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STRATEGIC
PLAN--Youth System Transition Plan
(Ages
11-15) |
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Strategic Area: Ensuring Basic Skills
Outcome
Statement: Youth
will be proficient in basic skills. They will know how to learn
and have an appreciation of lifelong learning. They will receive
preparation in classrooms and other learning environments and
will achieve competency according to existing employer standards.
Objective:
Articulation agreements between public secondary systems and
public/private post secondary systems are in place that meet
the needs of employers and provide employment opportunities
for young adults.
Management & Oversight: WIB Executive Committee
Proponent: To be recruited
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| Tasks |
Measurements |
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YEAR
2001: PLAN
- Bring
together an Articulation Team including Tech/Prep, One-Stop,
high school and charter high school districts, the community
college and the university, GTSPED Cluster heads, as well
as private industry post secondary training companies such
as Microsoft and Gateway. The Partnership validates outcome
and objective
- Support
the team in developing an articulation plan and implementation
timetable that:
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Reflects employer input into curriculum & provides students
opportunities to acquire marketable job skills in an efficient
& effective manner
- Enhances
job opportunities by identifying student job qualifications
more accurately
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Has a realistic approach and agreed on criteria for student
and program performance evaluation. Is competency or skill
standard based and approved by employers
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Reduces duplication of time & effort for the student at
the post secondary level who has acquired job skills in
high schools. Methods might include computerized common
transfer applications as well as on line posting of all
area articulated courses· Improves guidance, placement
and follow up services for students through planning by
secondary and post secondary staff· Promotes better utilization
of available equipment, materials, and facilities
- Work
with team to insure signed articulation agreements, and curriculum
alignment for existing courses is accomplished by year-end.
YEAR
2001/2002: IMPLEMENT
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Common transfer application and course listing available electronically
- Employer
driven new course development according to agreements between
secondary/postsecondary accomplished
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Student transfer process in place, used and tracked
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Written
plan & timelines
Written
curriculum
Written
criteria
Signed
articulation agreements
Customer
feedback on services
Course
listing
Application
Number
of student transfers
Job
placement
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Strategic
Area: Ensuring Basic Skills
Outcome
Statement: Youth
will understand the relevancy and value of what they learn in
relation to their immediate and near future work goals. They
have developmentally and age appropriate basic skills including
use of technology, analytical and problem solving, being a part
of a team, and workplace interpersonal skills.
Objective:
All youth can articulate a realistic future plan, and are
choosing educational paths that lead to the fulfillment of the
plan.
Management & Oversight: Youth Council, Planning Committee,
Evaluation Comm.
Proponent: To be recruited
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| Tasks |
Measurements |
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YEAR
2001: ASSESS & BUILD
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Support STW in agreement/partnership between schools, including
charter schools, districts/employers/youth that this objective
is valid and create a common definition
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Assist the WIB Planning Committee as it maps existing resources
and analyzes the gaps; include opportunities for independent
decision making, cooperative learning among parents and children,
neighborhood center drop-in tutoring, better connections with
libraries, technology for homework
- Work
with collaboration to identify Professional Development needs
within the education system that help teachers meet goals
and relate education to work.
YEAR 2002: PILOT PROGRAMS
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(STW Model) Recruit a group and provide coordination which
will articulate transitions between middle and high school
curriculum to promote youth's ability to plan and connect
courses to employment goals. May include ideas such as "Business
Advisory Boards" to middle and high schools.
- Promote
a plan that articulates individual youth planning & has multiple
options and perspectives. Individual youth plans include technical
education, apprenticeships, associate degrees as viable and
prestigious options, as well as 4 year college programs
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Recruit a proponent to create training components as determined
- Recruit
a proponent to create appropriate assessment (including self
assessment) instruments to more accurately measure skills
that allow youth to articulate a future plan
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Support the efforts of agencies developing a recapture plan
for out-of-school youth, including teen parent student programs,
based on future planning
YEAR
2003: FEEDBACK, RETOOL & EXPAND
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Support the WIB Evaluation Committee as they develop an assessment
process for how well the objective is met
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Articulation
agreements
Assessment
instruments and results
Youth
focus groups, designed and delivered by youth, to determine
who has a plan and how well they articulate it
To
measure how well it is working: pregnancy/drop out/recapture
rates
Number
of support service expansions and user rates
School
report cards on Basic Skills
Number
and type of summer or after school jobs
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Strategic
Area: Youth Development Activities
Outcome
Statement: Youth
will have age-appropriate understanding of the world of work
and can imagine themselves contributing to society. Youth will
make connections between their desired employment and related
educational experiences.
Objective:
: Training for youth/employers about appropriate work behaviors
is conducted prior to a work experience. From this training,
a youth can:
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articulate personal strengths and interests;
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connect interests to employer needs;
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obtain feedback from employers about his/her work behaviors;
- participate
in job shadowing, career days, workplace tours; learn from
speakers who are age-appropriate and interactive.
Management & Oversight: WIB Planning Committee and
WIB Youth Council
Proponent: To be recruited
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| Tasks |
Measurements |
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YEAR
2001: ASSESS & BUILD
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Assist the WIB Planning Committee as it surveys existing programs
and promotes the most successful methods. Part of the goal
is to make the line between school and work less defined-such
as giving credit at work for what is accomplished at school
and vice versa
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Work with superintendents, and charter school administration,
convene potential partners, and build coalitions
- Work
with Tech Prep & STW as they identify employers who will participate
as work sites or in job shadowing
YEAR
2002: PILOT PROGRAMS
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Recruit a proponent to write a program that can be used in
a variety of settings
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Join with Tech Prep and STW as they pilot training programs
for participants and parents
YEAR
2003: FEEDBACK, RETOOL & EXPAND
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Gather feedback and make program modifications· Full implementation
with modifications as identified by Year 2002 feedbacks
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Number
of programs / youth participants / employer participants
Survey
participants - feedback
Benchmark
against national best practices
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Strategic
Area: Meaningful Participation / Citizenship / Teamwork
/ Leadership Activities / Service Learning
Outcome
Statement:
All youth will have the opportunity to actively participate
in meaningful acts of citizenship/leadership/Service Learning
that are positive and which develop skills that will help them
in the world of work. All youth will feel they have a voice
and a place. (Service Learning replaces "Community Service as
the term used. Youth associate "community service" with involvement
with the judicial system.)
Objective:
Youth do not see Service Learning as a punishment but rather
as a way to flex "independence and influence" skills, and safely
test leadership skills. Define/redefine Service Learning and
engage youth.
Management & Oversight: WIB Youth Council
Proponent: To be recruited
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| Tasks |
Measurements |
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YEAR
2001+: ASSESS & BUILD
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Develop and recruit a youth coordinating body - with both
adult and youth members - that will oversee the following
types of tasks:
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Organize youth groups to take on tasks (with adult mentoring);
Use groups already in place as the start point
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Help youth to redefine Service Learning and sell it to their
peers
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Identify/target new involvement opportunities and expand
current ones. (i.e., sit in on Board of Supervisor's meeting
and report on programs, volunteer in dropout recapture programs)
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Entrench Leadership/Service Learning/Citizenship as part
of school curriculum; Include unique features of Tucson/Pima
county citizens
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Teach citizenship (Youth involved in curriculum design and
delivery)
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Increase support services needed to be able to volunteer,
such as transportation
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Market the initiative to get community support for the program.
(e.g., popular radio shows, advertisements using a youth
voice)
YEAR
2002+: FEEDBACK, RETOOL & EXPAND
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As the above activities are ongoing, establish a 360-degree
feedback system which will foster continuous improvement
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Number
of youth led initiatives
Results
of those activities
Number
of youth involved
Number
of opportunities
Survey
to examine changes in youth perceptions about community/ service/citizenship
Level
of visibility-how many youth are aware?
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Strategic
Area: Academic & Occupational Learning (Relevancy)
Outcome
Statement: Youth will have age-appropriate academic skills
that will lead to enhanced career options. Youth will develop
the pre-requisite skills needed to enter selected career paths.
Work experience and education experience are viewed as part
of a continuum rather than as discreet experiences.
Objective:
A curriculum partnership builds bridges between employers
& school curriculum developers that:
- provides
professional development opportunities for additional educators
- shows
workplace applications of academics
- expands
availability of career academies, internships, in-step, and
Summer Youth Employment openings
- involves
parents in the process.
Management & Oversight: WIB Planning Committee and
Youth Council
Proponent: To be recruited
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| Tasks |
Measurements |
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YEAR
2001: ASSESS & BUILD
-
Assist the WIB Planning Committee as it maps existing resources
and analyzes the gaps in funding and other resources
- Assist
the WIB Planning Committee in its needs analysis
- Develop
curriculum partnership with School to Work, School Superintendents
- Recruit
a proponent to develop a mechanism for increasing SYEEP openings
- Implement
partnership plan
YEAR
2002: PILOT PROGRAMS
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Recruit a proponent to develop additional career academies,
internships and summer job programs
- Support
pilot programs, such as career academies, internships and
summer job programs
YEAR
2003: FEEDBACK, RETOOL & EXPAND
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Survey participants and incorporate their feedback into improved
and expanded programs
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Number
of career academies, internships, in-step and SYEEP openings
Survey
of youth / employers / and program administrators
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Strategic
Area: Mentoring
Outcome
Statement: All youth will have a sense of belonging: a voice
and a place. Mentoring activities will value inclusivity and
diversity.
Objective:
Adult mentoring programs (includes parents/employers) that
involve youth in the process are widely available and begin
at age 11.
Management and Oversight: WIB Planning Committee and
WIB Youth Council
Proponent: To be recruited
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| Tasks |
Measurements |
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YEAR
2001: ASSESS & BUILD
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Assist the WIB Planning Committee as it surveys existing resources
and analyzes the gaps
- Build
coalitions between schools, CBOs, parent groups and employer
groups to foster adult mentorship programs
- Recruit
a proponent to develop Adult Mentoring training for employers,
teachers, citizen groups
YEAR
2002: PILOT PROGRAMS
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Support pilot mentoring programs
- Recruit
a proponent to create a "Mentor the Mentor" program. Alumni
of mentoring programs participate as teachers or mentors for
current participants, or as job coaches
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Involve parents in programming and follow up
YEAR
2003: FEEDBACK, RETOOL, EXPAND
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Survey participants and incorporate their feedback into improved
and expanded programs
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Surveys
of participants pre-post-program attitudes
Number
of youth involved in mentoring
Resources
gap analysis: baseline vs. succeeding years
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Strategic
Area: Mentoring
Outcome
Statement: All youth will have a sense of belonging: a voice
and a place. Mentoring activities will value inclusivity and
diversity.
Objective:
Peer mentoring programs involve youth in the design and
delivery process, and are widely available.
Management and Oversight: WIB Planning Committee and
WIB Youth Council
Proponent: To be recruited
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| Tasks |
Measurements |
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YEAR
2001: ASSESS & BUILD
-
Assist the WIB Planning Committee as it surveys existing resources
and analyzes the gaps
- Promote
use of national best practices models
- Build
coalitions between schools, CBOs, parent groups, and employer
groups to foster adult mentorship programs
- Recruit
a proponent to develop Peer Mentoring training for youth groups
YEAR
2002: PILOT PROGRAMS
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Support development of pilot peer mentoring programs
YEAR 2003: FEEDBACK, RETOOL & EXPAND
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Survey the participants and incorporate their feedback into
improved and expanded programss
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Surveys
of participants pre-post-program attitudes
Number
of youth involved in mentoring
Resources
gap analysis: baseline vs. succeeding years
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Strategic
Area: Follow-up / Support Services
Outcome
Statement: All necessary support services will be provided
as appropriate to ensure access to youth opportunity services.
Objective:
A framework exists where a variety of organizations provide
support services, collaborate and share resources.
Management and Oversight: WIB Planning and One Stop Committee,
Youth Council
Proponent: To be recruited
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| Tasks |
Measurements |
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YEAR
2001+: ASSESS & BUILD
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Assist the WIB Planning Committee as it maps existing resources
and analyzes the gaps
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Build a coalition of schools, CBOs, and parent groups which
will try to determine how to engage parents in the youth opportunities
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Identify dollar and time resources needed and potential sources
of those resources
- Find
funding to offer free bus service for all youth attending
programs, skill building activities, and volunteer efforts
- Work
with local libraries to establish One-Stop satellite centers
- Provide
libraries with the resources they need to support homework
centers, online training, peer mentoring study rooms, and
employment services.
YEAR
2002+: FEEDBACK, RETOOL & EXPAND
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Since the above activities are ongoing, develop a 360-degree
feedback system that fosters continuous improvement
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Evaluate
outcomes from each program to re-design, as needed. 360 degree
feedback
Invite
involved youth to a community forum for additional youth participations
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Strategic
Area: Follow-up / Support Services
Outcome
Statement: All necessary support services will be provided
as appropriate to ensure access to youth opportunity services.
Objective:
Transition services will be widely available to youths
making the move from junior high/middle school systems to high
school/vocational education systems.
Management and Oversight: WIB Planning Committee and
Youth Council
Proponent: To be recruited
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| Tasks |
Measurements |
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YEAR
2001:
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Assist the WIB Planning Committee in mapping existing resources
and conducting a gap analysis
- Build
coalitions between service providers and schools at the two
levels: middle schools & high schools
- Join
with school districts, including charter schools, to develop
processes for children and parents to experience smooth transitions
from one level of school to the next.
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Survey
participants (parents) about their awareness of transition services.
Resource
gap analysis: baseline year vs. succeeding years.
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