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STRATEGIC
PLAN--Youth System Transition Plan
(Ages 16 - 22+)
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Strategic Area: Ensuring Basic Skills
Outcome
Statement: By
the time they reach age 22, 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
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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
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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
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Enhances job opportunities by identifying student job
qualifications more accurately
- Has
a realistic approach and agreed on criteria for student
and program performance evaluation. Is competency or skill
standard based and approved by employers
- 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
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Promotes better utilization of available equipment, materials,
and facilities
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Work with team to insure signed articulation agreements, and
curriculum
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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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Team
meetings
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: By
the time they reach age 22, 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:
Using SCANS as a guide, a foundation is in place which teaches
lifelong learning skills to youth in all learning environments
Management & Oversight: WIB Executive Committee and
Youth Council
Proponent: To be recruited |
| Tasks |
Measurements |
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YEAR
2001: ASSESS & BUILD
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Join school districts, and charter schools in surveying school
to work statements, mission statements and value statements
- Work
with decision makers (boards, superintendents) to incorporate
work statements into the values of schools that do not currently
have them
- Help
to build a coalition that sets benchmarks and measurements
for workforce preparation - What happens when kids leave school?
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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Join school districts in their efforts to contextualize math
and writing skills (algebra used to determine the slope of
a staircase in construction trades)
- Build
coalitions including youth and adults and CBOs to work on
the issues.
YEAR
2002: SYSTEMATIZE
- Work
with Pima County legislative delegation re: SAIS to influence
measurements re: dropout. Assist them in developing support
systems. Identify funding issues such as smaller classrooms,
for legislative agenda.
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Begin to establish 360 degree feedback system so we know what
happens to youth and can make changes in curriculum
YEAR
2003: FEEDBACK, RETOOL & EXPAND
- Retool
efforts after gaining initial feedback
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Expand the program; include all relevant stakeholders
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Survey
participants - feedback
Benchmarks;
Measure progress against baseline year.
Follow-up
study of school-leavers: drop-out rates, recapture rates, employment
levels, college enrollments
AZ
test scores
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Strategic Area: Youth Development Activities
Outcome
Statement: Upon
entering the workforce, young adults will demonstrate skills
that enable them to attain livable wage employment.
Objective:
Educational institutions and training providers include relevant
skills in their curriculum
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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Meet with the designees of school superintendents
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Meet with all youth training providers/individual school councils
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Assist them in their efforts to develop and implement an integrated,
multi-discipline employability program tied to the AZ State
Workplace Standards. Include alternative education methods,
such as charter schools and contextual GED programs for students
who perform better in non-traditional settings.
- Help
build coalitions between schools and industry to expand the
existing teacher internship/training activities across districts
- Recruit
representatives from business and industry to sponsor pilot
programs in conjunction with school districts
YEAR
2002: PILOT PROGRAMS
- Support
efforts to launch new pilot programs for teacher training/
internships
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Begin to establish 360 degree feedback system
YEAR
2003: FEEDBACK, RETOOL & EXPAND
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Retool after gaining initial feedback
- Support
efforts to expand teacher training / internship programs
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The
completed integrated, multi-discipline employability program
tied to AZ Workplace Standards
Number
and type of agencies/reps involved
Level
of participation by school district, number of teachers
Number
and types of pilot programs
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Strategic
Area: Youth Development Activities
Outcome
Statement: Upon entering the workforce, young adults will
demonstrate those employability skills that enable them to attain
livable wage employment.
Objective:
Ample opportunities exist for young adults to practice their
employability skills.
Management & Oversight: WIB Planning Committee &
Youth Council
Proponents: To be recruited
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| Tasks |
Measurements |
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YEAR
2001: ANALYZE NEEDS & MAP RESOURCES
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Work with the WIB Planning Committee to analyze the needs
of job-seeking youth in the community
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Work with the WIB Planning Committee to inventory existing
programs concerning young adult career opportunities and analyze
the gaps
- Recruit
a youth-oriented / jobs-oriented CBO to spearhead this initiative
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Increase
the percentage of young adult participation
Measure
individual increases in level of participation
Number
of activities offered
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Strategic
Area: Meaningful Participation / Citizenship / Teamwork
/ Leadership Activities / Service Learning
Outcome
Statement: Upon entering the workforce, the young adult
will have participated in citizenship/leadership/Service Learning
activities resulting in enhanced employability. (Service Learning
replaces "Community Service as the term used. Youth associate
"community service" with involvement with the judicial system.)
Objective:
A logical sequence of activities - such as service learning,
volunteerism, peer mentoring, free enterprise projects, etc.
-- is in place so that youth may obtain marketable skills.
Management & Oversight: WIB Youth Council
Proponents: To be recruited
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| Tasks |
Measurements |
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YEAR
2002: BUILD
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Use resource mapping and gaps analysis to fill gaps in opportunities
for youth to obtain marketable skills. Use analysis as part
of the decision making process for disseminating funds and
writing for funding opportunities
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Support the efforts of youth-oriented CBO's as they create
a logical sequence of activities such as campus activities,
summer career academies, mentoring programs, job shadowing,
internships, work experience, etc., to result in exceptional
employability skills
- Recruit
a youth-oriented / jobs-oriented CBO to spearhead this initiative
YEAR
2003: FEEDBACK, RETOOL & EXPAND
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Use feedback to improve the sequence
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Dissemination
of the sequence
Number
of youth participating in the sequence
Survey
of participants
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Strategic
Area: Meaningful Participation / Citizenship / Teamwork
/ Leadership Activities / Service Learning
Outcome
Statement: Upon entering the workforce, the young adult
will have participated in citizenship/leadership/Service Learning
activities resulting in enhanced employability. (Service Learning
replaces "Community Service as the term used. Youth associate
"community service" with involvement with the judicial system.)
Objective:
Youth have ample opportunities to acquire marketable skills
needed by local employers
Management & Oversight: WIB Planning Committee/Youth
Council
Proponent: To be recruited
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| Tasks |
Measurements |
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YEAR
2001: ANALYZE NEEDS & MAP RESOURCES
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Work with the WIB Planning Committee to identify existing
Service Learning organizations with skill building opportunities
- Work
with the WIB Planning Committee to write a strategic plan
which will fill gaps
YEAR
2002: PILOT PROGRAMS
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Support the efforts of CBO's that place students in Service
Learning organizations and create innovative ways to gain
youth participation such as college tuition waivers for service
work
- Work
with local schools to institutionalize Service Learning opportunities
YEAR
2003: FEEDBACK, RETOOL & EXPAND
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Survey participants and incorporate their feedback into improved
systems and programs
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Student
participation increases over time
Participant
surveys
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Strategic
Area: Meaningful Participation / Citizenship / Teamwork
/ Leadership Activities / Service Learning
Outcome
Statement: Upon entering the workforce, the young adult
will have participated in citizenship/leadership/Service Learning
activities resulting in enhanced employability. (Service Learning
replaces "Community Service as the term used. Youth associate
"community service" with involvement with the judicial system.)
Objective:
Youth can easily transfer citizenship, leadership, and
Service Learning skills to the workplace
Management & Oversight: WIB Youth Council & WIB
One Stop sub-committee
Proponent: To be recruited
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| Tasks |
Measurements |
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YEAR
2001: PILOT PROGRAMS
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Work with One Stop and the schools to create pilot resume-writing
workshops/training modules
- Work
with One Stop and the schools to create pilot mock interview
workshops/training modules
YEAR
2002+: FEEDBACK, RETOOL & EXPAND
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Survey participants and incorporate their feedback into improved
systems and programs
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Number
of students participating in new programs
Participant
surveys
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Strategic
Area: Meaningful Participation / Citizenship / Teamwork
/ Leadership Activities / Service Learning
Outcome
Statement: Upon entering the workforce, the young adult
will have participated in citizenship/leadership/Service Learning
activities resulting in enhanced employability. (Service Learning
replaces "Community Service as the term used. Youth associate
"community service" with involvement with the judicial system.)
Objective:
Employers and youth are educated concerning the transfer
of leadership/Service Learning/citizenship skills - gained in
the course of volunteer activities - to the workplace.
Management & Oversight: WIB Youth Council
Proponent: WIB Youth Council
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| Tasks |
Measurements |
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YEAR
2001: ASSESS & BUILD
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Build coalitions with employers to identify and define transferable
skills and determine how a job-seeker can best present those
skills to potential employers
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Disseminate findings to career counselors, career placement
agencies, school districts, etc.
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Completed
document
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Strategic
Area: Occupational/Vocational Education (Relevancy)
Outcome
Statement: By the time youth reach age 22, they will have
occupational and vocational skills and will understand the relevance
of life-long learning and community service.
Objective:
Industry is involved in development of curriculum and is
an integral partner in implementation. The occupational skills
are appropriate for all educational goals. Youth learn to value
learning because lifelong learning is important in the workplace.
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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Help to build coalitions between educators and employers for
purposes of curriculum development and to increase vocational
educational opportunities
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Examine the possibility of a joint district career and technology
school as it is allowed under existing statutes
- Survey
industry needs, in terms of job skills expected in new employees;
set benchmarks.
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Work with government agencies and schools to create a strategy
for enacting appropriate legislation
YEAR
2002+: ENACT
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Work with government agencies and schools to enact appropriate
legislation
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Work with school/business coalitions to enact appropriate
curricula n
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Measure
outcomes against benchmarks
Increase
in legislative funding for relevant programs
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Strategic
Area: Mentoring
Outcome
Statement: In support of youth entering the workforce, individuals
who serve as role models will mentor students concerning their
social and academic and employment readiness activities.
Objective:
Adult mentoring programs to serve youth are available countywide.
Management & Oversight: WIB Youth Council
Proponent: To be recruited
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| Tasks |
Measurements |
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YEAR
2001: ANALYZE NEEDS & MAP RESOURCES
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Assist the WIB Planning Committee in identifying existing
resources and conducting a needs assessment for adult mentoring
programs
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Recruit a broad-based CBO to spearhead this initiative
- Support
programs in their efforts to train mentors on cultural diversity,
sexual equity, and cross-cultural communications
YEAR
2002: PILOT PROGRAMS
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Join in CBOs' efforts to launch pilot mentoring 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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Level
of participation by adults and youth
Survey
participants - feedback
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Strategic
Area: Mentoring
Outcome
Statement: In support of youth entering the workforce, individuals
who serve as role models will mentor students concerning their
social and academic and employment readiness activities.
Objective:
Peer mentoring programs to serve youth are available countywide.
Management & Oversight: WIB Youth Council
Proponent: To be recruited
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| Tasks |
Measurements |
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YEAR
2001: ANALYZE NEEDS & MAP RESOURCES
-
Assist schools in identifying existing resources and conducting
a needs assessment for peer mentoring programs
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Support programs in their efforts to train mentors on cultural
diversity, sexual equity, and cross-cultural communications
YEAR
2002: PILOT PROGRAMS
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Join in schools' efforts to launch pilot mentoring 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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Level
of participation by adults and youth
Survey
participants - feedback
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Strategic
Area: Follow-up / Support Services
Outcome
Statement: Youth will have access to, and will be aware
of, a full range of pre-employment support services
Objective:
Youth-friendly linkages (marketing efforts likely to appeal
to youth) and outreach to One-Stop support services systems
which include access to employment and training. Adults are
continuously trained to work effectively to broker services
and help youth to access services.
Management & Oversight: WIB Planning Committee, Youth
Council, and One Stop Sub Committee
Proponent: To be recruited
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| Tasks |
Measurements |
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YEAR
2001: ANALYZE GAPS & MAP RESOURCES
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Join with the WIB Planning Committee in identifying existing
resources, and analyzing the gaps
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Help to build coalitions between schools, businesses and One
Stop
- One-Stop
"branding" so that it has youth- friendly components
- Support
the building of One Stop satellites at schools
YEAR
2002: PILOT PROGRAMS
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Support pilot One Stop satellites
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Assist One Stops with their youth marketing plan development
and implementation
YEAR
2003: FEEDBACK, RETOOL & EXPAND
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Survey participants and incorporate their feedback into improved
and expanded programs
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Survey
participants - feedback
Number
of youths using One-Stop services
Number
of schools operating as One-Stop satellites
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Strategic
Area:Follow-up / Support Services
Outcome
Statement: Youth will have access to, and will be aware
of, a full range of pre-employment support services
Objective:
Transition services are widely available to youths making
the move from school to work, unemployment to work, or secondary
school to higher education.
Management & 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
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Use One Stop or Youth Opportunities as the organizing point
for this process
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Build coalitions between service providers and schools at
the two levels: elementary & middle schools
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Join with school districts, colleges and universities, One
Stop, and employers 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 (students) about their awareness of transition
services.
Benchmark:
baseline year vs. succeeding years.
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