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Training Goals

• To define the JAG Comprehensive Model Services

• To identify the unique role of the JAG Specialist

• To define the JAG Model Standards and performance goals

JAG Model Applications• Middle School Application

7th and 8th grade students with barriers to success• Multi-Year Program Application

9th, 10th, 11th and 12th grade students with barriers to success• Senior Program Application

High school seniors completing high school and transitioning from school to quality jobs and/or postsecondary education

• Out-of-School Program ApplicationServing high school dropouts (ages 14 to 21) who want streamlined

services to complete a GED program or high school degree, enter employment, military services and/or pursue postsecondary education.

Why Does JAG Work?

• High Performance standards• Comprehensive mix of services• Linkages to WorkOne and community• High level of accountability• Ongoing professional development• Cost effective

Why Does JAG Work for Indiana?• eNDMS tracks WIA data and more.• Staff connect to participants in a more meaningful

relationship.• JAG incorporates the 10 Elements of Youth Programs

required by WIA law.• Funds used in a cohesive program, we speak the

same language and have the same goals.• Youth and their families develop an attachment to

the labor market through interaction with WorkOne.

JAG Model Components

1. Oversight Body2. Program Management3. Program Staff4. participant Recruitment and Selection5. participant Load6. Career/Professional Association7. Competency Attainment8. Employer Marketing & Job Development9. participant Placement & Follow-Up10. National Data Management System11. Program and Staff Improvement

Model Component #1 Oversight Board

• Composed of key leaders in business, education, labor and community organizations who are willing to accept personal responsibility for the success of the program.

• In Indiana this is the SWIC and the Regional Workforce Boards,

• Directly – Youth Committees

Model Component #2Program Management

• Day-to-day program operations including hiring and supervision of staff

• Ensures program recognition and visibility in the community

• Ensures adequate funding to support program operations

• Provides ongoing staff development and support

• Monitors program outcomes to ensure compliance with the program model

JAG Model Component #3 Program Staff• Responsible for direct management of site-

based programs• Participant recruitment, training and follow-up• Maintenance of participant progress through use of the JAG Electronic Data Management System (E-NDMS)

JAG Model Component #4Participant Selection

• Participants selected for program enrollment should be those who at risk of dropping out of high school to successfully transition from graduation to work or postsecondary education

• Participants must be WIA eligible• Prepare for participant commitment to

completion. Do not enroll participants until they demonstrate commitment.

Barriers to SuccessWork Related Barriers- WIA all JAG Indiana

Participants• W1: Economically Disadvantaged as Defined by

Public Assistance, TANF or Free Lunch• W2: Has Inadequate or No Work Experience• W3: Lacks Marketable Occupational Skills

Remember: the JAG Program is open to those participants who “need it, want it and can profit from it.”

Stages of Participant SelectionReferrals: family, other agencies and social organizations

serving families in your regionPlan recruiting activities, spring and late fall for second

semesterVerification of barriersRecommendations from faculty and administrators/ Provide

accurate, timely feedback during the selection processTargeting, know your school guidance staffparticipant Interviews: Commitment to Program CompletionSelection Advisory Committee ApprovalEnrollment: allow a commitment period

Next Steps…

• Contact parents• Enter COMPLETE participant profiles into e-NDMS• Do Not create new profiles each year for returning

participants• Conduct Assessments (basic skills (TABE),

employability skills (JAG Pretest), career interest (ICE))

• Enter participant assessment results into e-NDMS• Creation of Individual Development Plans or ISS

Barriers to SuccessAcademic Barriers• One or more modal grades behind peers• Has repeated a grade in high school• Low academic performance• Basic Skills Deficient (Reading and Math)• Limited English Proficiency• Did Not Pass State Proficiency Exam• Record of Excessive Absences (verified)• Record of Suspensions• Has Dropped Out of School Previously

Barriers to Success . . .• Environmental Barriers• Mother/Father did not graduate from high school• Mother/Father does not work• Pregnant or has child• Documented Alcohol or Substance Abuse• Convicted of a Criminal Offense• Record of Violent Behavior• Homeless• Lives with one or neither natural parent• Transportation/Child Care Needs

Barriers to Success. . .

Physical and Psychological Barriers• Special Education Certified• Lacks Motivation or Maturity to Pursue Education or

Career Goals• Emotional Disorder which Impairs Education• Has a Disability• Health Problems that Impair Education

Barriers to Success

Work Related Barriers- WIA all JAG Indiana Students• W1: Economically Disadvantaged as Defined by

Public Assistance, TANF or Free Lunch• W2: Has Inadequate or No Work Experience• W3: Lacks Marketable Occupational Skills

Remember: the JAG Program is open to those students who “need it, want it and can benefit from it.”

Assessments

Standard: Specialists are expected to develop an Individual Development Plan (IDP) for each program participant. Specialists should review assessment scores in the participant cumulative record to verify Participant Profile data and information. JAG Indiana also accepts the ISS.

Assessments include: Basic Skills- TABE Employability Skills- JAG Pre-Test Career Interest Inventory- Indiana Career Explorer

JAG MODEL COMPONENT #5 -- PARTICIPANT LOAD

• Student load is a critical consideration when reviewing a program’s ability to deliver QUALITY services and to achieve program performance goals at a reasonable cost per participant.

• The ideal student load is within a range of 35-45 in-school students. (with 17-22 in follow-up)

• Seniors and non-seniors should not be combined in the same class period.

• Seniors new to the JAG program are on a Senior Roster.

Participant Load: 3 Rules• Rule # 1: Once on a MY roster – ALWAYS on a MY

roster. If new to JAG and a senior, then on a SR roster.• In-School Participants must be on a In-school roster; SR, MY or AE• Out-of-School Participants must be on a OA, OF or OC Roster

• Rule # 2: Only use one of each roster type each year - use groups to organize classes or customize lists

• Rule # 3: Do NOT remove participants from Rosters.

Participant Rosters in IndianaNew programs may have lower numbers by design.Established programs are expected to recruit to meet

enrollment goals

July 1, 20XX : Create NEW ROSTERS, move current participants to new rosters, do not delete participants from old rosters

Do Not delete old rosters

New participants are then added to new rosters

Printed and signed rosters must be on file in each classroom

How to use Rosters forOut-of-School Participants

• Active Roster:Participants actively attending programParticipants who may be in and out but not completed

• Follow-up Roster:Participants who have completed GED and/or JAG Competencies

and one year of services• Completed Roster:

Participants who have completed the follow-up phase but may remain in contact with the Specialist

Participants may move from OA to OF and then back to OA.

Student Load Objectives

• What are the enrollment expectations in your Region?

What is the target range for the school year? Or for your OOS program year?

What recruitment activities took place last spring? How well does your Guidance staff understand WIA

requirements? DO NOT allow Guidance to simply place students in your

class.

Who We Serve – Participants, Profiles, & Rosters• Entering the Participant:

– The Participant page is fluid: this part of the profile can and should be updated as necessary –contact information, address, graduation/GED/deceased dates.

– The Profile data is the “snapshot” of the Participant upon entry into JAG program. *Do not change the grade or any information on the participant profile page for a returning student.

Entering Participants in eNDMS

• What are the enrollment expectations in your Region?

• Allow a commitment period for each participant

• Participants who are MIA

• Connections to WorkOne

How can YOU monitor your data?Use the following reports to review your data• Program Roster Report

– Is every participant listed?– Are the grade levels correct?– Are SSNs correct?

• Profile Summary– Do the numbers match up to the roster?– Does the average age look correct?– Are there any “No Responses”?– Do the numbers reflect what you know about your participants?– Share this report with Guidance staff at your school.

eNDMS and GOOD DATA

• Objectives:– Using the JAG curriculum (Private Document System)– Supplement with other instructional tools– Guest Speakers (JAG Indiana: 20% of contact time)– Community Service (10% of contact time)– Career/Professional Association Activities– Post Assessments show proof of attainment– Utilize the eNDMS for effective tracking of

competencies and contact hours

JAG Model Services CodesContact Categories

Employability Skills (ES)Career (Professional) Association (CA)Community Service (CS)Guidance/Counseling (GC)Field Trips/Guest Speakers (FT)Academic Remediation (AR)Work Based Learning (WL)Other (OT)NO Group and Social Recreation- this is a middle

school service.

“If you want to build a ship, don’t drum up the men to gather wood,

divide the work and give orders. Instead, teach them to yearn for the vast and endless sea.”

by Antoine de Saint-Exupery

Model Component #6 Career/Professional Association

A member-led organization used to enhance a sense of ownership among participants, to provide pride of membership (belonging), to involve program participation, to recognize participation, to reinforce JAG competencies, and to develop, practice and refine personal and leadership skills. A major focus of JAG is “community service”.

Career/Professional Association

Chapter members (with guidance from the Specialist) shall plan a program of work that includes:

• Leadership development activities• Career development activities• Social activities• Civic activities

Career/Professional Association• Increase attendance and participation• Electing officers• Career preparation (dealing with officers!)• Community service options• Social affairs and fundraising• Know your regional media policy• Recognition

• Feedback and ideas

Recording Contact Hours

• Types of Contacts– Planning– Execution– Evaluation

• Recording Contacts in the E-NDMS

• Use your planners to record short services with participants

What can we do?

Don’t over complicate

Career/Professional Association

• Plan of Work• Project based• Rotating officers a good idea• Community work and resume building

(WIIFM)• Entire Career Association Handbook on

eNDMS• Unit 4 in PA Handbook for OOS

Career/Professional Associationand the WorkOne

• Enlist Career Association as • job-spotters• tech assistants for job seekers• Workshop assistants

• Ideas and best practices

Model Component # 7 Competency Attainment

• 37 Core Competencies for In-School: A-F Competencies

• 20 Core Competencies for OOS: O Competencies• Crosswalk with 37 Core In-School • H Competencies• W CompetenciesAddress the 10 elements of Youth Programming required by WIA law.

JAG In-School Core Competencies• To provide effective classroom instruction that will develop

no less than 37 JAG Competencies for all program applications:

• Six Core Competency Categories: A-F– A. Career Development– B. Job Attainment– C. Job Survival– D. Basic Skills– E. Leadership and Skill Development– F. Personal Skills

• OOS has 20 Core Competencies that align with the 37 core

Competency Attainment - Curriculum

• Opportunities for practice• Other social services agencies to involve • Issues before JAG enrollment• Significant Adult support• Use IDP/ISS to guide curriculum development

Competency Attainment - Curriculum• JAG Curriculum- each module includes:

– A pre/post test to document attainment (don’t test EVERYTHING)

– Instructor-led Content– Applied academics = reading and math– Activity-based classroom experiences, including

individual activities, role plays, small and large group activities

• How will you teach the competencies? How do your participants learn best?

Competency Attainment- others• You must become the expert!

– G. Life Survival Skills

– I. Economic Empowerment• I.82 Understand Insurance: Auto, Renters, Home Health, Disability, Life

(Allstate)• I.83 Practice Better Money Management Skills (VISA USA)• I.84 How to start a Small Business (Allstate)• I.85 Be Successful in dealing with law enforcement (Allstate)• I.86 Value Diversity• I.87 Risky Business (Allstate)

Assigning Competency Levels

• Level One: Introduction• Level Two: Practice• Level Three: Mastery

Competency Attainment• What is your plan for competency attainment?• Can you award a level 3 the first time out?• How will you provide mastery opportunity for

each, individual participant?

• DO NOT TEST TO DEATH• JAG is a competency-based curriculum –

participants practice until they get the “A”• Prepare for the end of program Post-Test

Competency Attainment

• eNDMSGarbage in, garbage out!Where is your data?MUST have pre-post test scores in the system

• TrackOneIs your data complete in TrackOneAre TABE scores reported correctly?

Competency Attainment

• Revisiting competencies, providing effective practice

• ICC and participant resume• ICC and participant cover letter• ICC and beyond, how to effectively job hunt

• Maintaining contact with transient participants• Coordinate W Competencies to show WIA youth

program elements.

Effective Use of the JAG Curriculum

• As a guide• A resource• Add to it – personalize it, how can your

participants become part of the creation of curriculum?

• What WorkOne youth services can you bring in as resources?

• Use the Career/Professional Association to teach the competencies.

Competency Attainment – Lesson Plans• Your model services reflect what you did in class.

– Can anyone who reads it know what you did?– Did you include the competency number in your

narrative?– Did you think about what the outcome should be?

• “participants will be able to . . .”• “participants completed a (resume, poster,

advertisement, speech . . . )”

– Are you prepared for an emergency substitute?

Competency Attainment• Methods of attainment:

– Physically demonstrate (dress, interview, speak)– Create/develop (resume, speech, poster)– Successfully complete a post-test

• Determining Competency Attainment– Level 1 : Basic introduction– Level 2 : Practice of a competency with guidance and

feedback– Level 3 : Mastery, able to demonstrate, create or

assess successfully without help

Recording Competency Attainment

• WIA ISS or JAG IDP: Document student plans• WIA Goals• Keep examples of competency attainment• Record GPA information in the progress report

section of the eNDMS• Non-seniors will have monthly counseling sessions to

determine progress toward their ISS• Use your Planners to track individual time with

students. Record in the eNDMS later.

WE LEARN10 % of what we READ20 % of what we HEAR30 % of what we SEE50 % of what we both SEE and HEAR70 % of what we DISCUSSED with others80 % of what we EXPERIENCE personally95% of what we TEACH to someone else

William Glasser - “Effective teaching may be the hardest job there is.”

Model Services

Entering a Model Service1.Date2.Amount of Time3.Contact Category4.Narrative: include the competency covered, like

B.115.Competency(s) attained6.Attainment Level (1,2 or 3)7.Participants involved

Model Services

• Accurately reflect your time– “finished what we started yesterday”– “prepared for GED”

• What do your reports reflect?

• Accurately connect the lesson to the competency

• Handout – How to record REAL Model Services

Model Services

• Case Management Services: Model services are the contact and competency attainment portions of the data.

• Used to document participant progress up until the follow-up phase. (participants in follow-up DO NOT receive model services)

• Model Services are entered on a daily basis, if it’s not in the system – YOU DIDN’T DO IT.

JAG MODEL COMPONENT # 8 – EMPLOYER MARKETING AND

JOB DEVELOPMENT • EVERY Specialist must have an Employer

Marketing and Job Development Plan available for review

• Plan your plan• Community and Business Support• Employer Interview Form

Employer Marketing and Job Development

You must be the JAG EXPERT for your site• What will you tell people about the JAG

Program?– Who do you serve?– How is it done?– Who helps?– How can they help?– What needs to be done?

Employer Marketing and Job Development

• Review Employer Marketing and Job Development– Who are your collaborators?– Who needs to know more?– How can you “groom” participants to be diplomats for

your JAG program?• JAG Coordinators:

– Who are they?– What do they do?– Who is responsible?

Employer Marketing and Job Development

• Employer Marketing, job development and the follow-up participant

• Are your participants ready to work?• Are employers aware of JAG?• Presenting to your Youth Committee• Presenting to the School Board• Participant ambassadors

Model Component #9Follow-Up Services

Standard: To provide services to graduates and non-graduates during the twelve-month follow-up period.

• How well did you teach them to fish?• What is their connection to WorkOne?

Documenting Follow-up Contacts

• Graduates• Non-Graduates• Employers• Post-Secondary• Other (Parents,

etc.)

Follow-up Services

• Graduates and non-graduates– Job placement assistance– Employment follow-up– Employer advocacy– Assistance with post-secondary enrollment

Follow-Up Contacts and Placement Data• Entering Participant Contact

– Enter actual date of Contact and Contact TIME– Record the method of contact– Enter a narrative that makes sense and can be

understood by your funders.– Enter Participant Status

• How is WorkOne a part of your Follow-up Plans?

Follow-up Contact Log

• Tool for maintaining contacts with graduates and non-graduates until they can be entered into the system.

• Do you have someone at the WorkOne who will tell you if a JAG participant comes in?

• How well does your WorkOne staff know about your JAG program?

• Quality Follow-up Services

Model Standard #10National Data Base Participation

• To collect and report data using the JAG Electronic Data Management System (e-NDMS) as a means of tracking and evaluating program success.

• Monthly reports to each region, Program Managers must review and approve data each month.

• Who reviews your data?

eNDMS tracks Who is servedWhat services are deliveredWhat outcomes are achieved

Input DAILY! This helps guarantee accuracy and

completeness of program and participant data.

Quarterly Data Review and Update

• Enter data when doing ISS update

• Barrier Additions/Removals

• Pre- & Post-Tests

• Progress Reports

• Barrier Additions/Removal: Any changes in student circumstances, positive & negative.

Entering Employer and other Contacts

Same procedures as participant

Screen defaults to Participant, so you must click on the drop down menu to choose a category

Add anyone who can verify the status of the participant only if the participant cannot be contacted.

Do you have WorkOne Contacts for participants who visit while you are in class?

Employer and Placement Schools

Use the eNDMS wizard to search for existing entries for employers or schools

Enter employer or school if they are not already in the system

The employer database address problem: check to see how it is listed in the yellow pages site: www.superpages.com or check www.411.com, cut and paste to get the correct address

This is a separate step from entering your follow-up contact: if you claim a participant is working – there must be an employer entered or the job doesn’t count.

Schools are ONLY post-secondary institutions – NOT high schools.

Entering School Placement Data• Enter the actual date of enrollment• Enter anticipated graduation date• Enter current participant status• Enter graduation or drop-out dates.

• How is YOUR JAG Coordinator involved?• What is your participant enrollment tracking

system?• Get a signed release of information

Data Management ReviewBarrier Additions or Removals: Any changes in student circumstances,

positive and negative.Pre- & Post-Tests:

Track individual JAG CompetenciesProgress Reports:

Enter at the semester and the end of the yearEnter cumulative results

School Retention: End of YearWhat is the student status at the end of the year?Completed at the end of the year and then at the beginning of the next

school year by September 30th.Must be completed for all multi year students.

Seniors who return to high school for one more year do not go on a roster – only a senior once in JAG. Student contact is recorded in follow-up.

Who We Serve – Participants, Profiles, and Rosters

Do NOT enter participants who do not show commitment to complete.

Entering a Participant onto a roster is a 3 step process.

1. Create a Roster2. Enter Participant3. Complete Participant Profile

Expected Outcomes

• Diploma or GED

• School-to-Career Transition

• Postsecondary Education• Track your progress to 5 of

5 attainment

Performance Goals

•Graduation Rate

Goal: to achieve a 90% completion rate by the close of the 12-month post-graduation follow-up phase.

Performance Goals

• Positive Outcome Rate

– Goal: 80% of the participants to achieve a positive outcome by the close of the 12-month post-graduation follow-up phase.

Placement in post-secondary, employment or military

Performance Goal

• Employment Rate

– Goal: 60% of the participants to be employed in a full-time (35 hours or more) or a part-time job (greater than 10 and less than 35 hours).

Performance Goals

• Full-Time Jobs Rate

– Goal: 60% of the participants to be in a full-time job including: full-time employment (35 or more hours per week; two part-time jobs totaling 35 or more hours equates to a full-time job).

Performance Goals• Full-Time Placement Rate

– Goal: 80% of the participants to be engaged in full-time activities (full-time civilian employment; full-time military; full-time postsecondary enrollment; or part-time jobs with part-time postsecondary enrollment by the close of the follow-up phase.)

Performance Goals

• Unable to Contact Rate– Goal: Less than a 5% "unable to contact" rate

during the 12-month post-graduation follow-up phase.

Performance Goals

• 100% of JAG participants will be registered in the Indiana Job Matching Website:

www.indianacareerconnect.com

• 100% of JAG participants will have a resume on ICC and a cover letter.

Performance Goal for In-School

• 80% of JAG SENIORS

– Will fill out at least two college application forms

– Will take either the SAT or ACT

– Will complete the FAFSA before March 1st, 20XX

Progress reported monthly by regional coordinator

Model Component #11Program and Staff Development

To provide opportunities for ongoing professional development for program staff and evaluation of program effectiveness.

Regional plan for Participation in the JAG National Training Seminar

Opportunities to participate in the JAG National Student Leadership Academy

www.IYI.org Professional Development Grants

Questions & Answers