Essentials on Credentials

1
Essentials on Credentials
Frankfort, KY March 27
How to Provide Market-valued Credentials and
Improve WIA Performance Outcomes for Youth Now
and In the Future
2
Essentials of Credentials Workshop Goals

• Learn about the new credential definition and
  implications for programs design and delivery
• Explore several training paths and program
  components that lead to successful employment and
  attainment of credentials.
• Discuss ideas for retaining youth in programs.
• Prepare for the Common Measures.

3
Essentials of Credentials Why They Matter

• Why business cares
• Why youth care
• Why local Workforce Boards care
• Why the US Department of Labor cares

4
Why Business Cares

• Increasing global competition and technological
  change places a premium on worker with education
  and skills
• New Conference Board survey suggest even current
  HS graduates deficient in
• 3 Rs reading, writing and math
• Written communication, problem solving and
  professionalism

5
Why Youth Should Care
6
Why Youth Should Care

• Industry approved certifications available from
  Automotive Service Excellence - ASE
• Entry Level Technician General experience or
  course work in automotive repair 28,000
• Mid Level Technician ASE certifications in at
  least one automotive specialty area such as
  breaks, engine performance, etc. 43,000
• Master Level Technician ASE certification in all
  eight automotive specialty areas. 66,000

7
Why Else Should Youth Care
1. Credential demonstrates commitment and
achievement. 2. Credential signifies existence
of skills 3. Credential improves career
opportunities and advancement 4. Credential
provides foundation for additional education.
8
Why Local Workforce Boards Care
1. Degree or credential creates a sense of
achievement for youth and can build self esteem.
2. Credential can be the first step in a
youth/workers continuous learning
process. 3. Employers need higher skilled
workers. 4. US DOLs Performance Measures.
9
Why US Department of Labor Cares

• Many at-risk youth left behind in todays
  economy.
• Business needs educated and skilled workers now
  and in future impending labor shortages.
• Optimize return on DOL and other federal
  investments in education and training.

10
US Department of LaborYouth Vision

• Connect out-of-school and at-risk youth with
  quality secondary and postsecondary education and
  training.
• Insure that education and training opportunities
  meet the demands of business and respond to the
  needs of high demand occupations.

11
New Definitions Concepts (for official
definitions see TEGL 17-05)
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New Definition Certificate

• An official recognition by a state education body
  or professional, industry or employer association
  of an individuals attainment of measurable
  technical or occupational skills necessary to
  gain employment or advance within an occupation.
  The skills are based on standards developed or
  endorsed by employers. Certificates awarded by
  workforce investment boards or for work readiness
  attributes are not included in this definition.

13
New Definition of Certificate

• Awarded in recognition of measurable technical or
  occupational skills.
• Based on standards developed or endorsed by
  employers.
• Does not include work readiness certificates.
• Does not include credentials awarded by local
  WIBs.
• Definition of credential and certificate are the
  same.

14
Definition of Certificate

• Must be awarded by
• State educational or vocational and technical
  educational agency
• Institution of Higher Education
• Professional, industry or employer organization
• Registered apprenticeship program
• Public regulatory agency
• Program approved by the Department of Veterans
  Affairs
• Office of Job Corps
• Tribal Colleges

15
Implications of New Certificate Definition

• In effect as of July 1, 2006.
• Applicable to all youth measures, current and
  common youth measures (when implemented).
• Raises the bar on what is acceptable and can be
  counted toward credential measure.

16
New Definition Advanced Training/ Occupational
Skills Training

• An organized program of study involving specific
  vocational skill proficiencies that leads to the
  attainment of a certificate. Such training
  should be outcome oriented, long-term in nature
  and commence upon program exit rather than being
  short-term while enrolled in WIA youth program.

17
New Definition of Advanced Training

• Must be a formal program leading to a
  certificate.
• Should be outcome oriented and focused on
  long-term goals of ISS.
• Must commence after exit.
• To count as a placement in youth common measures
  must result in a certificate.

18
Implications of New Advanced Training Definition

• In effect as of July 1, 2006.
• Applicable to all youth measures, current and
  common youth measures (when implemented).
• Raises the bar on what constitutes advanced
  training/occupational skills training and
  therefore what can be counted in measures.

19
Performance Measures

• Question What performance measures are
  currently calculated for WIA youth?

20
Younger and Older Youth Performance Measures

• Younger Youth (14-18 yrs.)
• - Skill Attainment Rate
• - Diploma or Equivalent Attainment Rate
• - Retention Rate
• Older Youth (19-21 yrs.)
• - Entered Employment Rate
• - Employment Retention Rate
• - Earnings Change
• - Credential Attainment Rate

21
Youth Common Measures

• All Youth (14-21 yrs.)
• - Placement in Employment and Education
• - Attainment of a Degree or Certificate
• - Literacy and Numeracy Gain
• Although common measures are calculated,
  states are not held accountable for achieving
  performance standards at this time, except those
  that have received a waiver to implement them.

22
Youth Performance Measures
Common Measures to be Reported Only (Older and
Younger Youth combined)
Old WIA Measures With Negotiated Goals
Placement in Employment or Education
Older Youth Entered Employment
No Equivalent
Older Youth Earnings Change
Younger Youth Retention
Older Youth Employment Retention
Attainment of Degree or Certificate
Younger Youth Diploma or Equivalent Attainment
Older Youth Employment And Credential
Younger Youth Skill Attainment
Literacy and Numeracy Gains
Except for States with Waivers
23
Younger and Older Youth Measures- Credential
Attainment Rate for Older Youth Common
Measures- Attainment of a Degree or Certificate

• Youth Measures Requiring a Credential Outcome

24

• Old Measure
• Older Youth Credential / Certificate Rate

25
Older YouthCredential/Certificate Rate

• Official definition The number of Older Youth
  who are employed or are in post-secondary
  education or advanced training in the 1st quarter
  after exit and receive a credential by the end of
  the 3rd quarter after exit divided by the number
  of Older Youth who exit during the quarter.

26
Older YouthCredential/Certificate Rate

• Simplified definition Measures percentage of
  all Older Youth who earn a credential during the
  program or within several months leaving
  services. They must also have a job, or be in
  postsecondary education or advanced training soon
  after leaving the program.
• All Older Youth are included in the credential
  measure.

27
Older YouthCredential/Certificate Rate

• Positive Performance Outcome
• Older Youth receive a credential by the end of
  the third quarter after exit AND are employed or
  in postsecondary or advanced training during the
  1st quarter after exit.

28
Older YouthCredential/Certificate Rate

• Positive Performance Outcome
• Not employed or in post secondary education or
  advanced training during the 1st quarter after
  exit results in a negative even if a credential
  is attained!

29
Older Youth Credential/Certificate Rate
JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
JUN
Needs to Attain Degree or Certificate by the end
of 3rd Quarter after exit
Graduates and Exits
3rd Quarter after exit
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Key Factors Contributing Positive Outcomes
In Employment or Postsecondary Or Advanced
Training in 1st quarter

• Youth completes program services
• Youth engages in acceptable activity in first
  quarter, remember new definition of advanced
  training
• All youth receive effective follow-up services
• Employment retention
• Re-employment and career advancement
• Needed supportive services All outcomes are
  tracked and recorded

31
Key Factors Contributing Positive Outcomes
Obtains Credential by 3rd Quarter

• Youth are enrolled in training programs that lead
  to viable credentials
• Providers must know what credentials count in the
  state, taking into account the new definition
• Most youth successfully complete training
  programs
• All youth receive effective follow up services
• Outcomes are tracked and recorded

32
Older Youth Credential Rate

• Calculation
• Number who attain a credential by 3rd qtr. after
  exit and are employed, in advanced training or
  post-secondary education in 1st qtr. after exit
• Divided by
• Number of Exiters during the Quarter
• Example
• 120w/credential by 3rd qtr. after
  exit-2595 63
• 150 exiters
• These 25 were not employed or enrolled in
  advanced training or postsecondary education in
  the 1st qtr. after exit.

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Older Youth Credential Quiz

• Marcus is 20 years old. He began participating in
  your program a year ago, unemployed. He enrolled
  in a medical records assistant training program
  sponsored by a local health care industry
  association, but did not take the certification
  exam prior to his exit date. He has a job at
  exit.
• What are the performance implications?
• What are the service strategy implications?

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• Common MeasureAttainment of Degree or
  Certificate

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Attainment of Degree or Certificate

• Official Definition Of those enrolled in
  education (at the date of participation or at any
  point during the program) The number of
  participants who attain a diploma, GED, or
  certificate by the end of the third quarter after
  the exit quarter divided by the number of
  participants who exit during the quarter.

36
Attainment of Degree or Certificate

• Simplified Definition Measures the percentage of
  youth participants (older and younger) who are
  enrolled in any organized program of study and
  receive a diploma or certificate within several
  months after exit.

37
New Definition of Certificate

• Awarded in recognition of measurable technical or
  occupational skills.
• Based on standards developed or endorsed by
  employers.
• Does not include work readiness certificates.
• Does not include credentials awarded by local
  WIBs.
• Definition of credential and certificate are the
  same.

38
Attainment of Degree or Certificate

• Only youth who are in education at any time
  during WIA are included in this measure.
• Includes youth in
• secondary school
• post-secondary school
• adult education
• other organized program leading to a degree or a
  certificate

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Attainment of Degree or Certificate

• Positive Performance Outcome
• Youth participants in education who receive a
  diploma or certificate by the end of the third
  quarter after exit.

40
Attainment of Degree or Certificate

• Key factors contributing to positive outcome
• Educational/training program completion
• Ensure that the diploma or certificate meets the
  required standards and are countable
• Ensure that participants have all necessary
  supports to help them attain a diploma or
  certificate

41
Attainment of Degree or Certificate

• Key factors contributing to positive outcome
• Prevent school/program drop-outs
• Provide effective follow-up services and tracking
• Be sure to record degrees and certificates.

42
Attainment of Degree or Certificate

• Calculation Example
• 156 exiters attained a diploma or certificate
  71
• 220 exiters in education

43
Attainment of Degree or Certificate

• Data Collection and Reporting
• Potential data sources
• Individuals Case management notes and surveys of
  participants
• Institutions Record-sharing agreements with
• community colleges
• universities
• state education associations
• licensing boards
• training institutions
• professional, industry or employer organizations
• ABE/GED providers

44
Attainment of Degree or Certificate

• Data Collection and Reporting
• Data Tracking
• Double check tracking systems (MIS) to make sure
  coding matches up with new definitions and
  restrictions.
• Make sure tracking forms have been adapted to
  match new certificate definitions.

45
Attainment of Degree or Certificate Quiz

• Jerome is an out-of-schoolyouth who exited from
  theWIA program on January 13 with a job. He
  started a GED class while in WIA but did not
  complete all of the requirements until the July
  after he exited.
• What is Jeromes performance outcome for
  Attainment of Degree or Certificate?

46
Scenario Service Considerations and Projected
Outcomes

• Anna is a 19 year old who is limited English
  proficient and is currently enrolled in a Spanish
  language GED class at a local community college
  so she can obtain her GED.
• What do you need to consider in serving Anna, so
  that she achieves good outcomes?

47
Key Factors Contributing to a Positive Common
Measures Outcome
Not all youth must earn a certificate - only
those enrolled in the common measures definition
of education.
Providers must know what credentials count in the
state, taking into account the new definition of
a certificate.
The factors of completion, follow up services and
tracking and recording noted earlier.
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In Summary Key Issues of New Credential
Definition

• New definition applies to older youth measures
  and new common measures.
• Many locally recognized credentials under old
  definition may not count as a certificate.
• Generic soft skills certificates, such as work
  readiness credentials, do not count under new
  definition.

49
Key Issues of New Advanced Training/Occupational
Skills Training Definition

• New definition applies to old and new common
  measures
• Definition of an acceptable advanced or
  occupational skills training program is more
  rigorous.
• Programs that dont meet this definition may
  affect 1st quarter outcome in OY credential
  measure and youth common measure of placement in
  employment and education.

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What is KEY to achieving the credential measure
NOW? in the FUTURE?
51
Strategic Program Design
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Developing and implementing a youth program that
focuses on connecting youth to high quality
educational and training activities.
What is Strategic Program Design?
Developing and implementing a youth program that
focuses on connecting youth to and retaining them
in high quality educational and training
activities
53
Key Elements of Strategic Program Design

1. Labor Market Considerations
2. Multiple Paths to Achieve a Credential
3. Access to Pertinent Certificates
4. Capacity to Connect or Deliver Effective
   Education and Training
5. Committed Program Management

54
1. Labor Market Considerations
What available jobs are appropriate for young
workers?
Which employers will hire young workers?
What skills are required for these jobs?
What credentials validate the skills and are
valued by local employers?
55
Labor Market Information

• Conduct targeted analysis with focus on youth
• Identify high demand, growth occupations open to
  employing youth
• Map out job advancement and training pathways
  with credentials for high demand occupations

56
Labor Market Information

• Multiple sources of information at local, state
  and national.
• Nationally see sources such as Americas
  CareerOneStop Portal and Career Information
  Network
• For a list of sources go to
• http//www.doleta.gov/youth_services/pdf/youth_pa
  rents_tools.pdf

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1. Multiple Paths to Achieve a Credential

HS-Diploma/ GED
Nationally/ State/ Industry Certified
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Multiple Paths to HS Diploma
1. Focused assistance and support within HS
program (e.g., tutoring, work readiness, basic
skills, after school/Sat. activities, reward with
summer work experience ) 2. Targeted programs
combining HS education with occupational
learning (e.g., Automotive Youth Education
Systems) 3. Alternative education providers
(e.g., YouthBuild USA National Schools
Initiative and selected Job Corp sites)
59
Multiple Paths to GED

1. Adult education system and providers
2. Non-profit training providers (e.g., CET, Youth
   Build, Job Corp)

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GED Essentials
1. Appealing and accessible to youth 2. Provide
adequate case management and supports 3.
Assistance given for testing arrangements,
including paying for the test 4. Incentives for
participation, GED milestone achievement, and
documentation
61
Key Elements for GED Programs
GED taught functionally i.e. math, reading,
writing skills taught in context of work Peer
learning activities are included Staff can teach
to a variety of learning styles
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Key Elements for GED Programs
Opportunities to work and take GED class
simultaneously Location for classes is inviting
and appealing for youth
63
Multiple Paths to Occupational Certificates

1. Adult career or vocational centers
2. Postsecondary Institutions community colleges
   and private trade schools
3. Non-profit providers community-based
   organizations and specialized training providers
4. Labor and employer associations

64
3. Access to Occupational Certificates
Know what training is tied to high demand, growth
occupations Know what training leads to a
countable certificate as approved by the state,
industry or employer association. Know what
training is affordable, achievable and is part of
a pathway for additional training and education
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Examples of Industry Recognized Credentials
A Certification Microsoft Online User
Specialist Cisco Certified Network
Associate Certified Phlebotomist Licensed
Physical Therapy Assistant Certified Medical
Transcriptionist
66
Examples of Industry Recognized Credentials
Certified Landscape Professional Carpenters
Helper Certified Cable Installation Technician
67
Example Automotive Repair Technician

• Industry approved certifications available from
  Automotive Service Excellence - ASE
• Entry Level Technician General experience or
  course work in automotive repair 28,000
• Mid Level Technician ASE certifications in at
  least one automotive specialty area such as
  breaks, engine performance, etc. 43,000
• Master Level Technician ASE certification in all
  eight automotive specialty areas. 66,000

68

1. Capacity to Connect or Deliver Effective
   Education Training

Providers committed to education and training A
strong network of education/training institutions
to maximize and leverage resources to support
participants
69
Why Providers Must Be Committed to Education and
Training?

• All older youth are still subject to the older
  youth measure and therefore must achieve a
  credential. In addition, providers are
  responsible for ensuring that youth are prepared
  to succeed in the labor market education and
  skills are the most valuable assets for
  employment in good paying jobs with advancement
  opportunities.

70
Checklist to Identify Committed Providers

• Do Providers
• Connect to State educational or vocational and
  technical educational agencies
• Deliver adequate assessments/assistance for
  career exploration?
• Offer training that leads to a recognized
  credential?
• Offer training that is valued by employers and
  youth?
• Support youth while in education and training and
  focus on successful program completion?
• Have strong job development services or a partner
  with others who do?
• Have strong connections to post-secondary
  education?

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Why a Strong Network for Education and Training?

• Youth have different interests and needs and
  should be able to choose training aligned with
  those interests and needs. Therefore
• Support and develop a variety of training options
  and venues
• Offer training in multiple industry sectors
• Insure that institutions are committed to
  addressing the needs of at-risk youth.

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Develop a Strong Network by Providing Options For
Boutique (full-service) traininge.g. GED taught
simultaneously with skills training Vouchers for
training at community college or vocational
school with wrap around support services provided
by youth provider. DOL provides waivers for youth
vouchers. Partnerships among organizationse.g. a
community college provides skills training and a
community group provides GED and supports.
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Provide Education/Training Related Supports
Assistance with training requirementsregistration
, enrollment, additional financial aid if needed,
placement testing Help purchasing tools, books or
unusual supplies for training, Special tutorial
assistance for training and test, Financial
assistance for taking test or getting license.
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Provide Overall Participant Supports

• Committed staff who want to work with, and know
  how to work with youth (good listeners)
• Childcare and transportation available
• Help handling negative peer pressure
• Frequent/Fun check-ins during program
• On-going retention and follow up support

75
5. Committed Program Management
Solicit and select providers that can offer
training that results in credentials and
employment Require service supports staff and
resources. Solidify proposed partnerships. Dedica
ted staff to monitor providers and manage record
keeping, tracking and ongoing performance
management.
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Two More Common Measures and Key Program Issues
77
Common Measures

• All Youth (14-21 yrs.)
• Placement in Employment and Education
• - Attainment of a Degree of Certificate
• Literacy and Numeracy Gain
• Although common measures are calculated,
  states are not held accountable for achieving
  performance standards at this time, except those
  that have received a waiver to implement them.

78
Common Measure Placement in Employment or
Education
79
Placement in Employment or Education

• Official Definition Of those who are NOT in
  post-secondary education, employment, or the
  military at the date of participation The number
  of participants who are in employment or the
  military or enrolled in post-secondary education
  and/or advanced training/occupational skills
  training in the first quarter after the exit
  quarter divided by the number of participants who
  exit during the quarter.

80
Placement in Employment or Education

• Simplified Definition Measures the percentage of
  all youth (older and younger), excluding those
  employed, in the military or in post-secondary
  education at the start of the program, who are
  engaged in one of the following soon after
  leaving
• Employment
• Military
• Post-secondary education
• Advanced Training/Occupational Skills Training

81
Placement in Employment or Education

• Positive Performance Outcome
• Youth must be engaged in one of the following
  five activities during the 1st quarter after
  exit
• Employment
• Military
• Post-secondary education
• Advanced Training
• Occupational Skills Training

82
Placement in Employment or Education

• Key Factors Contributing to a Positive Outcome
• Retain youth through service/program completion.
• Avoid exiting youth until you are sure they are
  ready and have the support to succeed in
  post-program activity.

83
Placement in Employment or Education

• Key Factors Contributing to a Positive Outcome
• Do not exit youth who were in secondary school at
  date of participation until they have been placed
  into
• employment
• post-secondary school
• military
• advanced training.

84
Placement in Employment or Education

• Calculation Example
• 142 exiters in qualifying outcomes in 1st qtr.
  after exit 77
• 185 exiters
• Excluded from this measure are those who were
  employed, in the military, or in post-secondary
  education at date of participation.

85
Quiz Placement in Employment or Education
Amy entered the WIA Youth program in January of
her junior year in high school. She exited
from the program on April 10 of her senior year
with a new job. On May 28, she lost her job and
remained unemployed through October. What is
her performance outcome for Placement in
Employment or Education?
86
Common Measure Literacy and Numeracy Gains
87
Literacy and Numeracy Measure

• Official Definition Of those out-of-school youth
  who are basic skills deficient The number of
  participants who increase one or more educational
  functioning levels divided by the number of
  participants who have completed a year in the
  program (ie., one year from the date of program
  participation) plus the number of participants
  who exit before completing a year in the program.

88
Literacy and Numeracy Measure

• Simplified Definition Measures the percentage of
  basic skills deficient out-of-school youth who
  increased one or more educational functioning
  levels within one year of youth program
  participation.

89
Common Measure Changes

• Comparison with YY Skill Attainment

Evaluates gains in educational functioning levels
rather than attainment of skills and is based
on pre- and post-tests using specific tools
The new measurement period is one year from the
date of 1st youth program service
90
Common Measure Changes

• Comparison with YY Skill Attainment
• Applies to all out-of-school youth who are basic
  skills deficient, not just younger youth.
• All out-of-school must be assessed, even if they
  have a diploma or equiv.

In-school youth and youth who are not basic
skills deficient are excluded.
91
Literacy and Numeracy Measure

• Basic Skills Deficient
• The individual computes or solves problems,
  reads, writes or speaks English at or below the
  eighth grade level or is unable to compute or
  solve problems, read, write or speak English at a
  level necessary to function on the job, in the
  individuals family or in society
• States and grantees have the opportunity to come
  up with their own definition as long as the above
  language is included.

92
Literacy and Numeracy Measure

• Key Factors Contributing to a Positive Outcome

Ensure that all out-of-school youth who are basic
skills deficient are in a program that provides
sufficient academic advancement.
Prevent drop-outs Participants who exit before
completing one year are included in the measure.
Provide supports to help participant remain
engaged in educational services and advance one
level.
93
Literacy and Numeracy Measure

• Key Factors Contributing to a Positive Outcome
• Pre-test at intake or within 60 days following
  the date of participation.
• May use scores from assessments within 6 months
  of youth program participation.
• Ensure timely testing within one year of youth
  program participation.
• Youth with disabilities are provided with
  reasonable testing accommodations

94
Literacy and Numeracy Measure

• Key Factors Contributing to a Positive Outcome
• Educational Functioning Level
• All Assessment tools must be standardized to the
  Department of Educations functioning levels.

95
Literacy and Numeracy Measure

• What are Educational Functioning Levels?

Skills
6
6
Reading
5
5
Writing
Two grade levels
Numeracy
4
4
Speaking
3
3
Listening
2
2
Functional
1
1
Workplace
ABE
ESL
96
Literacy and Numeracy Measure

• Calculation Example
• Of out-of-school basic-skills-deficient youth
• 68 youth who advance one educational level
• 100 youth completers 22 program drop-outs 122
• Performance 55.7

97
Literacy and Numeracy Quiz

• Charles is an in-school youthwho read at the
  High IntermediateBasic Education educational
  functioning level when he first entered WIA
  program. Through working with an after-school
  tutor, Charles was able to improve his reading
  skills to the Low Adult Secondary Education level
  in one year.
• What is his performance outcome for the Literacy
  and Numeracy measure?

98
Scenario Service Considerations and Projected
Outcomes

• Dan is 18. He dropped out of high school two
  years ago, but got a GED last year. He was
  employed part-time at a fast-food restaurant, but
  he lost that job and enrolled in the WIA program.
  He is interested in a welding program at the
  community college.
• How can you help Dan succeed in performance and
  in his life?

99
Two Program Areas to Focus Attention

• Literacy Assessment and Instruction
• In Program Retention

100
Considerations for Literacy Assessment

• Do youth understand the point and process of
  testing?
• Has an effort been made to make the experience as
  positive as possible? (e.g. test scores shared in
  positive and helpful ways to assist youth
  develop goals and make decisions).
• Are informal assessments used at intake and
  during instruction to get a fuller picture of
  learning strengths and challenges?

101
Considerations for Literacy Assessment

• Have testing points been determined to monitor
  progress and needs?
• Are staff properly trained to administer tests,
  and interpret and discuss results?
• Do you access diagnostic testing services for
  youth with learning challenges?

102
Considerations for Literacy Instruction

• Are assessment results used to make decisions
  about instructional design, both for overall
  program delivery and individual service plans?
• Are providers knowledgeable about effective
  strategies for increasing literacy and numeracy
  skills?
• Are instruction materials/activities of interest
  to youth?
• Are innovative instructional approaches
  usedfunctional literacy or project based
  learning?

103
Focusing on Retention Continuously

• Emphasize retention from day one.
• Encourage staff to work as a team to keep youth
  engaged
• Set in-program retention goals and routinely
  assess if and how they are met.

104
Focusing on Retention Build Trusting
Relationships

• Build strong relationships with youth
• Orientations to emphasize what youth can expect
  and what is expected of them.
• Approaches that focus on youth strengths and
  talents rather than deficits.
• Activities where youth actively assume
  responsibility for completing their service plans.

105
Focusing on Retention To Keep Youth Engaged

• Activities, services and incentives to keep youth
  engaged before and after exit
• Short-term, hands on work/learning activities
  that appeal to youth
• Group activities that are fun, creative and
  supportive
• Incentives that appeal to youthgift
  certificates, gas coupons, trips to amusement
  parks or sports events

106
Focusing on Retention Help People Deal with
Challenges

• Help with the transition to work or
  post-secondary education
• As youth achieve goals, outline next steps and
  needed supports
• Have an post-exit plan and schedule for routine
  check-ins.

107
Focusing on Retention Help Youth Build Skills

• Provide activities that keep youth engaged and
  adequately prepare them for jobs you target
• Substantive career exploration, job shadowing and
  internships
• Training that simulates work
• Computer skills.

108
Remaining questions?
Carol Clymer cclymer_at_ppv.org [phone]
Brandon Roberts robert3_at_starpower.net(301)
657-1480

• Public/Private Ventures
• 2000 Market Street
• Suite 600Philadelphia, PA  19103
• Phone  [phone]www.ppv.org