1. YouthBuild MIS Training

2. Importance of Performance and Reporting System
To provide program operators and front-line staff with information for decision-making and continuous improvement
To provide DOL w/ information to ensure program accountability, to assist in identifying TA needs, and to aid evaluation
To demonstrate program success to stakeholders (community, Congress, etc.)

3. Key Concepts: Enrollment
Enrollment is the point at which a participant is determined eligible to participate in the program.
Enrollment occurs when the case manager enters an enrollment date for the participant.
Enrollment usually occurs after the mental toughness component, but this is left to program discretion.

4. Enrollment
Each YB grant will have a targeted enrollment goal, determined by the grant size.
The minimum enrollment goal will be calculated by dividing the total grant award for the current fiscal year by $15,300.
Enrollment cannot be backdated any further than your program’s grant start date.
A HUD-enrolled student who dropped out can be enrolled as a DOL YB participant. However, youth who are still active in the program can’t be switched mid-stream from HUD to DOL program.

5. Eligibility for YB 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
Drop-out status is through self-attestation.
Grantees should keep hard file documentation of proof of eligibility.

6. Eligibility Exception
If the youth has a high school diploma/GED but is basic skills deficient, they can be enrolled under the 25% exemption.
If the youth was referred by a high school guidance counselor to the YouthBuild program, they can be enrolled under the 25% exemption – only if the YB program to which they are referred is a high school diploma-granting program.
Must provide a hs diploma so YB doesn’t become a dumping ground for troubled students and so that referred students are offered the same level of certification they would have been at original school.

7. Additional Eligibility for Federal Program
Selective Service Registration for Males
If a participant is male and 18-25, must document that they are already registered for selective service (if not already registered, assist them with registration).

8. Assessment
Assessment is an important part of case management and assessment information is required to be entered into the MIS within 14 days from the enrollment date.
Basic skills and employment assessments are the only assessments required to be completed within 14 days of enrollment. If they are not completed within 14 days, the case manager will not be able to enter any other data on the participant until the assessment information is entered.
Another assessment that is encouraged but not required is the participant’s individual development plan (IDP). This is a goal setting tool to be used by case managers with their participants

9. Services Must track 7 categories of services Education/Job Training
Workforce Preparation
Community Involvement
Mentoring
Health Services
Supportive Services (including follow-up services)
Post-Secondary Exploration and Planning
We know many participants may receive some services as a group. To facilitate case management and services tracking more easily, there is a “group” feature built into the MIS. For group activities (potential examples include college tours, community service outings, etc.), you can select the even and then select groups of youth that participated and that service will automatically be added to each participating youth’s case record.

10. Services Education/Job Training: Workforce Preparation:
Math/Reading Remediation
GED Preparation
HS Preparation
Vocational/Occupational Skills Training
On the Job Training
Other Education or Job Training
Registered Pre-Apprenticeship
Workforce Preparation:
Subsidized Employment
Internship
Workforce Information
Work Readiness Training
Career/Life Skills Counseling
Other Workforce Preparation
The system can track these services:

11. Services Community Involvement: Mentoring Health Services:
Community Service
Other Community Involvement Activities
Mentoring
Health Services:
Substance Abuse Treatment
Mental Health Treatment
Emergency Medical Care
Non-Emergency Medical Care
Pregnancy
Other Health Services

12. Services Supportive Services: Child Care Services
Needs Related Payments
Follow-up Mentoring Services
Transportation Services
Other Follow-up Services
Other Supportive Services
Post-Secondary Exploration or Planning
Services provided should be categorized into one of these service elements

13. Key Concepts: Exit Exit occurs in one of two ways:
Successful exit: The youth completes all facets of the IDP and is ready to graduate from the program.
Unsuccessful exit: The youth chooses to exit the program before successful completion, is incarcerated, or is asked to leave.
Youth who leave as unsuccessful exits will be included in the long-term measures of performance.

14. Other Reasons for Exit Exceptions to the unsuccessful exit: Death
Health/Medical Reason
Family Care
Reservist Called to Active Duty
Transferred or Relocated
If any of these occur, document and exit participant – they are excluded from the long-term measures

15. Program Services vs. Follow-Up Services
Program services occur during active participation.
Follow-up activities occur after successful exit from the program.
Program should begin follow-up contact in the quarter immediately after the quarter during which the participant exited.

16. Follow-Up
Follow-up services are intended to ensure participant is successful in retaining employment and/or participating in post-secondary education or training
Follow-up also necessary for data collection
Must follow-up for data collection purposes in each of the first 3 quarters after exit quarter
Begin follow up in quarter after quarter containing the exit date
Follow-up can also be used to assist youth who have lost placements after exit or need additional skills training or supportive services.

17. Follow-Up Required information to collect at follow-up:
1st, 2nd, and 3rd quarter: placement in employment or education, credential attainment
Literacy/numeracy gains are collected one year from initial basic skills assessment
Follow-up for program purposes should be more extensive than quarterly contact for data collection
For literacy/numeracy measure, only the test closest to the one-year mark will count. Multiple tests are allowed. Youth may show gains before one year. For example….

18. Performance Measures Enrollment Rate
Placement in Employment/Education (CM)
Degree/Certificate Attainment Rate (CM)
Literacy/Numeracy Gain (CM)
Note: CM = Common Measure

19. Additional Performance Measures
Retention in Employment/Education Placement
Recidivism Rate

20. Short-Term Indicators of Performance
Enrollment Rate
Number of Initial Job Placements
Average Hourly Wage Rate at Placement
Number of Job Re-Placements
Average Hours Worked 1st Week of Placement
Number Obtained High School Diploma or GED
Number Obtained a Certificate
Entered Post-Secondary Education
Entered Vocational/Occupational Skills Training
Entered Pre-Apprenticeship
Entered Registered Apprenticeship
On QPR in Section D. This information for program case management – can be used to help manage program. This info. will feed into management reports and can be used to help customize information for each grant. E.g. Case managers may be interested in finding out the number of youth who have had job re-placements so that they can target soft skills training , if necessary to these youth. They can use management reports to track which youth fall into this category.

21. Goals
Because YB is a new DOL initiative, goals are based on limited data
These are initial benchmarks for grantees to gauge their progress and may be adjusted based on data from first year of program

22. Enrollment Rate
Enrollment Rate: measures the success of a grant in meeting their enrollment goal
Tracked in Program-to-date column of quarterly performance report
Goal is 100%

23. Placement in Education or Employment
Placement Rate: % of participants placed in employment, post-secondary education, military, or long-term occupational training in first quarter after exit quarter divided by total participants who exited in previous quarter
Long-term exit-based measure so very little data in first year
Goal is 70%
Early exit will still factor into the denominator of this measure. Found in QPR Section E.

24. Certificate Attainment Rate
Certificate Attainment Rate: Number of participants who attain degree or skills certificate by end of 3rd quarter after exit divided by total participants
This includes attainment of GED, high school diploma, and industry-recognized occupational skills certificates
Long-term, exit-based measure – no information in first year
The goal is 50%
Can track this in section E of QPR.

25. Definition of a Certificate
Awarded in recognition of an individual’s attainment of measurable technical or occupational skills necessary to gain employment or advance within an occupation.
Technical/occupational skills are based on standards developed/endorsed by employers.
Certificates awarded by WIBs not included
Work Readiness certificates not included

26. Literacy/Numeracy Gains
Literacy/Numeracy Gains: Of those that are assessed as basic skills deficient, number who increase one or more educational functioning levels in literacy or numeracy divided by participants that were basic skills deficient at enrollment and are less than one-year post enrollment
To be included in the numerator, an individual must advance one or more Adult Basic Education (ABE) or English as a Second Language (ESL) functioning levels
Gain can occur in literacy or numeracy – can pre-test at different levels in each category
The goal is 50%
Found in QPR Section E.

27. Recidivism Rate
Recidivism Rate: % of participants that were youth or adult offenders at enrollment who are re-arrested or re-incarcerated for revocation of parole/probation within one year from enrollment date
If rearrested and subsequently released without conviction, can be taken out of numerator
If no re-arrest/re-incarceration at 1 year from enrollment date, must enter “not re-arrested” in MIS
Goal is 20% or below

28. Retention Rate
Retention Rate: Of those placed in employment or education in the first quarter after exit, % of participants who are still in employment or education in the second and third quarters after exit
Calculation captures the retention of youth in post-program placements – for those who are in a placement in the first quarter after exit, are they still in a placement in the third quarter after exit
Long-term, exit-based measure – should track counts in section E of quarterly report
Goal is 75%
Found in QPR Section E

29. Documentation
Very important to provide as much documentation as possible in case files - should include:
Documentation of eligibility
Documentation of services received
Documentation of outcomes – employment, post-secondary education, educational attainments, recidivism

30. Reporting Requirements
Grantees are required to submit 3 reports, each on a quarterly basis: Narrative (qualitative) report, ETA-9130 (financial), and Performance (quantitative) report
Performance and Narrative Reports submitted through MIS system (ETA-9130 submitted separately through ETA reporting system) – both use
All reports due 45 days following the end of each quarter
Performance report is ETA form 9136.

31. ARRA Grantee Reporting
There is an additional reporting requirement for ARRA grantees.
They must report basic fiscal and performance data on central ARRA reporting website:
This report is due no later than 10 days after the quarter end – first report is due October 10, 2009.

32. Reporting Quarterly Performance Report based on data input into MIS
DOL will not view individual data entered into MIS
Grantee should view quarterly report and check for errors before certifying report and submitting to DOL

33. Program Year Quarters for 2009
Q1: July 1 – September 30, 2009
Q2: October 1 – December 31, 2009
Q3: January 1 – March 31, 2010
Q4: April 1 – June 30, 2010

34. Example Grantee has an enrollment goal of 37 youth.
Period of performance is July 1, 2009 through June 30, 2012
Enrollment date is October 1, 2009
First cohort will exit May 15, 2010

35. Our 37 Participants
Orange stick figures are youth or adult offenders at enrollment (15)
Green stick figures are basic skills deficient at enrollment (16)

36. Placement in Employment or Education: 70%
Placed in education or employment in the first quarter after exit. 26
26 youth should be placed in employment and education in the 1st quarter after exit (July 1 – September 30, 2010).

37. Attainment of a Degree or Certificate: 50%
18.5
Third quarter after exit
By the 3rd quarter after exit (January 1 – March 31, 2011), 19 youth should have attained a degree or certificate.

38. Literacy and Numeracy Gains: 50%8
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).

39. Retention: 75%
19.5
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).

40. 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.

41. Contact Information
Help Desk: (toll-free)
Jenn Smith: