architect of record • Moody Nolan Financing • Columbia/Peralto Garcia – Financial Advisors • Jeffries, Sr. Mgr.; Loop & Ramirez, Co-Sr.

Mgrs.; Goldman, Cabrera, BMO, Lebenthal, Siebert & Williams, Co-Mgrs.

• Oct ‘13: Successful Bond issuance occurred Construction Timeline • Sept 4, 13: Site Prep begun by F. H. Paschen • Oct ‘13: Select General Contractor • Nov’13: Site Prep Complete • Dec ‘13: Begin Physical Construction Media Opportunities • Dec ‘15: Construction completed; classes

begin January 2016

3,900 total jobs will be created, 950 direct construction jobs

Job Creation • 3,900 direct and indirect jobs will be created

• Of the 950 construction jobs1, 83 to 120 will be community jobs

• Community members will be trained at Dawson Technical Institute for community jobs

• ERS, HACIA and Urban League will recruit and screen candidates, working with unions to ensure minority/female participation

10

2

Malcolm X construction project is on track

Community Jobs Program

CCC has developed a comprehensive Community Jobs Program to align and prepare community residents and businesses with the expected jobs from construction of the New Malcolm X Campus. The tenets of the program are as follows: 120 Community Jobs are reserved for the community residents with preference of the 2 wards adjacent to Malcolm X College.

50 free slots have been reserved at Dawson Technical Institute to provide training on the necessary foundation & safety skills needed to be eligible for employment.

The community organization HACIA will work to engage community residents and businesses and provide support services to prepare them for potential employment.

The Urban League will work to engage community residents and businesses and serve as an intake center for applicants. Additionally, they will provide drug testing, support services and preparation for potential employment. ERS, working through our Construction Manager Jacobs Management Co., will work to monitor hiring metrics of CCC construction vendors and ensure compliance.


In addition, City Colleges Administrative Services and Procurement department will be working with minority businesses to qualify, introduce and align them with the potential General Contractors for the project. Our goal is to promote the highest level of diversity and minority participation on the

project as possible.

View from Jackson Blvd.


View from Damen and Jackson


CCC Adult Education Program: Bridges, Gateway, and Other Updates

CJC Working Group Meeting December 10, 2013

Tuesday, December 10, 2013 15

3 Other Adult Education Updates

1 CCC Bridge Programs

Today’s agenda

2 Gateway to the City Colleges of Chicago Program

▪ Increase number of students earning college credentials of economic value

▪ Increase rate of transfer to bachelor’s degree programs following CCC graduation

▪ Drastically improve outcomes for students requiring remediation

▪ Increase number and share of ABE/GED/ESL students who advance to and succeed in college-level courses

Drive greater job placement and degree attainment

Ensure student success

Become an economic engine for the City of Chicago

To help our students meet the demands of a changing world, we must start anew, focusing on four critical goals

16 Tuesday, December 10, 2013

Bridges and Gateway programs together address all of these goals, with greatest focus on the 4th goal.

CCC Reinvention Goals:

CCC’s work is also guided by ICCB’s 5-year strategic plan for Adult Education, which formally adopts the Shifting Gears* bridge definition

ICCB Bridge Program definition:

Programs that prepare adults with limited academic or limited English skills to enter and succeed in credit-bearing postsecondary education and training leading to career-path employment in high-demand, middle- and high-skilled occupations… These programs must include three core elements:

▪ Contextualized Instruction

▪ Career Development

▪ Transition Services

Source: ICCB, Creating Pathways for Adult Learners, A Visioning Document for the Illinois AEFL Program, 2009

17

Contextualized Instruction …integrates basic reading, math, and language skills and industry/occupation knowledge.

Career Development …includes career exploration, career planning…and understanding the world of work.

Transition Services …include information and assistance…to successfully navigate the process of moving…to credit or occupational programs. Services may include…academic advising, tutoring, study skills, coaching, and referrals to individual support services.

*The Joyce Foundation launched Shifting Gears, a major six-state initiative, in 2007 to assist in efforts to “equip low-skilled workers with the necessary credentials to expand their job opportunities and strengthen economic growth in the Midwest…” Many bridge demonstration projects have been launched under the initiative, and there has been a strong focus on policy development to help promote and sustain bridge efforts.

0

100,000

200,000

300,000

400,000

500,000

600,000

700,000

800,000

900,000

1,000,000

2018 Illinois Labor Market for Associate’s, Postsecondary Credentials & Some College

IT

All Other

Manu-facturing

Bridges are considered an integral part of CCC’s College to Careers initiative, which focuses on 6 industries where City Colleges can make a real impact

Source: Georgetown Center on Education & Workforce, The Midwest Challenge: Matching Jobs with Education in the Post-Recession Economy (2011), available at http://http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/midwest-challenge.pdf; Team Analysis

18

Business

Hospitality & Culinary

Health Science TDL

Total Jobs

Remaining ~20% of all job openings are

fragmented across 8 separate career clusters

~80% of all job openings in Illinois in 2018 in will be in Business, Health

Science, TDL, Hospitality & Tourism, Manufacturing, and IT

Tuesday, December 10, 2013

CCC’s pathways strategy is driven by vision of stackable credentials

Program/Credential Level

Bachelor’s AA/AS/AAS

AC BC Adult

Education Bridge

Stackable credentials available at bridge, BC, AC, and Associate

Prior level credential counts 100% towards the next credential

Articulation to bachelor’s degree with no credit loss

Ideally one semester of common core courses to determine specialization within pathway

19

Source: COE Analysis

Students pursue ABE/GED/ESL concurrent with some occupational training



Locations and sectors of CCC bridge programs in fall term 2013:

Daley Kennedy-King Malcolm X Olive Harvey Truman Wright

Main AVI Main DTI Main WSLC Main SCLC Main Main HPVEC

Healthcare- BNA*

Healthcare- Medical Office **

TDL/ Warehousing

Manufacturing

Culinary/ Hospitality

Accounting/ Business

** Partnership

with HW

* BNA = Basic Nursing Assistant, preparation for Certified Nursing Assistant exam ** In planning (anticipated March 2014)

The Fall 2012 Reinvention bridge rollout increased CCC bridge enrollment more than threefold in one semester, and enrollment is continuing to grow

Source: CCC Office of Research and Evaluation, Daley College data, PeopleSoft and CCC OpenBook data Tuesday, December 10,

2013

48

28

38

68

29

78

1722

24

43

248

11

125 33

44

60

SU13

5

26 11 26

SP13

245

41

24

47

FA12

141

27

20

32

SU12 FA13

WR

TR

OH

MX

KK

DA

Launch of Reinvention bridge expansion

Pre-REI (DA only)

Bridge Sectors

Healthcare: DA, KK, MX, OH, TR, WR

Manufacturing: DA

TDL: OH

Hospitality/Culinary: KK (launched 10/21/13)

College Abbreviations

DA: Richard J Daley

KK: Kennedy-King

MX: Malcolm X

OH: Olive-Harvey

TR: Harry S Truman

WR: Wilbur Wright

Healthcare is the sector with highest enrollment across the district, but the TDL bridge has the highest enrollment by sector for a single college


22

College Sector FA12 SP13 SU13 FA13 Subtotal

Daley Healthcare 21 29 15 45 110

Mfg 11 18 11 15 55

Olive-Harvey Healthcare 20 20 0 27 67

TDL/Warehousing 18 48 29 51 146

Kennedy-King Healthcare 20 24 11 34 89

Culinary-Hosp - - - 10 10

Malcolm X Healthcare 27 41 26 33 127

Truman Healthcare 24 48 28 22 122

Wright Healthcare - 17 5 11 33

Grand Total 141 245 125 248 685*

Source: CCC Office of Research and Evaluation, Daley College data, PeopleSoft and CCC OpenBook data

*Column or row total is actually 759, but this would reflect duplicated headcount. Some bridge students have enrollment in two semesters, since the program lasts 16-24 weeks and can be started in mid-semester.

Launch of Reinvention bridge expansion


New bridge models extend coursework in some bridges to 24 weeks / 3 levels, and embed a college course that is part of a Basic Certificate

Bridge I

Contextualized Lang Arts - High Intermediate

Contextualized Math - High Intermediate

Industry Knowledge & Skills, Computer Skills

Bridge II

Contextualized Lang Arts – Low ASE

Contextualized Math – Low ASE

Industry Knowledge & Skills, Computer Skills

Bridge III

Contextualized Lang Arts – High ASE

Contextualized Math – High ASE

Credit course - special section (tuition waived)

Mandatory tutoring and other support

1st 8 weeks 2nd 8 weeks 3rd 8 weeks +

Take COMPASS

test

Get entry-

level job

Transition fully to college

Progress from ABE

to ASE

Career exploration and transition services throughout

Pass GED test




Today’s agenda


25

The Gateway to the City Colleges of Chicago Program…

Is a “dual enrollment” program that helps advanced ESL and GED students to transition to college credit programs. Students: ▪ Receive college transition advisement and

support ▪ Are eligible to take credit courses tuition-free

while still enrolled in Adult Education ▪ Make significant progress toward a certificate

or degree while in the program ▪ Gain the knowledge, experience, and

confidence they need to make a full transition into the academic program

Gateway Program phases provide student and financial support to promote full transition, and represent important milestones for students

Phase 1 Gradual Immersion

Phase 2 Transition with support

Phase 3 Credit with support

Guidelines: • First course is the Gateway College Success

Seminar section • Three semester maximum • Course eligibility determined by COMPASS;

certain limitations imposed

Guidelines: • Students formally apply to college • Course eligibility limited only by

COMPASS and pre-requisites

Guidelines: • Students have reached max of

tuition-waived courses

Financial: • One Gateway (tuition-waived) course per

semester • Students pay all fees and books – except for

the Gateway College Success Seminar course where texts are provided free of charge

Financial: • Students that qualify for Financial Aid

will utilize their Pell Grants to pay for courses;

or • Students pay for one course for every

tuition-waived course (“BOGO”)

Financial: • Students responsible for tuition

through Financial Aid or other means

Gateway Scholar honor cord and

distinction in the commencement

program

Student Support: • Welcome Scholar Event • Mandatory advising sessions with transition

specialist and college advisor • Development of the IMPACT Plan

Student Support: • Mandatory advising sessions with

college advisor • Scholar Service Projects • Gateway workshops/seminars • Mentoring Program • Recognition Events

Student Support: • Gateway workshops/seminars • Scholar Service Projects • Mentoring Program • Recognition Events

Additional Gateway Scholar Financial and Student Support Services may be provided at the discretion of and under the purview of the College and/or Adult Education Department Administration on a college by college basis. These may include: textbook vouchers, assistance with college fees, CTA bus pass distribution, among others.

Dual enrollment in Adult Education

and credit courses

Full transition from Adult Education to

college credit

Continued progress toward a certificate and/or

degree

Associate Degree

Attainment

26

6

97 106

67

25 21

15

16 31

4

9

0

20

40

60

80

100

120

140

160

180

200

FA'11 SP'12 SU'12

Pilots at DA and OH begin, TR program continues

Pilot at KK begins, TR 100 student cap no

longer in place

Pilots at MX and WR begin, program offered district-wide,

and transition specialists hired at all 6 colleges

Gateway Program enrollment has increased nearly nine fold from fall 2011 as it expanded District-wide and is expected to grow to more than 1600 students by spring 2014

Source: PSSA

27

266 289 333 431

159 170 198

255

59 61 79

114

54 67

87

115

62

160

200

168

58

57

82

82 22

0

200

400

600

800

1000

1200

FA'12 SP'13 SU'13 FA'13

HW

MX

WR

KK

OH

DA

TR

Gateway Scholars have reached some critical success indicator milestones since program inception in spring ‘11

Associate’s Degree………………….10 Gateway Scholars (9 with High Honors) Half Graduates ……………………..45 Gateway Scholars (30 graduation credit hours or more) Advanced Certificates………………7 Gateway Scholars (areas include: hospitality, accounting, computer information systems, child development, and web development) Basic Certificates………………......17 Gateway Scholars (areas include: phlebotomy, cosmetology, food sanitation, computer information systems, and web development) GED® Certificates…………………...98 Gateway Scholars Source: PSSA, November 18, 2013

Here is what City Colleges of Chicago students are saying about the Gateway Program…

I will do my best not only to succeed academically in the Gateway Program, but also share my experience and hope with other City College students.”

--Gateway Scholar, Richard J. Daley College The Gateway Program has opened a door for me to college, a door that I thought would be hard or even impossible to open.”

--Gateway Scholar, Harry S Truman College I'm currently enrolled in the Gateway Program and the knowledge I'm learning and the self-confidence this program has given me, makes me know there is more to life than the streets. What a different future I see for myself.”

--Gateway Scholar, Kennedy-King College

“

“ “




Today’s agenda



Other Adult Education Updates:

• New assessments for ESL and ABE/GED (reading, writing, and listening (ESL)

• Math curriculum development and PD

• Language Arts curriculum development and PD

• Science curriculum development

• New Pearson-VUE centers for GED testing

Questions

226 W. Jackson Blvd. | Chicago, Illinois 60606 | 773.COLLEGE | www.ccc.edu

CCC Adult Education Career Bridge Quick Facts

Bridges prepare students to achieve three broad goals:

▪ Pass the 2014 GED® test

▪ Qualify for entry-level jobs in their chosen field

▪ Enter and succeed in CCC College to Careers programs that provide stackable credentials:

certificate programs linked to Associate degrees and beyond

Bridges are designed to maximize student success:

▪ CCC bridges are intensive programs, with students attending 20 or more hours per week.

▪ Bridges include several linked courses which students take as a cohort, including Contextualized

Language Arts, Contextualized Math, and Sector Knowledge and Skills.

▪ Bridge curriculum and CCC courses exist for three levels of instruction: High Intermediate, Low

ASE (Adult Secondary Education), and High ASE; most students will progress sequentially

through all three but this model permits multiple entry points.

▪ Students spend a minimum of 16 weeks in the bridge, but CCC is now moving toward a 24-week

model in most instances to ensure sufficient work at the secondary level, so that students truly

become GED®- and college-ready.

▪ The extended (24-week) bridge also allows embedding a specific college level course, taken

concurrently with the secondary level of the bridge, that will count toward the Basic Certificate

requirement in the student’s chosen career (e.g., Bio 120, Medical Terminology, for healthcare).

Student support such as tutoring is built in.

▪ Many CCC bridges incorporate a vocational component in order to prepare students for entry

level employment while also preparing for the GED® test and transition to occupational

programs.

Bridges must incorporate the following three elements (per ICCB):

▪ Contextualized Instruction

▪ Career Development

▪ Transition Services

Bridge students should meet the following criteria:

▪ Academic level

- 6.0-8.9 at entry

- COMPASS 65+ at midpoint if applicable

226 W. Jackson Blvd. | Chicago, Illinois 60606 | 773.COLLEGE | www.ccc.edu

▪ Student populations

- Adult Basic Education and Adult Secondary Education students

- English language learners who can achieve the target level on the TABE

- High school graduates and GED® completers who cannot achieve the COMPASS scores

needed to enter college occupational programs, but who score in the TABE target range

▪ Personal characteristics

- Have confirmed interest in the target industry through career exploration and

advisement

- Are able to arrange personal life to devote time to an intensive program

- Have the will and determination to persist and put forth effort

- Open to a non-traditional program based on a student-centered, contextualized

approach to learning and integrating instruction for GED® and college prep

Chicago Wage

Theft Clinic

• Free, pro se legal clinic for

Chicagoland’s low-wage workers

• All workers welcome! Regardless of:

o Where you live

o Documentation status

o Income

Chicago Wage Theft Clinic

• Staffed by volunteer attorneys and

law students

• Primarily helps workers who have

experienced wage theft, but helps

“refer out” workers with other legal

issues:

o Unemployment

o Workers Comp/Workplace Injury

o Expungement and Sealing

o Discrimination and Sexual Harassment


Clinic held every

Monday night,

starting Feb. 3rd

!

TENTATIVE LOCATION:

John Marshall

Law School

19 W. Jackson

5:00pm - 6:30pm

Bring relevant

documents if you

can.

WAGE

THEFT

The Crime

Wave No

One Talks

About

Minimum

Wage

Overtime

Violations

Cheating

on Hours

Payroll

Fraud

Federal

Minimum Wage

$7.25

Some states have a

higher minimum wage

Green – Above federal minimum wage

Blue – Equal federal minimum wage

Red – Below federal minimum wage

Yellow – No minimum wage law

Illinois: $8.25 Indiana: $7.25 Michigan: $7.40

Overtime Violations

1.5 times

regular rate

over 40

hours

Cheating on

Hours

Not paying for extra hours

worked

• Setting up before

• Cleaning up after

• Working through breaks

• Working through lunch

• Manager alters timesheet

Cheating on Hours

Payroll Fraud

aka “misclassification”

•Steals from the

worker

•Steals from the

public

•Not paying prevailing wage

•Stealing tips

•Not paying at all

•Not giving last paycheck

•Illegal deductions

•Making workers pay for a job

Other Methods

Who is

Responsible?

Who is

Affected?

¼ Less

than ½ 60%

33%

100%

More

than 1/3

75% 49%

What can workers do?

KEEP RECORDS!

• Employer’s Full Name

• Address of Employer and Place

Work Completed

• License Plate of Employer

• Promised Salary and Conditions

of Employment

• Dates and Hours Worked

• Amount of Wages Paid and When

• Names and Telephone Numbers

of Coworkers and Witnesses

What can workers do?

KEEP RECORDS!

• Hold on to Pay Stubs

• Make Copies of Personal Checks

Before Cashing Them

• Save Any Documents Provided

By Employer (e.g. Employee

Handbook)

• Ask for Copies of Documents

Employers ask You to Sign

• Keep a Workplace Diary (what

did they say/do, what did you

say/do, who else was there?)

Photo Credits

•Slide 5: Photo By (cup)cake_eater http://www.flickr.com/photos/cupcake_eater/

•Slide 6:

•Photo by Alan Cleaver http://www.flickr.com/photos/alancleaver/

•Photo by AloneAlbatross http://www.flickr.com/photos/forsytht/

•Photo by Joseph Cote http://www.flickr.com/photos/josephacote/

•Photo by RichSeattle http://www.flickr.com/photos/richseattle/

•Slide 12 and 13: Photo by Dystopos http://www.flickr.com/photos/dystopos/

•Slide 23: Photo by juliekellymichaeltony www.flickr.com/photos/olam360/

•Slide 24

•Photo by Gregor_y http://www.flickr.com/photos/gregor_y/

•Photo by World Bank http://www.flickr.com/photos/worldbank/

•Photo by Thomas hawk http://www.flickr.com/photos/thomashawk/

•Photo by Jakob Mantrasio http://www.flickr.com/photos/yakobusan/

•Slide 25

•Photo by Thomas Hawk http://www.flickr.com/photos/thomashawk/

•Photo by Elvert Barnes http://www.flickr.com/photos/perspective/

•Slide 48: Photo by Night Owl City http://www.flickr.com/photos/airport/

•Slide 52: Photo by Cali2Okie http://www.flickr.com/photos/cali2okie/

Sources

• Slide 9: Broken Laws, Unprotected Workers: Violations of Employment and Labor Laws in America’s Cities (New

York: National Employment Law Project, 2009).

• Slide 11: Broken Laws, Unprotected Workers: Violations of Employment and Labor Laws in America’s Cities

(New York: National Employment Law Project, 2009).

•Slide 18

•Fiscal Policy Institute, Building Up New York, Tearing Down Job Quality (New York: Fiscal Policy

Institute, 2007), p. 1.

• U.S. Department of Labor, Employment Standards Administration, Wage and Hour Division, 1999– 2000

Report on Initiatives, February 2001

• U.S. Department of Labor, Employment Standards Administration, Wage and Hour Division, 1999– 2000

Report on Initiatives, February 2001, p. 19.

• FINGERS TO THE BONE: UNITED STATES FAILURE TO PROTECT CHILD FARMWORKERS, 2000. Human

Rights Watch

• Behind the Kitchen Door. Restaurant Opportunities Center. http://rocunited.org/research-resources/our-

reports/

• Philly Online, LLC, “Pay for Phila.- area Landscape Workers to Be Monitored,” August 26, 2009.

• Valenzeula Jr., Theodore, Meléndez, and Luz Gonzalez, On the Corner.

• U.S. Department of Labor, Report on Initiatives, February 2001, p. 25

http://rocunited.org/research-resources/our-reports/






Stephanie Gharakhanian

[email protected]

(773) 728-8400 x34

Mondays (starting February 3rd

)

*TENTATIVE LOCATION*

John Marshall School of Law

19 W. Jackson Street

Registration from 5:00 - 6:30pm

mailto:[email protected]

© 2013 Spannaus Consulting

Connect to Work

From Homelessness to Employment

Purposes of the Study

• Identify successful practices to move persons from

homelessness to work

• Forge local relationships between housing/service

providers and employment/training providers

• Promulgate promising practices


Three Phases

1. Research

2. Relationship Building

3. Develop a Guide and Disseminate It


The C2W Structure

Advisory Council: • Nicole Amling, Chicago Alliance to End Homelessness

• Betsy Benito, CSH

• Mary Sue Cox, Illinois Department of Human Services

• David Harrison, Madison County CoC

• Dorothy McBride, Tri-County Opportunities Council, Rock Falls

• Steve Simmons, Chicago Jobs Council

• Darsonya Switzer, Macon County CoC

• Chris Warland, Heartland Alliance

• Joel Williams, Lake County CoC


Staff Work:

• Lore Baker, SHPA Executive Director

• Fred Spannaus, Lead Consultant

• Robyn McCoy, Workforce Consultant

Funding: Butler Family Fund

Grant to SHPA

PHASE #1: RESEARCH

• Identified 24 model programs; conducted 16 interviews

• Observation & Advisory Council input

• Isolated 80+ Promising or Evidence-Based Practices


Two Basic Approaches:

1. Persons with severely limiting disabilities

• Goal is not economic

• Work is therapeutic

• Fast attachment with supports

SUPPORTED EMPLOYMENT

IPS (INDIVIDUAL PLACEMENT & SUPPORT)


2. Persons who can support

themselves through work

• Goal is economic

• Work is means to an end

• Step-by-step process

• More deliberate screening,

training and placement assistance

Six Common Elements Every High-Outcome Project Had a Majority of These Six Elements:

• Right Scaling

• Motivated Participants

• One-on-One Interactions


• Open-Ended Commitments

• Collaboration

• Long-Term Employer Partnerships

1. Right Scaling

• Fit within size and capacity of the organization

• Start small

• Don’t overestimate how much time, money and energy can be invested


2. Motivated Participants

• People who want to work, work out better

• Screening for motivation

• Conversation shifts when desire to work is expressed

• Use evidence-based approaches:

• Motivational interviewing

• Harm reduction

• Stages of change


3. One-on-One Interactions

• High dosage of individual time

• Individual practice

• Limited use of classroom and online delivery of knowledge


4. Open-Ended Commitment

• No ending date

• Indeterminate length of enrollment

• Everyone stays in the program until they get adequate employment

• Report every day for skill building, job search, and/or volunteer duties


5. Interorganizational Collaboration

• Great programs never go it alone

• Great leaders who collaborate naturally

• Active in local networks

• Respected by peers

• Focus on outcomes, not ownership or credit


6. Long-Term Employer Partnerships

• Treat employers as full partners

• Involve employers in planning and design

• Solve employers’ problems – never ask for favors or

charity

• Respect business needs


Other Learnings

• People need purpose

• “I work at…”

• “I am a student at…”

• “I volunteer at…”


Other Learnings (cont’d)

• Focus on strengths

• Organizationally and individually

• Distinct roles

• Case manager (advocacy and service coordination)

• Employment specialist (job and career issues)


PHASE #2: RELATIONSHIP BUILDING

• Homeless System

• Public Workforce System


The “Homeless” System

• Continua of Care (20 in Illinois)

• Service providers

• Housing providers

• Driven by HUD


The Public Workforce System

• LWIAs (23 in Illinois)

• Illinois WorkNet Centers

(“One-Stops”)

• Driven by DOL


Misconceptions

• CoCs may think that WIBs should take unskilled persons, train them, and get them into well-paying jobs with benefits. And do it all now.

• WIBs don’t care about persons experiencing homelessness.

• WIBs don’t understand our financial and regulatory constraints.

• WIBs may think CoCs should get their customers into affordable, decent housing today, and solve all their other problems too. And do it right now.

• CoCs expect us to perform miracles with high-barrier clients.

• CoCs don’t understand our financial and regulatory constraints.


What C2W Has Done

• Networking among Illinois CoC systems

• SHPA-HAIL monthly conference calls

• Google group

• Update CoC Contact list

• Liaisons for employment cases

• Networking among Illinois LWIA systems

• Met with Illinois Workforce Partnership

• Liaisons for homelessness cases


The Crosswalk Concept

• The Vision: Each CoC with an employment liaison, and each LWIA with a homelessness liaison

• The Goal: Joint case coordination

• Unified goals for housing, service and employment

• Joint staffings

• What’s the point?

• People do better with housing when they are working towards stable employment.

• People do better in employment & training programs when they are stably housed.


Crosswalk: A Pilot Model

• Macon County

• Macon County CoC and Macon-DeWitt LWIA

• MOU for referrals and joint case management

• Testing the concept

• Issues:

• Low numbers

• Data sharing


PHASE #3: GUIDE

Over 80 Promising or Evidence-Based Practices

Our Challenges:

• How to make it real, not just “Show & Tell”

• How to make it helpful for a wide range of practitioners


The Matrix Concept

All practices are sorted by two dimensions:

1. Category (Collaboration, Planning, Screening, Supportive Services, Placement, etc.)

2. Timeframe for Implementation:

• Within three months

• 3-12 months

• One year or longer


User Process

1. Hop the link from SHPA website, or go straight to C2W site

2. Select category

3. Select timeframe


Live Demonstration

[www.ConnectToWork.org]


http://www.connecttowork.org/