1. Supplemental Youth Services Program
INDIAN AND NATIVE AMERICAN (INA) EMPLOYMENT AND TRAINING PROGRAM UNDER SECTION 166 OF THE WORKFORCE INVESTMENT ACT (WIA) An Orientation for Grantees
Welcome to the orientation lesson on the Indian and Native American youth program, also known as the Supplemental Youth Services Program, or SYSP.
We are aware that preparing our youth to actively participate and succeed in the 21st century is a key element to the survival of the American Indian Nations. Therefore, there is urgency in the development of our youth. Providing meaningful and effective youth services is the foundation on which is built a strong and healthy community.
Supplemental Youth Services Program 5.

2. Youth Program Grantee Eligibility
Eligible for Supplemental Youth Services Program Funding
Can provide services to youth through Adult Comprehensive Services Program
Non-profit organizations receiving Section 166 funding
Tribal Grantees
INA Youth Programs provide employment and training and related services to Native American youth living on or near reservations or in Alaska, Hawaii and Oklahoma. Grantee funding is limited to tribes, Alaska Native, Native Hawaiian, Oklahoma and other grantees who receive Section 166 funding under the Workforce Investment Act and serve areas on or near reservations.
However, non-profit organizations that provide services to adults using Section 166 funds may, under the law, provide services to youth. The caveat is that all participants in the Section 166 program, youth and adult, are subject to the exact same adult Common Measures outcomes. Whereas, youth in the SYS Program are subject to Youth Program measures.

3. Youth Participants
Youth who are most in need of services, e.g. drop-outs, juvenile offenders
Youth that are “at risk”
It is important to note, that while the law states that SYSP grantees should target those youth most in need of services, e.g. drop-outs or juvenile offenders, the grantee should also be cognizant of youth that are “at risk.” That is to say, those students who with just a little assistance and attention could be diverted from being a drop out or juvenile offender.

4. Case Management
Rigorous and active involvement of case manager, such as:
Encouraging cultural identity
Encouraging academic success
Case management of youth, unlike case management for adult participants, involves more than identifying services and assisting with job placement. Assisting youth requires rigorous and active involvement on the part of the case manager. Motivating youth to achieve academic success and remain in school is one of the primary responsibilities of the case manager. Encouraging cultural identity is another integral part of Youth Program case management, especially for the value systems specific to the youth’s respective Nation.

5. Case Management Success! Follow-up Exit Program Participation Intake
Eligibility
Intake
Program Participation
Exit
Follow-up
Success!
Depending on the structure of your organization, a case manager may be responsible for overseeing the following participant activities: eligibility, intake, program participation, exit, and follow-up. These activities form the youth’s flow through your program. Let’s briefly discuss each stage.

6. Live on or near a reservation
Eligibility
Intake
Program Participation
Exit
Follow-up
Success!
Eligibility
Aged 14-21 
Low-income 
Live on or near a reservation 
Youth Program services are available to Native Americans aged 14 to 21 who are low income and who live on or near a reservation.
Up to 5% of your program’s youth do not need to meet the income criteria if they have other significant barriers, e.g. school drop-out, basic skills deficient, pregnant or parenting, etc. Other serious barriers as identified by the grantee in its Two-Year Strategic Plan may be considered as a need for services.
CFR

7. Intake Create a youth service plan that identifies:
Eligibility
Intake
Program Participation
Exit
Follow-up
Success!
Intake
Create a youth service plan that identifies:
Basic skill levels
Any other barriers to a successful future
Engage youth to participate fully in all relevant activities
Upon final determination of eligibility, applicants will go through the intake process which results in their enrollment into the program. Enrollment is the necessary step for participants to receive services. Once participants receive a program service they are subject to program outcomes.
A youth service plan should be developed for each participant. The plan should identify basic skill levels, as well as any barriers to a successful future. The intake and enrollment process should be as thorough and comprehensive as possible in order to engage youth fully in program activities so that they achieve the goals you have agreed upon.

8. Program Participation
Allowable services include, but are not limited to:
Assistance in attaining summer employment and training opportunities
Tutoring
CFR subpart (e)
Leadership Opportunities
Summer employment is only one of the many activities that make for a successful youth program. Allowable SYSP services can include, but are not limited to:
Providing training opportunities
Tutoring
Leadership opportunities
Assistance in attaining a certificate or degree and
Adult mentoring
Assistance in attaining a certificate or degree
Adult Mentoring

9. Exit youth when they have attained their goals set during intake.
Eligibility
Intake
Program Participation
Exit
Follow-up
Success!
Exit
Exit youth when they have attained their goals set during intake.
Exit youth from the program once they have attained the educational and/or career-preparedness goals set with them at the start of the program.
For reporting purposes, exit occurs when a participant does not receive a service funded by the program or a partner program for 90 consecutive calendar days, and he or she is not scheduled for any other future service. The exit date is the last day of service.
Exit occurs when a participant does not receive a service funded by the program or a partner program for 90 consecutive calendar days and he/she is not scheduled for any other future service.

10. Eligibility
Intake
Program Participation
Exit
Follow-up
Success!
Follow-Up
Follow up allows the case manager to monitor progress and engage the youth in the continuation of education or employment success.
Follow-up is important to the success of youth participants. Follow up allows the case manager to monitor progress and engage the youth in the continuation of education or employment success.
Follow up activities should be agreed upon with the youth during the eligibility and enrollment process. The participant will benefit from active involvement by the case manager to avert any difficulties encountered either on the job, in post-secondary school, or a GED/equivalency class.   
A positive experience during the follow up period provides the opportunity to continue mentoring the youth participant towards a successful life.

11. Building a Shared Youth Vision
Social services
Educational services
In order to effectively create programs and services that will in turn create successful opportunities for our youth, collaboration must be present.
Collaboration among educational and employment services, as well as social services and health services, including mental health will be vital to their success. Young people face immense challenges and an effective youth-serving program with a bank of services designed to overcome any and all barriers will guide them to success. Participate in building a shared youth vision by actively partnering with other organizations.
Health services
Employment services

12. Participant Goals Attained work readiness
Completed internship or vocational exploration program
Completed career assessment
Entered unsubsidized employment (including military)
Achieving youth performance measures is as important as meeting the adult program’s common performance measures. The participant goals you see here form the basis for youth performance measures. They range from attainment of work readiness and remained in school . . .
Remained in school
Returned to school full time
Enrolled in Job Corps

13. Participant Goals (cont.)
Improved basic skills by at least two grade levels
Attained high school diploma
Attained GED
Completed occupational skills training
. . .to completion of occupational skills training and attained a high school diploma.
Completed leadership skills training
Entered other (non-supplemental youth) training program
Successful completion of summer employment

14. Performance Measures Educational Attainment for Dropouts
Attainment of Two or More Goals
Educational Attainment for Dropouts
The # of dropouts who attained a high school diploma, GED, or improved basic skills at least two grade levels divided by the # of dropouts.
The # of exiters who attained at least two participant goals divided by the # of exiters.
Attainment of Two or More Goals and Educational Attainment for Dropouts comprise the performance measures for the youth program. Success on the Attainment of Two or More Goals measure means that youth exiters attained at least two participant goals. Success on the Educational Attainment for Dropouts measure means that dropouts attained a high school diploma, GED, or improved basic skills at least two grade levels.
Expected levels of performance are provided to the grantee through an administrative issuance from the Department of Labor’s Indian and Native American Program.

15. Reporting REPORT TYPE REPORT PERIOD DUE DATE Semi-Annual
April – September
November 14th
Annual
April – March
May 15th
Program and performance information is submitted on a semi-annual and annual basis. Submitting timely and accurate reports is crucial to the credibility of the program and its services to youth.
The semi-annual reporting period is April through September and reports are due on November 14th. Annual reports cover April through March and are due May 15th.
If your program uses BearTracks, the system will generate the required reports for you so that you can upload them to the Department of Labor’s electronic reporting system. If your program does not use BearTracks, your project officer will explain how to report your program participants’ characteristics, services, and outcomes.

16. INA Youth Program Regulations
Supporting Documents
INA Youth Program Regulations
Subpart D
The following link to INA youth program regulations will help guide you in implementing a successful program. You can click directly on the post-it note on your screen to view the document. This document can also be accessed in the Regulations and Law section of the website where you started.

17. End of This Lesson Advance to Next Lesson Return to INAP Website
You have reached the end of this lesson. To listen to the next lesson, click on “Advance to Next Lesson,” directly on the slide. To return to the website where you started, click on “Return to INAP website.”