Workforce Partners Meeting September 1, 2010 Preparing Youth for Work and Learning in the 21 st...

Workforce Partners MeetingSeptember 1, 2010

Preparing Youth for Work and Learning in the 21st Century

Economy

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Overview of 3 Recommendations

1. Increase number and quality of work experiences and career exploration activities for in-school and out-of-school youth.

2. Organize and strengthen collaboration among education, workforce, and human service agencies at both state and regional levels.

3. Pilot a “multiple pathways” approach that combines education, workforce development and human service support necessary to address state’s dropout crisis.

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Overview of Action Steps

1. Increase number and quality of work experiences and career exploration activities for in-school and out-of-school youth.

Prioritize the budget items that support subsidized and unsubsidized employment opportunities– YouthWorks and School-to-Career Connecting Activities.

Mobilize a statewide and regional appeal to private-sector employers and large nonprofit organizations to create employer-paid jobs and internships.

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Action Steps --Continued

Develop a public awareness campaign to support the statewide and regional appeal.

Develop a clearinghouse of program implementation resources to support employers in their work with youth.

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2. Organize and strengthen collaboration among education, workforce, and human service agencies at both state and regional levels.

Support initiatives that focus on integrating the programs of the agencies within Labor and Workforce Development, Education, and Health and Human Services in support of youth employment, career exploration, dropout prevention and recovery, and college completion.

Align data systems across all youth-serving agencies to promote information sharing and coordination.

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Promote dissemination of information and resources to assist all stakeholders in youth-serving system including employers, LWIBs, youth, parents, educators, community agencies, and other partners.

Invest in capacity of local workforce investment

boards (LWIBs), so that they are well positioned to fulfill the vision of secondary graduation and post-secondary success for all by supporting a tiered system of career exploration and employment for in school and out of school youth.

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3. Pilot a “multiple pathways” approach that combines education, workforce development and human service support necessary to address state’s dropout crisis.

Pilot approaches to multiple pathway development and implementation in a few MA communities with significant needs because of high dropout and low youth employment rates.

Identify measurable outcomes for pathway options focused on combined goals of dropout prevention, secondary and post-secondary completion and youth employment.

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Support the dissemination of best practices focused on multiple pathway development and implementation across the state.

Support interagency collaboration around and funding of proven strategies through realignment of existing resources and creation of additional resources targeted towards youth most at risk.

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Guiding Question:

What are the most urgent action steps under each recommendation and why?

Facilitated Table Discussion9

Update on Action Steps

Overview

1.Youth Employment

2.Multiple Education Pathways

3.Connecting Activities andAcademic Support Work and Learning Opportunities

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Youth Employment System Goals

What: completion of secondary education, development of employability skills, post-secondary success

Where: secondary schools, CBO’s, post-secondary institutions

How: connection to quality work placements, foundational workplace skills, workplace learning connected to relevant academic expectations, and to sector-specific skill demands

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Youth Employment System Elements12

Subsidized Placements

Unsubsidized Placements

All activities are:

• Age appropriate

•Reflect personal interests and labor market needs

•Woven together to build skill development and supports over time

Youth Employment Action Steps

1. Increase # and quality of work experiences Employer Engagement Specialist Hire Create statewide appeal to generate employer-paid

jobs and internships (outreach and engagement strategy)

Develop program engagement resources to support intermediaries in working with employers and youth

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Youth Employment Action Steps

2. Organize Collaboration to Strengthen

services for youth and young adults. Support a tiered system of career exploration and employment for in-school and out-of-school youth Tier 1: Job shadows, workplace tours, mock interviews, career

speaker panels, and resume and professional skills workshops Tier 2: Jobs and internships in a variety of settings that allow youth

to develop foundational workplace skills Tier 3: Structured workplace learning with goal setting and

performance evaluation focusing on skill development Tier 4: Connected workplace learning to academic expectations

and industry-specific skill demands

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Multiple Education Pathways

Long term employment/ viable career trajectories for youth AND developing youth pipeline strategy for workforce demand are the goals in pathway creation

MEP= network of learning and developmental opportunities through which all youth gain the skills, knowledge and experience for career success

Classroom academics, work-based learning and integrated models beyond school walls are key

Programs such as YouthBuild – one model of integrated approach

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MEP System Elements

Coordinated public and private resources to support youth, reduce dropout rate and re-engage OSY

Integrated approach of education, workforce and human services to provide seamless and wraparound services

System looks like a system and works like a system where youth are able to negotiate across options without hitting dead end

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MEP Action

Look at LMI and youth-serving system data to determine programming needs for local communities

Staff and support the planning effortsEngage multiple stakeholders in the planning

process CommCorp hiring a Multiple Education and

Employment Pathways Manager to support local planning efforts

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PRESENTED BY KEITH WESTRICH

Connecting Activities

Supporting Employability Skill Development for a 21st

Century Economy

In FY10…

11,033 students were placed in brokered internships.

Student Internships

WBL Level B = 1,623

15%

WBL Level C

= 6616%

WBL Level A = 8,749

79%

In FY10…

3,876 employers provided internships for students, generating $14,812,944 in wages.

Participating Employers

WBL Level C:226 (6%)

WBL Level B:797 (21%)

WBL Level A:3,020 (78%)

In FY10…

11,033 students were placed in brokered internships.

• 42% were Paid

• 31% were Unpaid

• 27% were Subsidized

Student Internships

Unpaid31%

Employer Paid42%

Subsidized27%

In FY10…

7,750 - (70%) of all participating students had a Work-Based Learning Plan.

MA Work-Based Learning Plans

WBL Plans = 7,75070%

No WBL Plans = 3,28330%

Job and Internship Skill GainFoundation Skills

0 1 2 3 4 5

Attendance andPunctuality

Workplace Appearance

Accepting Direction andConstructive Criticism

Motivation and TakingInitiative

Understanding WorkplaceCulture, Policy and Safety

Speaking

Listening

Interacting with Co-Workers 1st Review

2nd Review

Skill Gain data for July 1, 2009 to June 30, 2010

Based on approximately 3,500 WBLP(s) in the online database.


Based on approximately 3,500 WBLP(s) in the online database.

Job and Internship Skill GainCareer and Workplace Specific Skills

0 1 2 3 4 5

Time Management (N=1284)

Project Management (N=843)

Equipment Operation (N=565)

Collecting and Organizing Information (N=541)

Interacting with Customers or Clients (N=526)

Teaching and Instructing (N=526)

Computer Technology (N=348)

Leadership (N=299)

Problem Solving (N=193)

Understanding All Aspects of the Industry (N=175)1st Review

2nd Review


Based on the ten most-commonly included skills in Section 2 of the WBLP.


Based on the ten most-commonly included skills in Section 2 of the WBLP.

Connections With Academic SupportFC 596 (school year 2010/11) FC 597/B (Summer 2010)

FC 596 - Nine school year grants totaling $403,518 serving 550 students in the Classes of 2003-2011

FC 597 – Eight summer grants totaling $387,144 serving 470 students in the Classes of 2003-2011

FC 597/B – Six additional summer grants totaling $125,070 serving an additional 150 students from the Classes of 2003-2011.

Comparison of Participants in Work and Learning Programs and Non-Participants: 51% of Work and Learning participants in the Classes of 2003-2009 earned their Competency Determination by the November 2008 retest. In contrast, only 38% of non-participants earned their Competency Determination.

Connections With Academic Support596/597 Work & Learning Programs

"Work and Learning" Participants Compared to Non-Participants Classes of 2003-2009

Percent Earning Competency Determination (CD)

51%

38%

0% 10% 20% 30% 40% 50% 60%

Non-WLParticipant

WL Participant

WL Participant

Non-WL Participant

Comparison by Demographic Group: Percent of participants and non-participants in the Classes of 2003-2009, by special population group, that earned their Competency Determination by the November 2008 retest.

Connections With Academic Support596/597 Work & Learning Programs

"Work and Learning" Participants Compared to Non-Participants Classes of 2003-2009 By Special Population Group

Percent Earning Competency Determination (CD)

31%

41%

40%

51%

40%

46%

0% 10% 20% 30% 40% 50% 60%

% SPED

% LEP

% Low -Income

WL Participant

Non-WL Participant

Connections With Academic SupportFC 627 (school year 2010/11) FC 626 (Summer 2010)

FC 627 – 14 One Stop Career Center school year grants totaling $585,527 proposing to serve 1,859 post 12th grade youth in the Classes of 2003-2010

FC 626 – 14 One Stop Career Center school year grants totaling $121,814 proposing to serve an additional 400 post 12th grade youth in the Classes of 2003-2010

Connections With Academic SupportFC 627 (school year 2010/11) FC 626 (Summer 2010)

Working in collaboration with community colleges, 14 One Stop Career Centers have brokered academic support, training and employment services for students exiting the 12th grade still in need of a Competency Determination.

Outcome: 1,677 students (54%) who have retested after exiting the 12th grade from the Classes of 2003 -2008 have received their Competency Determination by the November 2008 retest.

For More Information…

Keith WestrichConnecting Activities DirectorMA Department of Elementary and Secondary Education75 Pleasant StreetMalden, MA 02148

Tel: 781-338-3902Fax: 781-338-3090Email: [email protected]

BIG Y

UMASS MEMORIAL MEDICAL CENTER

Exemplary Youth Employers

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Who Are We?

Big Y Foods, Inc.Is one of the largest independently owned

supermarket chains in New EnglandHeadquartered in Springfield, Massachusetts

With over 55 locations in Massachusetts and Connecticut

History

It was started by Paul and Gerald D’Amour in 1936 in the Willimansett section of

Chicopee, MA. This modest grocery store was called the “Y” Cash Market because of its location where three roads met in

the shape of a “Y”.

Big Y is an energetic company in years and philosophy

The 2nd and 3rd generations of D’Amours continue to manage the business

We pride ourselves in not being bureaucratic or institutionalized. Despite success and growth, we remain in many ways, a small company at heart

We have a unique corporate commitment to education for ourselves and for our communities.

History

It was started by Paul and Gerald D’Amour in 1936 in the Willimansett section of

Chicopee, MA. This modest grocery store was called the “Y” Cash Market because of its location where three roads met in

the shape of a “Y”.

Our Commitment….

Homework HotlineAnnual Scholarship Awards for pursuit of

secondary and post educationSummer of Work & Learning programY-AIM And more……

Summer of Work & LearningIntensive 4 week academic programClass room settingOn the job experience/ Work readiness

skills/community serviceCareer explorationBuilding relationshipsWork Base Learning PlanEntrepreneurship

“You want gear we got GEAR”

Most Advance Gear

We’re Not Gossiping We’re Teens.

Kiwii

• Talent Search agency inc.

We represent the best !!!

Outcomes

Overcoming challenges School & work connection

Employment Overall commitment Personal development

Sense of community/family

Class of 2010

Y-AIM

(Previously known as Springfield Work Scholarship Connection)

Partnership between Big Y Foods and the YMCA of Greater Springfield

Y - Stands for the The Y’ (YMCA) and Big “Y”

A - Achieve academically

I - Inspire to attend college

M - Move toward personal, family and community advancement

Mission

Provide talented, underachieving at –risk youth, with a solid support system that will assure graduation from high school, pursuit of higher education, and access to gainful

employment in the global marketplace

Focus

Youth Advocate Workplace readiness/Retention Youth development workshops Mentoring Goal setting and achieving College search Community events volunteer work Employment Parent involvement and more…..

THANK YOU!

UMass Memorial Youth Initiatives

Building our “Brighter Future”

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Who We Are48

• UMass Memorial is:• A 10,000 employee Academic Medical Center• The clinical affiliate of UMass Medical School• The largest member of UMass Memorial Health Care• Across 3 campuses in Worcester • Largest employer in Central Mass

• We have strong and visible leadership from our CEO

Our Purpose49

• Provide meaningful work experiences for youth

• Expose youth to the many health career options

• Link necessity for education with career success

• Provide youth with a chance to show their many talents

• Where possible, earn money

WIA, ARRA,

etc.

BuildingBrighterFuturesProgram Community

CollegeConnection

VolunteerExperiences

Youth Initiatives: Highlights50

• Currently committed to financially supporting 50 students each summer

• Each student has the option of remaining to work part-time during school year

• Typically students are provided with 2 - 3 programs during the summer

– Personal finance skills– Exploring health care choices– Presentation skills

• Encourage year to year rotations, yet many expand their scope of responsibilities in original department

• Provide students with MassPulse information (www.masspulse.org): health careers resources

• End of summer celebration and evaluation of student experiences

• Currently committed to financially supporting 50 students each summer

• Each student has the option of remaining to work part-time during school year

• Typically students are provided with 2 - 3 programs during the summer

– Personal finance skills– Exploring health care choices– Presentation skills

• Encourage year to year rotations, yet many expand their scope of responsibilities in original department

• Provide students with MassPulse information (www.masspulse.org): health careers resources

• End of summer celebration and evaluation of student experiences

• Summer Program supporting students needing to pass MCAS

• Attend school on site in the morning• Work at Medical Center in the

afternoon for 10-12 hours/week

• Upon completion of the summer program students receive a stipend

• Typically support 8-10 students

• Offered same learning experiences as BBF

• Summer Program supporting students needing to pass MCAS

• Attend school on site in the morning• Work at Medical Center in the

afternoon for 10-12 hours/week

• Upon completion of the summer program students receive a stipend

• Typically support 8-10 students

• Offered same learning experiences as BBF

Building Brighter Futures Community College Connection


• Fortunate to have long history and a robust program

• Provides structure of accountability and importance to our patient care experience

• Many move from volunteering to BBF or other part-time work over a multi-year period

• Can see significant increase in students’ confidence in short periods of time

• Fortunate to have long history and a robust program

• Provides structure of accountability and importance to our patient care experience

• Many move from volunteering to BBF or other part-time work over a multi-year period

• Can see significant increase in students’ confidence in short periods of time

Volunteer Experiences

• WIA and ARRA funding typically involved

• Youth/Homeless

• Youth ages 18 – 21

•While funding is different, program elements are similar. Goal is to provide all youth with the “right experience”

• WIA and ARRA funding typically involved

• Youth/Homeless

• Youth ages 18 – 21

•While funding is different, program elements are similar. Goal is to provide all youth with the “right experience”

Other/Additional


• All students complete an application and are interviewed

•Exposes them to the “real world” environment, expectations, etc.

• Orientation to our organization is first day of work/volunteer placement

• Managers oriented to how to manage youth


• Managers, managers, managers……great job mentoring students…key to success

• Educational Components• Career Fair format• Interviewing skills/Resume prep, etc. • Personal Finance: starting a bank account• Cultural Awareness• Building Rapport, Team Cooperation and Communication• Presenting Yourself

6 Years in Review54

BBF288 student experiences

CCC57 student experiences

Volunteers 452 student experiences

Other16 student experiences

6 Years in Review Continued

Total Direct Financial Support = $694,200

Total Overall Support = $1,148,242(includes all indirect support)

Total Direct Financial Support = $694,200

Total Overall Support = $1,148,242(includes all indirect support)

Next Steps56

• Data Collection and Tracking• Follow student progress across the continuum• ROI and ultimate impact

• Scholarships and stipends

• Health Care dilemma ……highly specialized and credentialed.

• Critical Jobs• Medical Technologists• Pharmacists• Physical and Occupational Therapy• Nurses (highly specialized)• Radiologic Techs• Administrative Support

Next Steps Continued57

• Soft skill/language skill development are critical • Problem solving• Critical thinking skills• Multi-tasking• Service• Listening• Interacting with co-workers

Work and Learning Models

Boston Private Industry CouncilBristol Workforce Investment BoardBrockton Public SchoolsGreater New Bedford Workforce Investment BoardHampshire Education CollaborativeHolyoke Community CollegeMerrimack Valley Workforce Investment BoardRandolph Public Schools/South Shore WIB Regional Employment Board of Hampden County, Inc.River East School to Career Partnership, Inc.

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