YouthBuild MIS Training. Importance of Performance and Reporting System To provide program operators and front-line staff with information for decision-making.

YouthBuild YouthBuild MIS TrainingMIS Training

Importance of Performance Importance of Performance and Reporting Systemand Reporting System

To provide program operators and To provide program operators and front-line staff with information for front-line staff with information for decision-making and continuous decision-making and continuous improvementimprovement

To provide DOL w/ information to To provide DOL w/ information to ensure program accountability, to assist ensure program accountability, to assist in identifying TA needs, and to aid in identifying TA needs, and to aid evaluationevaluation

To demonstrate program success to To demonstrate program success to stakeholders (community, Congress, stakeholders (community, Congress, etc.)etc.)

Key Concepts: EnrollmentKey Concepts: Enrollment Enrollment is the point at which a Enrollment is the point at which a

participant is determined eligible to participant is determined eligible to participate in the program.participate in the program.

Enrollment occurs when the case Enrollment occurs when the case manager enters an enrollment date manager enters an enrollment date for the participant.for the participant.

Enrollment usually occurs after the Enrollment usually occurs after the mental toughnessmental toughness component, but component, but this is left to program discretion.this is left to program discretion.

EnrollmentEnrollment

Each YB grant will have a targeted Each YB grant will have a targeted enrollment goal, determined by the grant enrollment goal, determined by the grant size.size.

The minimum enrollment goal will be The minimum enrollment goal will be calculated by dividing the total grant award calculated by dividing the total grant award for the current fiscal year by $15,300. for the current fiscal year by $15,300.

Enrollment cannot be backdated any Enrollment cannot be backdated any further than your program’s grant start further than your program’s grant start date.date.

Eligibility for YBEligibility for YB

To be eligible for YB, participant must be:To be eligible for YB, participant must be:

Between 16 and 24 on the enrollment date AND A current or former foster youth And/Or A youth offender And/Or An adult offender And/Or A youth who is an individual with a disability And/Or A migrant farm worker youth And/Or A child of an incarcerated parent And/Or A low-income youth AND A high school drop-out

• Grantees should keep hard file documentation of proof of eligibility.

Eligibility ExceptionEligibility Exception

If the youth has a high school If the youth has a high school diploma/GED but is basic skills diploma/GED but is basic skills deficient, they can be enrolled under deficient, they can be enrolled under the 25% exemption.the 25% exemption.

If the youth was referred by a high If the youth was referred by a high school guidance counselor to the school guidance counselor to the YouthBuild program, they can be YouthBuild program, they can be enrolled under the 25% exemption – enrolled under the 25% exemption – only if the YB program to which they only if the YB program to which they are referred is a high school are referred is a high school diploma-granting program.diploma-granting program.

Additional Eligibility for Additional Eligibility for Federal ProgramFederal Program

Selective Service Registration Selective Service Registration for Malesfor Males If a participant is male and 18-25, If a participant is male and 18-25,

must document that they are must document that they are already registered for selective already registered for selective service (if not already registered, service (if not already registered, assist them with registration).assist them with registration).

AssessmentAssessment

Assessment is an important part of case Assessment is an important part of case management and assessment information is management and assessment information is required to be entered into the MIS within 14 days required to be entered into the MIS within 14 days from the enrollment date.from the enrollment date.

Basic skills and employment assessments are the Basic skills and employment assessments are the only assessments required to be completed within only assessments required to be completed within 14 days of enrollment. If they are not completed 14 days of enrollment. If they are not completed within 14 days, the case manager will not be able to within 14 days, the case manager will not be able to enter any other data on the participant until the enter any other data on the participant until the assessment information is entered. assessment information is entered.

Another assessment that is encouraged but not Another assessment that is encouraged but not required is the participant’s individual development required is the participant’s individual development plan (IDP). This is a goal setting tool to be used by plan (IDP). This is a goal setting tool to be used by case managers with their participantscase managers with their participants

ServicesServices

Must track 7 categories of servicesMust track 7 categories of services Education/Job TrainingEducation/Job Training Workforce PreparationWorkforce Preparation Community InvolvementCommunity Involvement MentoringMentoring Health ServicesHealth Services Supportive Services (including follow-Supportive Services (including follow-

up services)up services) Post-Secondary Exploration and Post-Secondary Exploration and

PlanningPlanning

ServicesServices Education/Job Training:Education/Job Training:

Math/Reading RemediationMath/Reading Remediation GED PreparationGED Preparation HS PreparationHS Preparation Vocational/Occupational Skills TrainingVocational/Occupational Skills Training On the Job TrainingOn the Job Training Other Education or Job TrainingOther Education or Job Training Registered Pre-ApprenticeshipRegistered Pre-Apprenticeship

Workforce Preparation:Workforce Preparation: Subsidized EmploymentSubsidized Employment InternshipInternship Workforce InformationWorkforce Information Work Readiness TrainingWork Readiness Training Career/Life Skills CounselingCareer/Life Skills Counseling Other Workforce PreparationOther Workforce Preparation

ServicesServices

Community Involvement:Community Involvement: Community ServiceCommunity Service Other Community Involvement ActivitiesOther Community Involvement Activities

MentoringMentoring Health Services:Health Services:

Substance Abuse TreatmentSubstance Abuse Treatment Mental Health TreatmentMental Health Treatment Emergency Medical CareEmergency Medical Care Non-Emergency Medical CareNon-Emergency Medical Care PregnancyPregnancy Other Health ServicesOther Health Services

ServicesServices

Supportive Services:Supportive Services: Child Care ServicesChild Care Services Needs Related PaymentsNeeds Related Payments Follow-up Mentoring Services Follow-up Mentoring Services Transportation ServicesTransportation Services Other Follow-up ServicesOther Follow-up Services Other Supportive ServicesOther Supportive Services

• Post-Secondary Exploration or Planning

• Services provided should be categorized into one of these service elements

Key Concepts: ExitKey Concepts: Exit

Exit occurs in one of two ways:Exit occurs in one of two ways: Successful exit: The youth completes all Successful exit: The youth completes all

facets of the IDP and is ready to graduate facets of the IDP and is ready to graduate from the program.from the program.

Unsuccessful exit: The youth chooses to Unsuccessful exit: The youth chooses to exit the program before successful exit the program before successful completion, is incarcerated, or is asked to completion, is incarcerated, or is asked to leave.leave.

• Youth who leave as unsuccessful exits will Youth who leave as unsuccessful exits will be included in the long-term measures of be included in the long-term measures of performance.performance.

Other Reasons for ExitOther Reasons for Exit

Exceptions to the unsuccessful exit:Exceptions to the unsuccessful exit: DeathDeath Health/Medical ReasonHealth/Medical Reason Family CareFamily Care Reservist Called to Active DutyReservist Called to Active Duty Transferred or RelocatedTransferred or Relocated

If any of these occur, document and If any of these occur, document and exit participant – they are excluded exit participant – they are excluded from the long-term measuresfrom the long-term measures

Program Services vs. Follow-Up Program Services vs. Follow-Up ServicesServices

Program services occur during active Program services occur during active participation. participation.

Follow-up activities occur after Follow-up activities occur after successful exit from the program.successful exit from the program.

Program should begin follow-up Program should begin follow-up contact in the quarter immediately contact in the quarter immediately after the quarter during which the after the quarter during which the participant exited.participant exited.

Follow-UpFollow-Up

Follow-up services are intended to ensure Follow-up services are intended to ensure participant is successful in retaining participant is successful in retaining employment and/or participating in post-employment and/or participating in post-secondary education or trainingsecondary education or training

Follow-up also necessary for data Follow-up also necessary for data collectioncollection

Must follow-up for data collection purposes Must follow-up for data collection purposes in each of the first 3 quarters after exit in each of the first 3 quarters after exit quarterquarter

Begin follow up in quarter after quarter Begin follow up in quarter after quarter containing the exit datecontaining the exit date

Follow-UpFollow-Up

Required information to collect at follow-up:Required information to collect at follow-up: 11stst, 2, 2ndnd, and 3, and 3rdrd quarter: placement in quarter: placement in

employment or education, credential employment or education, credential attainmentattainment

Literacy/numeracy gains are collected Literacy/numeracy gains are collected one year from initial basic skills one year from initial basic skills assessmentassessment

Follow-up for program purposes should be Follow-up for program purposes should be more extensive than quarterly contact for more extensive than quarterly contact for data collectiondata collection

Performance MeasuresPerformance Measures

Enrollment Rate Enrollment Rate Placement in Placement in

Employment/Education (CM)Employment/Education (CM) Degree/Certificate Attainment Degree/Certificate Attainment

Rate (CM)Rate (CM) Literacy/Numeracy Gain (CM)Literacy/Numeracy Gain (CM)

Note:Note: CM = Common Measure CM = Common Measure

Additional Performance Additional Performance MeasuresMeasures

Retention in Retention in Employment/Education Employment/Education PlacementPlacement

Recidivism RateRecidivism Rate

Short-Term Indicators of Short-Term Indicators of PerformancePerformance Enrollment RateEnrollment Rate Number of Initial Job PlacementsNumber of Initial Job Placements Average Hourly Wage Rate at PlacementAverage Hourly Wage Rate at Placement Number of Job Re-PlacementsNumber of Job Re-Placements Average Hours Worked 1Average Hours Worked 1stst Week of Placement Week of Placement Number Obtained High School Diploma or GEDNumber Obtained High School Diploma or GED Number Obtained a CertificateNumber Obtained a Certificate Entered Post-Secondary EducationEntered Post-Secondary Education Entered Vocational/Occupational Skills TrainingEntered Vocational/Occupational Skills Training Entered Pre-ApprenticeshipEntered Pre-Apprenticeship Entered Registered ApprenticeshipEntered Registered Apprenticeship

GoalsGoals

Because YB is a new DOL Because YB is a new DOL initiative, goals are based on initiative, goals are based on limited data limited data

These are initial benchmarks for These are initial benchmarks for grantees to gauge their progress grantees to gauge their progress and may be adjusted based on and may be adjusted based on data from first year of programdata from first year of program

Enrollment RateEnrollment Rate

Enrollment Rate: measures the Enrollment Rate: measures the success of a grant in meeting success of a grant in meeting their enrollment goaltheir enrollment goal

Tracked in Program-to-date Tracked in Program-to-date column of quarterly performance column of quarterly performance reportreport

Goal is 100%Goal is 100%

Placement in Education or Placement in Education or EmploymentEmployment

Placement Rate: % of participants Placement Rate: % of participants placed in employment, post-placed in employment, post-secondary education, military, or secondary education, military, or long-term occupational training in long-term occupational training in first quarter after exit quarter first quarter after exit quarter divided divided by by total participants who exited in total participants who exited in previous quarterprevious quarter

Long-term exit-based measure so Long-term exit-based measure so very little data in first yearvery little data in first year

Goal is 70%Goal is 70%

Certificate Attainment RateCertificate Attainment Rate

Certificate Attainment Rate: Number of Certificate Attainment Rate: Number of participants who attain degree or skills participants who attain degree or skills certificate by end of 3certificate by end of 3rdrd quarter after exit quarter after exit divided bydivided by total participants total participants

- This includes attainment of GED, high This includes attainment of GED, high school diploma, and industry-recognized school diploma, and industry-recognized occupational skills certificates occupational skills certificates

- Long-term, exit-based measure – no Long-term, exit-based measure – no information in first yearinformation in first year

The goal is 50%The goal is 50%

Definition of a CertificateDefinition of a Certificate

Awarded in recognition of an individual’s Awarded in recognition of an individual’s attainment of measurable technical or attainment of measurable technical or occupational skills necessary to gain occupational skills necessary to gain employment or advance within an employment or advance within an occupation.occupation.

Technical/occupational skills are based on Technical/occupational skills are based on standards developed/endorsed by standards developed/endorsed by employers. employers.

Certificates awarded by WIBs not includedCertificates awarded by WIBs not included Work Readiness certificates not includedWork Readiness certificates not included

Literacy/Numeracy GainsLiteracy/Numeracy Gains Literacy/Numeracy Gains: Of those that are Literacy/Numeracy Gains: Of those that are

assessed as basic skills deficient, number assessed as basic skills deficient, number who increase one or more educational who increase one or more educational functioning levels in literacy or numeracy functioning levels in literacy or numeracy divided bydivided by participants that were basic skills participants that were basic skills deficient at enrollment and are less than one-deficient at enrollment and are less than one-year post enrollmentyear post enrollment

To be included in the numerator, an individual To be included in the numerator, an individual must advance one or more Adult Basic must advance one or more Adult Basic Education (ABE) or English as a Second Education (ABE) or English as a Second Language (ESL) functioning levelsLanguage (ESL) functioning levels Gain can occur in literacy Gain can occur in literacy oror numeracy – numeracy –

can pre-test at different levels in each can pre-test at different levels in each categorycategory

The goal is 50%The goal is 50%

Recidivism RateRecidivism Rate Recidivism Rate: % of participants that Recidivism Rate: % of participants that

were youth or adult offenders at enrollment were youth or adult offenders at enrollment who are re-arrested or re-incarcerated for who are re-arrested or re-incarcerated for revocation of parole/probation within one revocation of parole/probation within one year from enrollment dateyear from enrollment date If rearrested and subsequently released If rearrested and subsequently released

without conviction, can be taken out of without conviction, can be taken out of numeratornumerator

If no re-arrest/re-incarceration at 1 year If no re-arrest/re-incarceration at 1 year from enrollment date, must enter “not from enrollment date, must enter “not re-arrested” in MISre-arrested” in MIS

Goal is 20% or belowGoal is 20% or below

Retention RateRetention Rate Retention Rate: Of those placed in Retention Rate: Of those placed in

employment or education in the first quarter employment or education in the first quarter after exit, % of participants who are still in after exit, % of participants who are still in employment or education in the second and employment or education in the second and third quarters after exitthird quarters after exit Calculation captures the retention of Calculation captures the retention of

youth in post-program placements – for youth in post-program placements – for those who are in a placement in the first those who are in a placement in the first quarter after exit, are they still in a quarter after exit, are they still in a placement in the third quarter after exitplacement in the third quarter after exit

Long-term, exit-based measure – should Long-term, exit-based measure – should track counts in section E of quarterly track counts in section E of quarterly reportreport

Goal is 75%Goal is 75%

DocumentationDocumentation Very important to provide as Very important to provide as

much documentation as possible much documentation as possible in case files - should include: in case files - should include: Documentation of eligibilityDocumentation of eligibility Documentation of services received Documentation of services received Documentation of outcomes – Documentation of outcomes –

employment, post-secondary employment, post-secondary education, educational attainments, education, educational attainments, recidivismrecidivism

Reporting RequirementsReporting Requirements Grantees are required to submit 3 reports, Grantees are required to submit 3 reports,

each on a quarterly basis: Narrative each on a quarterly basis: Narrative (qualitative) report, ETA-9130 (financial), and (qualitative) report, ETA-9130 (financial), and Performance (quantitative) reportPerformance (quantitative) report

Performance and Narrative Reports Performance and Narrative Reports submitted through MIS system (ETA-9130 submitted through MIS system (ETA-9130 submitted separately through ETA reporting submitted separately through ETA reporting system) – both use system) – both use www.etareports.doleta.govwww.etareports.doleta.gov

All reports due 45 days following the end of All reports due 45 days following the end of each quartereach quarter

ARRA Grantee ReportingARRA Grantee Reporting

There is an additional reporting There is an additional reporting requirement for ARRA grantees.requirement for ARRA grantees.

They must report basic fiscal and They must report basic fiscal and performance data on central ARRA performance data on central ARRA reporting website: reporting website: www.federalreporting.gov

This report is due This report is due no later than 10 no later than 10 days afterdays after the quarter end – first the quarter end – first report is due October 10, 2009.report is due October 10, 2009.

ReportingReporting

Quarterly Performance Report Quarterly Performance Report based on data input into MISbased on data input into MIS

DOL will not view individual data DOL will not view individual data entered into MISentered into MIS

Grantee should view quarterly Grantee should view quarterly report and check for errors report and check for errors before certifying report and before certifying report and submitting to DOLsubmitting to DOL

Program Year Quarters for Program Year Quarters for 20092009

Q1: July 1 – September 30, 2009Q1: July 1 – September 30, 2009

Q2: October 1 – December 31, 2009Q2: October 1 – December 31, 2009

Q3: January 1 – March 31, 2010Q3: January 1 – March 31, 2010

Q4: April 1 – June 30, 2010Q4: April 1 – June 30, 2010

ExampleExample

Grantee has an enrollment goal of Grantee has an enrollment goal of 37 youth. 37 youth.

Period of performance is July 1, Period of performance is July 1, 2009 through June 30, 20122009 through June 30, 2012

Enrollment date is October 1, 2009Enrollment date is October 1, 2009 First cohort will exit May 15, 2010First cohort will exit May 15, 2010

Our 37 ParticipantsOur 37 Participants

Orange stick figures are youth or adult offenders at enrollment (15)

Green stick figures are basic skills deficient at enrollment (16)

Placement in Employment or Placement in Employment or Education: 70%Education: 70%

26

26 youth should be placed in employment and education in the 1st quarter after exit (July 1 – September 30, 2010).

Attainment of a Degree or Attainment of a Degree or Certificate: 50%Certificate: 50%

18.5

By the 3rd quarter after exit (January 1 – March 31, 2011), 19 youth should have attained a degree or certificate.

Literacy and Numeracy Gains: 50%Literacy and Numeracy Gains: 50%

Of the 16 who were basic skills deficient at time of enrollment, 8 youth should move at least one educational functioning level (EFL) within one year of enrollment (by September 30, 2010).

8

Retention: 75%Retention: 75%

Of those youth who were placed in employment or education in the 1st quarter after exit (26), 20 of those youth should still be in an employment

or educational placement in each of the three quarters following exit (through March 31, 2011).

19.5

Recidivism: 20%Recidivism: 20%

≤ 3

Of those youth who were youth or adult offenders at the time of enrollment (15), no more than 3 could be arrested and convicted of a new crime or a parole violation within 1 year of enrollment (by September 30, 2010) in

order to meet this performance goal.

Contact InformationContact Information

Help Desk: 1-866-680-0855 Help Desk: 1-866-680-0855 (toll-free)(toll-free)

[email protected] Jenn Smith: 202-693-3597Jenn Smith: 202-693-3597

[email protected]