Being an Effective Influencer: Not all College and Career Coaching - - PowerPoint PPT Presentation

Being an Effective Influencer:

Not all College and Career Coaching Works

February 21, 2018

IYI Webinar Series: College and Career Connections

Tracy Butler ‐ Director of College and Career Connections, Indiana Youth Institute Janelle Duray ‐ Senior Vice President, Jobs for America’s Graduates Leslie Crist ‐ Director of Strategic Initiatives, Indiana Department of Workforce Development

Why does this topic matter?

Many employers believe that students are not adequately prepared for the workforce.

54% of Indiana employers say qualified applicants do not meet demand 47% of Indiana employers left jobs unfilled due to underqualified applicants

Critical Thinking Personal

Qualities Communication Skills Interpersonal Skills

Technology Use

SKILLS EMPLOYERS ARE LOOKING FOR:

Are teens getting the experience?

Employment can be a valuable opportunity for youth 35.7% of Indiana teens ages 16‐19 were employed in 2017, compared to 29.3% nationally Career and Technical Education (CTE) Programs 174,707 Indiana students are enrolled in at least one career and technical education course. Apprenticeship Programs In 2016, there were 12,406 active apprentices in Indiana

Source: Indiana Chamber of Commerce

Jobs for America’s Graduates

a

d i s c u s s i o n d i s c u s s i o n w i t h

:

Indiana Youth Institute

February 2018

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Delivering on:

Graduation • Jobs • College Enrollment

39 years in operation Serving the most at‐risk and disadvantaged populations in high schools, middle schools, and out‐of‐school settings 1,250 locations; 35 states; serving more than 62,000 youth each year 1.2 million youth served and we’re just getting started!

Impact

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1

Provides consistent

90% plus

graduation rates

Doubles

the rates disadvantaged youth secure jobs Nearly

doubles

the rates of higher education enrollment & completion

Triples

the rates of securing full‐time jobs

3 2 4

Addressing Key National Issues

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JAG achieves Common Core as well as College and Career‐Ready Standards. JAG dramatically reduces the dropout rate in participating schools. JAG targets the highest unemployment category in the nation and highest rate of unemployment for teenagers in America's history.

JAG achieves both expanded access and college completions for first‐generation college students.

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Performance Outcomes

JAG Classes of 2015‐2016

90% 80% 60% 60% 80% N/A Graduation Rate Positive Outcomes Rate Employment Rate Full‐Time Jobs Rate Full‐Time Placement Rate Further Education Rate 95% 84% 63% 75% 90% 43% 94% 82% 61% 73% 89% 43%

Governors Lead the Way

• n the JAG Board of Directors

Governor Phil Bryant (R) Mississippi Governor Steve Bullock (D) Montana Governor Matt Bevin (R) Kentucky Governor Doug Ducey (R) Arizona Vice Chair, Governor John Bel Edwards (D) Louisiana Governor Asa Hutchinson (R) Arkansas Governor Ken Mapp (I) Virgin Islands Governor Kim Reynolds (R) Iowa Governor Chris Sununu (R) New Hampshire

Chair

Governor Eric Holcomb

(R) Indiana

Board of Directors

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Chaired by Governors “Tri‐Partisan” Senior Leaders

VP Mike Pence, former JAG Vice Chair Mobilizing federal and state resources: “breaking down the silos” 10 Governors (most Governors

• n any board in the nation):

 7 Republican  2 Democratic  1 Independent ADM • Ally • American Staffing Assn. • AT&T • Entergy • GE • HCA • McDonald’s

• Shell • Synchrony Financial
• Tyson Foods

Partners

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National Network 2017‐18

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Middle School Program (7th & 8th grades) Alternative Education Dropout prevention for students unable to be served in a traditional school program (9th to 12th grades) College Success Program Helping at‐risk students successfully complete a college credential Senior Program High school seniors only Multi‐Year Program Dropout prevention (9th to 12th grades) Out‐of‐School Program Dropout recovery program serving youth 16‐24 years

JAG Model Program Applications

State Affiliates

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Statewide Operating Affiliate of JAG National Rigorous Process & Outcome Standards Separate Non‐Profits State Agencies

Ensure effectiveness & compliance with 38‐year tested JAG Model 1/3 operate through a state agency and deploy JAG Specialists in the schools 2/3 of states operate as a non‐ profit; employ and deploy JAG Specialists in the schools State & local leaders; locally recruited staff

A9

Slide 14 A9 Leslie - not sure this slide is necessary

Author, 2/16/2018

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• Employer marketing and job

development

• Engagement with senior leaders:

Governors • Chief State School Officers • business leaders • community leaders

• Activities: field trips • guest

speakers • job shadowing • mentors • tutors • service‐learning, community‐based projects

• JAG Career Association:

Develop, practice & refine employability, leadership & teaming skills

• 12 months of follow‐up after

graduation

• JAG Specialists: Accountable

for 35‐45 students; e‐NDMS

• One class period a day; 36

weeks plus summer (180 hrs.)

• JAG National Curriculum: 37‐

81 employment competencies

• Project Based Learning

methodology

Graduation • Employment • College

The Basics Engagement Motivation

Goals

The JAG Model in the Schools

JAG Specialist

• More than a “teacher”, the JAG Specialist

serves 35‐45 students, on average.

• Takes personal responsibility to prevent

students from dropping out of high school and to support their successful transition to the workplace, post secondary ed, or the military.

• Come from diverse backgrounds – not

always education.

• Develops personal relationship and bond of

trust, and for many JAG students is the first adult to take active interest and be a caring adult for them

• JAG students refer to their Specialists as

their mentor, best friend, champion, father, mother, aunt, uncle, sister and brother.

• If there is a secret sauce to this work, it’s the

caring adult that doesn’t give up on our youth!

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Out‐of‐School/System‐Involved Youth

High performance levels for out‐of‐school youth in the JAG program – though less than for in‐school youth

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95% 63% 84% 75% 90% 43% Graduation Rate (50%) Positive Outcomes Rate (80%) Employment Rate (60%) Full‐Time Jobs Rate (60%) Full‐Time Placement Rate (80%) Postsecondary Education Rate (30%) Program Performance Measures and OOS Standards

Out‐of‐School

2016‐17 2015‐16 Class of 2016 67% 60% 75% 80% 87% 25% 54% 83% 67% 81% 85% 31%

In‐School

Sources of Funding

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State Legislatures

Delta Regional Authority (DRA) Community Development Block Grants Workforce Innovation and Opportunity Act (WIOA) Corporate, Community Foundation, and

• ther private sector

support Local School Funding Supplementary Nutrition Assistance Program (SNAP) Employment and Training Pre‐Employment Transition Services (Pre‐ETS) Temporary Assistance for Needy Families (TANF)

Success Staffing Magazine

May‐June 2014

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Aspire Mentoring Academy – Success Story

 Fostering the ideal public‐private partnership  Growth of partnership over 5 years

• 500; 1,500; 2,000; 2,500; 3,000 students served

 Building a team and best practices

• Support for project management staff

 Introducing enhancements to the AMA Model to support students

• Busses and lunch
• Nepris

 Accountability & follow‐up to drive further enhancements

• Specialist and student surveys

 Collective impact

• Bringing together like minded organizations to serve our

students at higher levels 20

Aspire Mentoring Academy

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Aspire Mentoring Academy

22

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Governor Eric Holcomb, Chair Governor John Bel Edwards, Vice Chair Kenneth M. Smith, President Craig Larrabee, Executive Vice President Janelle Duray, Senior Vice President

1729 King Street, Suite 100 Alexandria, VA 22314‐2720 (703) 684‐9479 www.jag.org

I ntro d uc tio n to

HIST ORY OF JAG INDIANA

• 2006- 2007: Intr
• duc e d
• 12 Pilot Prog ra ms
• JAG E

xpa nsion

• JAG F

unding

• 137 In- sc hool prog ra ms

a c ross India na

• 1 Out- of- sc hool mode l
• 2 Colle g e Suc c e ss

Prog ra ms

• Comple te listing of

loc a tions:

http:/ / www.in.g o v/ dwd / JAG

JAG INDIANA PROGRAMS

JAG INDIANA’S 10T

H ANNIVE

RSARY

Why doe s work?

Sc ho o l Adviso ry Gro up Co mpe te nc ie s ta ug ht inc lude life skills, e mplo ya b ility skills, wo rkpla c e skills, pe rso na l a nd se lf de ve lo pme nt skills, le a de rship skills, c a re e r a tta inme nt, a nd jo b surviva l skills I ntro duc tio n, pra c tic e a nd ma ste ry o f skills a nd c o mpe te nc ie s Re a l-wo rld c o nne c tio n o f e duc a tio n a nd wo rkfo rc e pre pa ra tio n JAG o ffe rs wo rk e xpe rie nc e s a nd inte rnships, c o nne c tio ns with e mplo ye rs a nd he lps stude nts a c c e ss ne e de d re so urc e s Spe c ia list re la tio nship

Workforce Development Board (WDB) Members WDB Youth Council Local Economic Development Existing JAG schools Adult Basic Education and Career & Technical Education AmeriCorps programs Local Chambers

• f Commerce

Local Businesses

ST RAT E GIC PART NE RSHIPS

JAG COORDINAT ORS

JAG o ffe rs wo rk e xpe rie nc e s a nd inte rnships, c o nne c tio ns with e mplo ye rs a nd he lps stude nts a c c e ss ne e de d re so urc e s.

JAG COORDINAT ORS

Co lle g e T

• urs

Co lle g e a nd Po st-Se c o nda ry T ra ining F a irs F AF SA Co mple tio n Po st-Se c o nda ry Applic a tio ns

WORKINDIANA

De sc ription:

T he Wo rkI Ndia na pro g ra m o ffe rs sho rt-te rm

• c c upa tio na l tra ining to a dult e duc a tio n stude nts,

re sulting in industry-re c o g nize d c e rtific a tio ns.

E lig ibility:

An individua l must ha ve b e e n e nro lle d during the c urre nt, o r pre vio us, pro g ra m ye a r in a n AE pro g ra m;

• r ha ve suc c e ssfully c o mple te d the Jo b s fo r

Ame ric a ’ s Gra dua te s pro g ra m (JAG); a nd b e in the

• ne -ye a r JAG fo llo w-up pe rio d.

JAG CARE E R ASSOCIAT ION

• E

a c h o f the 12 e c o no mic re g io ns ho lds a Re g io na l CDC

• Stude nts ha ve the o ppo rtunity to pa rtic ipa te in:
• 3 Cha pte r E

ve nts (Co mme rc ia l, Bro c hure , a nd Se rvic e L e a rning Blo g )

• 1 Gro up e ve nt (E

ntre pre ne urship Pla n)

• And o ne o f 9 I

ndividua l E ve nts: (Co ve r De sig n, Ca re e r Pre se nta tio n, Cre a tive So lutio ns, Critic a l T hinking , E mplo ya b ility Skills, F ina nc ia l L ite ra c y, Writing Skills, Pub lic Spe a king a nd Outsta nding Se nio r Awa rd)

CARE E R DE VE L OPME NT CONF E RE NCE

Ca re e r De ve lo pme nt Pho to s

CARE E R DE VE L OPME NT CONF E RE NCE

We b site : www.india na c a re e re xplo re r.c o m I CE (I ndia na Ca re e r E xplo re r) is a c o mpre he nsive , inte rne t-b a se d a sse ssme nt tha t a na lyze s a n individua l’ s c a re e r inte re sts, skills, a nd a b ilitie s to pla n fo r a c a re e r o r ma ke a c a re e r c ha ng e .

INDIANA CAREER CONNECT (ICC)

L ink https:/ / www.india na c a r e e r c onne c t.c om

Oc c upa tions Re a lity Che c k Sa la ry

Conta c t informa tion: India na De pa rtme nt of Workforc e De ve lopme nt L e slie Crist- Assoc ia te Chie f Ope ra ting Offic e r of Workforc e Prog ra ms Bria nna Morse - Dire c tor of Youth Initia tive s Chris F itzg e ra ld- Assoc ia te Dire c tor of Youth Initia tive s Visit: www.JAGIndia na .org Bmorse 1@dwd.in.g ov

Resources

www.iyi.org/data

County Snapshots

• Change over time
• Comparison to

Indiana

• County ranking
• Interactive

County Snapshots

• Indiana Chamber of Commerce

(2017). 10th Annual Employer

• Survey. Retrieved from

http://share.indianachamber.com/ media/2017EmployerSurveyPresent ationFINAL.pdf

• Indiana Chamber of Commerce.

(2015). Employer Survey Results. Retrieved from http://share.indianachamber.com/ media/2015EmployerSurveyResults .pdf

• Indiana Department of Education

(2017). Career and Technical

• Education. Retrieved from

https://www.doe.in.gov/cte

• U.S. Department of Labor (n.d.).

What is a Registered Apprenticeship? Retrieved from https://www.doleta.gov/OA/ apprenticeship.cfm

• Child Trends (2016). Youth
• Employment. Retrieved from

https://www. childtrends.org/indicators/youth‐ employment/

• 4 US Census Bureau, Current

Population Survey (2016). CPS Table

• creator. Retrieved from

https://www.census.gov/cps/data/ cpstablecreator.html

Sources