DCYF 2013 16 Request for Proposals YLEAD Youth Workforce Development: High School Partnerships YOUTH WORKFORCE DEVELOPMENT OVERVIEW Youth Workforce Development programs prepare young people for future educational and career success. For young people to thrive as adults, they need a strong academic foundation and the knowledge, skills, and abilities to be successful in the workplace. In addition to these benefits for young people, a citywide emphasis on youth workforce development helps ensure employers have a ready supply of local talent to meet industry demands, and the city economy ultimately benefits from growth of jobs, incomes, and businesses. Based on the data collected through DCYF s Community Needs Assessment, the strategies identified in DCYF s Community Services Allocation Plan, our guiding principle to build on what is working, and input from our partners at SFUSD, at the SF City College and the SF Youth Council, DCFY has developed seven youth workforce development funding strategies in the YLEAD service area. Collectively, these strategies will result in a range of services for young people ages 13 to 21. Six of these funding strategies are included in this 2013 16 Request for Proposals (RFP). 2013 16 YOUTH WORKFORCE DEVELOPMENT GOALS While each strategy has specific goals, target populations, criteria for applying, and desired outcomes, all the Youth Workforce Development strategies also share common goals. DCYF s investments in youth workforce development for 2013 16 will seek to raise the bar on the quality and connectedness of services offered to young people. Specifically, we seek to achieve the following: I. Improve Assessment and Enrollment Processes DCYF seeks to fund programs and agencies that offer comprehensive assessment of youth s needs and a clear understanding of which young people will benefit most from their services. II. Build College and Career Readiness Skills Through our funded programs, DCYF seeks to offer a range of developmentally appropriate opportunities for young people to develop the skills needed for success in postsecondary education and future careers. DCYF has adopted a skills framework developed by the National Academies Foundation and WestEd; this framework outlines the skills that programs should assist youth in developing and supports the assessment of skill development. (College and career readiness skills are described in more detail below.) Citywide Policy Efforts Influencing DCYF Grant Making: San Francisco s youth workforce development system consists of over 100 programs provided by schools, city departments, and community agencies that provide a vast array of opportunities for youth ages 14 to 24. In addition, private sector employers serve as key partners during the preparation of young workers and in hiring young people. Youth Council of the Workforce Investment Board In 2010, DCYF worked in partnership with the Youth Council and the Office of Economic and Workforce Development to develop a set of Minimum Quality Standards for Youth Workforce Development programs, as well as an approach for how DCYF and OEWD should align their workforce funding. DCYF will continue to support this alignment through its current funding strategies, building on investments that are effective and adding additional strategies where needed to build a comprehensive youth workforce system For more information about the Youth Council, visit www.workforcedevelopmentsf.org. III. IV. Provide Quality Employment Readiness Training DCYF seeks to fund programs that offer structured, curriculum-based training and preparation designed to prepare youth for work-based opportunities along with opportunities for continued skill development, and reflection of learning. Offer a Range of Career Exploration and Work-Based Learning Opportunities DCYF seeks to fund programs that collectively offer a range of developmentally appropriate work-based learning opportunities that broaden a youth s awareness of career options and prepare them with a range of transferrable skills they will need to be successful in the workplace. (Work-based learning is described in more detail below.) Page 1 of 8
DCYF 2013 16 Request for Proposals YLEAD Youth Workforce Development: High School Partnerships V. Assist Youth in Transitioning from Program Services to their Next Step DCYF seeks to fund programs that will provide the knowledge and assist youth in the transition from program services to the appropriate next step in their path. In addition, we will continue to support the development and expansion of private sector opportunities for young people with the goal of transitioning job-ready youth into unsubsidized employment. COLLEGE AND CAREER READINESS SKILLS Core Academics Core academic content knowledge (e.g., English, mathematics, science, history, arts) Postsecondary context knowledge (admissions requirements, affording college, and different college types) Career Knowledge Core career content knowledge (e.g., knowledge specific to the profession) Career context knowledge (e.g., pathway requirements and qualifications) Foundational Skills for Postsecondary and Career Success Critical and systemic thinking and problem solving Information literacy Creativity and innovation Organizational/technology skills Time management Flexibility and adaptability Communication (oral and written, listening and observation) Interpersonal Skills Collaboration and teamwork Ethical behavior Ability to work with diverse individuals Self-Management Awareness of one s own abilities and performance Self-directed; takes initiative; resourcefulness WORK-BASED LEARNING 1 Work-based learning is defined as opportunities that occur at a workplace, providing structured learning experiences for youth through exposure to a range of occupations. Youth learn by observing and/or actually doing real work. Learning in the workplace supports learning in the classroom and promotes the development of broad transferable skills. Properly designed and supported work-based learning enables youth to acquire the attitudes, skills, and knowledge needed to succeed in today s workplace. All work-based learning opportunities must Take place at a work site; Have defined learning objectives for youth; Reinforce the curricula-based job readiness training that youth participate in as part of their experience in the program, and deepen career and workplace-related knowledge; Develop college and career readiness skills; 1 Adapted with permission from the Quality Work-Based Learning Toolkit, New Ways to Work, 2003. The toolkit also provides guidance on how to set up and support each of these work-based activities. Page 2 of 8
DCYF 2013 16 Request for Proposals YLEAD Youth Workforce Development: High School Partnerships Include an orientation for both the youth and the workplace partners; Include strategies to measure youth s skill and knowledge gains; Provide opportunities for youth reflection; and Comply with state and federal labor laws, including wage and hour restrictions. The Continuum of Quality Work-Based Learning Work-based learning is most effective when, over time, youth are provided a developmental continuum of activities that address career awareness, exploration, and preparation. This is accomplished through a series of workplace exposures combined with and supported by job readiness and workforce development activities over time. Youth should be provided with experiences commensurate with their knowledge, skills, and abilities and appropriate to their age and stage of development. Career Awareness Building Awareness about Careers and the World of Work Workplace tours and field trips Informational interviews Career Exploration Exploring Careers and the World of Work Job shadowing Career mentoring Service learning Career Preparation Preparing for Careers and the World of Work Work experience Internships NOTE: The work-based learning opportunities appropriate for each youth workforce development strategy in this RFP are identified and defined in the program description of the strategy. Career Awareness Activities Career awareness activities are designed to make youth aware of the range of careers and/or occupations in an industry. These activities help youth begin to understand the skills required for specific occupations and the expectations of the workplace. Career awareness activities may include workplace tours, field trips, and informational interviews. Workplace Tours and Field Trips: Career awareness activities in which youth visit a workplace, learn about the business, meet employees, ask questions, and observe work in progress. In addition to the requirements for all work-based learning activities, workforce tours and field trips should include preparatory research by the youth and be supervised by program staff at all times. Informational Interview: A career awareness activity in which youth formally interview a workplace partner about his or her industry and chosen profession. The interview includes discussion of the career itself, duties and daily activities of the job and the level of education required to be successful. The youth also explore growth opportunities in the industry and salary ranges for different occupations. In addition to the requirements for all work-based learning activities, informational interviews should include preparatory research by the youth and a mechanism to reflect on what was learned. Career Exploration Activities Career exploration activities provide youth with the opportunity to explore fields of interest related to their career goals and academic learning. Youth work closely with an adult supervisor and participate in appropriate hands-on workplace experiences. Career exploration activities may include job shadows, career mentoring, and service learning. Job Shadow: A career exploration activity in which youth observe the workday of a professional, interact with clients or customers, and attend meetings and other appointments. Job shadows are designed to help youth explore a field of interest while developing research skills and building occupational knowledge through a facilitated, active learning process. Job shadows may be brief (less than one week) or extended (one month or more) and may include rotating through various departments or sectors of a business. Page 3 of 8
DCYF 2013 16 Request for Proposals YLEAD Youth Workforce Development: High School Partnerships In addition to the requirements for all work-based learning activities, job shadows should provide opportunities for youth to observe workers and involve preparatory research. Career Mentoring: A career exploration activity in which the youth is matched one to one with an adult professional in a chosen field of interest to explore a career and related issues. The career mentor serves as a resource for the youth by sharing insights and providing guidance about the workplace, careers, and education. In addition to the requirements for all work-based learning activities, career mentoring should include a learning contract between the youth, the program, and the mentor and be monitored regularly by program staff. Career Preparation Activities Career preparation activities provide an in-depth discovery of a particular career, linking the skills utilized in the workplace with academic learning. These activities also allow for the development of career and occupational skills. Career preparation activities include work experience, internship, and apprenticeship. Work Experience: A career preparation activity in which youth are at a workplace doing real work for pay. They are held to the same expectations as all employees. The workplace supervisor conducts evaluations based on workplace expectations and performance. These experiences range from regular, paid employment to subsidized employment and learning-rich work experience. In addition to the requirements for all work-based learning activities, work experiences should have assessments conducted by the workplace supervisor. Youth must have a signed work permit from SFUSD and be paid if they meet federal wage requirements. Internship: A career preparation activity in which youth are placed in a business for a defined period of time to participate in and observe work firsthand within a given industry. Internships are highly structured, time-limited experiences that occur at a workplace. Unlike work experience, internships often allow youth to rotate through a number of departments and job functions. In addition to the requirements for all work-based learning activities, internships should include a formal learning contract between the youth, the program, and the employer. Citywide Policy Efforts Influencing DCYF Grant Making: Summer Jobs In 2012, Mayor Ed Lee challenged both city departments and the private sector to provide 5,000 training and employment opportunities for young people in San Francisco. The City met this challenge with the help of city departments, community agencies, and employers. DCYF will continue this momentum to expand opportunities for youth in the private sector to help the development of their work skills and of San Francisco s future workforce. Page 4 of 8
STRATEGY YLEAD 8 Youth Workforce Development: High School Partnerships DCYF 2013 16 Request for Proposals YLEAD Youth Workforce Development: High School Partnerships Funding Available: $620,000 to $800,000 at up to $200,000 per site, up to four sites (of the five targeted schools) Need for Strategy Each year in San Francisco, there are approximately 5,500 ninth graders in the SFUSD. Of these 5,500, approximately 4,000 will graduate high school four years later. This strategy targets a subset of the 1,500 students that begin the ninth grade in an SFUSD school but do not graduate within four years. Students at the district s continuation schools disproportionately represent students who do not graduate and consistently underperform on state testing and the California High School Exit Exam (CAHSEE) compared to district averages. These students also have higher dropout rates and slightly lower school attendance rates. Additionally, continuation schools have fewer career technical education offerings as compared to larger, comprehensive high schools. By integrating school- and work-based learning experiences, this strategy aims to help meet the goals of the SFUSD strategic plan that calls for all students to graduate college and career path ready and prepared with the skills/capacities required for successful 21st-century citizenship. Strategy Goals 1. To provide students at targeted schools with work-based learning opportunities that demonstrate the relevance of education to future career options 2. To reinforce the learning that takes place during the school day 3. To motivate students to complete their education 4. To provide students with opportunities to build their college and career readiness skills. Target Population Cohorts of students who are under credit and/or at risk of not graduating on time and who are enrolled in an SFUSD school identified by school staff as potentially benefitting from these services. Funded agencies must partner with one of the following public schools: Downtown High School Ida B. Wells Continuation High School (focusing on culinary arts/hospitality) Independence High School John O Connell High School (focusing on building trades, biotech, and other mutually agreed-upon industries)* NOTE: Programs at John O Connell may be offered in the evenings or during weekends and draw students from the other schools. Program Design YWD High School Partnerships provide opportunities for students at targeted SFUSD high schools who can benefit from work-based learning experiences that provide relevance to the school day and motivation to complete their education. School site staff will work closely with funded programs to help ensure the workbased learning opportunities align to students school-day curricula and support the development of college and career readiness skills. Programs will work with school site staff to establish a cohort of youth in order to develop meaningful relationships among youth in the program and to provide sustainable adult support for youth over the duration of a program cycle. The purpose of the cohort structure is to foster peer bonding, to develop a culture of learning among participants, and to strengthen teamwork. Funded program activities must be sequenced, have specific skill-building goals, and utilize curricula that train and offer experiences to successfully prepare youth for the workforce. Components of a curriculum should include learning goals and objectives, activities that help meet the learning goals and objectives, and identify Page 5 of 8
DCYF 2013 16 Request for Proposals YLEAD Youth Workforce Development: High School Partnerships resources that can support the activities. The sequencing of a curriculum can span any length of time and be broken into smaller units, but must be implemented through daily lesson plans to guide the activities within a given program session. Activities should advance in complexity and/or depth over time and utilize various methods to practice and reinforce concepts and skills. YWD High School Partnerships shall include the following core elements: Intake and Assessment: Conduct pre- and post-assessments of youth participants employment readiness, education level, and skills in order to help identify the appropriate work-site placements for them and gauge the impact of services. Pre-assessment should include goal setting for the program cycle with appropriate steps to achieve those goals. Provider will utilize this information to develop an individual learning plan that outlines participants learning needs, sets objectives around learning and skill development through the work-based experience(s), and identifies methods for assessing this skill gain. Program must also build opportunities for participant self-assessment and reflection. Job Readiness Training: Provide activities designed to build employment readiness skills that prepare youth for obtaining and maintaining employment, utilizing a structured curriculum that addresses soft skills (self-awareness, personal health, knowledge of personal strengths and values, teamwork, communication skills, punctuality, professional courtesy, problem solving, etc.), job-search skills (labor market knowledge, job search, completing a job application, completing online applications, resume writing, interview skills, etc.), life skills, conflict resolution, and personal finances and financial literacy. Programs will also advise youth participants of the necessary documentation and paperwork to secure an internship or work experience placements. Career Exploration and Work-Based Learning Opportunities: Provide youth with any number of developmentally appropriate work-based learning opportunities that prepare them with the knowledge, skills, and abilities they will need to find and maintain employment. Work-based learning opportunities must include at least one extended or rotational job shadow, work experience, or a paid or unpaid internship in industry sectors agreed upon by the school. DCYF anticipates that youth will spend a minimum of 25 percent of program hours in work-based learning opportunities aligned with the industry focus of the school program. Educational and Postsecondary Support: Support participants educational attainment by coordinating with school staff, case managers, parents, or others involved with the participants education to ensure the participants are attending school regularly to maintain enrollment in the program. Conduct regular monitoring of participant attendance and academic progress through collection of progress reports and report cards in addition to providing or connecting youth with any needed academic enrichment activities, such as tutoring, linkages with academic resources, and college site visits. Refer youth participants to any needed wraparound or support services needed to ensure the youth can be successful in the program. Transition Planning and Support: Provide activities and support the development of an education and career plan that will include future steps such as supports needed to complete high school, postsecondary options, other workforce programs, internships, and/or jobs. In addition to developing a plan, conduct follow-up for a minimum of two months after completion of the program cycle to ensure the participant successfully transitions to the next opportunity identified in their transition plan. Partner Roles and Responsibilities This model is based on a strong working partnership between a school and a community-based organization that work together collaboratively with the employer to implement the program. Community-Based Organization Partners Minimum roles and responsibilities of the community-based organization in this partnership: Overall day-to-day coordination of the program Co-design the intentional learning components of the program (both school day and after school/summer) with school and employer partners to assist youth in developing their college and career readiness skills Page 6 of 8
DCYF 2013 16 Request for Proposals YLEAD Youth Workforce Development: High School Partnerships Recruit employers for student placements and develop meaningful work-based learning opportunities related to the industry sector(s) identified by the school Provide work readiness training and preparation for students prior to work-based learning opportunities Monitor students progress individually and relay performance information to school and employer partners; assist students in developing and implementing an individualized education and career plan Link students to needed support services in collaboration with the school s Wellness program (either in-house or referral to another provider) Dedicate sufficient staff to the program, including time for initial planning, training/professional development, ongoing planning, and communication with school partners and employers Participate in YWD High School Partnership planning and relevant program evaluation activities School Partners Minimum roles and responsibilities of the school in this partnership: Identify and recruit youth for cohort Provide ongoing data on participants grades, attendance, and other relative performance information Codesign (with community partners) the intentional learning components of the program (both school day and after school/summer) to assist youth in developing their college and career readiness skills, including ensuring there are opportunities to reflect on work-based experiences during the school day (via class time, assignments, discussions, etc.) Assist with securing credits for participating students, which may include independent study, work-based credit, and other credits Dedicate sufficient teaching and counseling staff to the program, including time for initial planning, training/professional development, ongoing planning, and communication with community partner and employers Assist with troubleshooting Participate in YWD High School Partnership planning and relevant program evaluation activities Employer Partners Minimum roles and responsibilities of the employer in this partnership: Codesign (with school and community partners) work-based learning opportunities for youth, which include opportunities for youth to develop their college and career readiness skills Provide a safe work environment for youth Provide adult supervision for youth Provide ongoing data on participants performance to the community partner Dedicate sufficient staff to the program, including time for initial planning, any needed training/professional development, ongoing planning and communication with community partner and school partners Assist with troubleshooting Minimum Qualifications for Applicant 1. Programs must demonstrate ability to work with school staff and school systems, particularly in terms of aligning and integrating services to school curricula and objectives outlined in the respective school s Balanced Score Card. 2. Programs must demonstrate ability to process payroll and stipends for youth participants. 3. Programs must demonstrate experience in implementing a youth workforce development program. 4. Programs must meet the Threshold Standards identified in the DCYF Quality Standards for Youth Workforce Development programs. NOTE: Beacon lead agencies may apply for this strategy but not for services to be delivered at the Beacon hub site. Page 7 of 8
DCYF 2013 16 Request for Proposals YLEAD Youth Workforce Development: High School Partnerships Minimum Programming Requirements 1. Programs must provide a minimum of 18 hours of job readiness training and 2 hours of transition planning per youth, per cycle. 2. At least 25 percent of program hours must provide work-based learning opportunities aligned with the industry focus of the school program. 3. A School Partner Agreement Form must be completed by both the program and the school principal, indicating the school s commitment to host and integrate the Proposed Program into the school community. NOTE: Only one School Partner Agreement Form is needed per CBO-school partnership even if the CBO is applying for this and other strategies. DCYF strongly encourages applicants to collaborate with the principals of the host school site and other school staff as appropriate in the design, curriculum, participant behavior expectations, outreach, quality monitoring, and family engagement techniques of the Proposed Program. 4. Program must establish relationships with Wellness Centers and DCYF s Youth Workforce Development programs to provide additional services as needed. In addition to the necessary elements for all work-based learning opportunities defined in the Youth Workforce Development overview, programs must use the following requirements for the work-based learning opportunities identified for this strategy: Job Shadow: A career exploration activity in which youth observe the workday of a professional, interact with clients or customers, and attend meetings and other appointments. Job shadows are designed to help youth explore a field of interest while developing research skills and building occupational knowledge through a facilitated, active learning process. Job shadows may be brief (less than one week) or extended (one month or more) and may include rotating through various departments or sectors of a business. In addition to the requirements for all work-based learning activities, job shadows should provide opportunities for youth to observe workers and involve preparatory research. Work Experience: A career preparation activity in which youth are at a workplace doing real work for pay. They are held to the same expectations as all employees. The workplace supervisor conducts evaluations based on workplace expectations and performance. These experiences range from regular, paid employment to subsidized employment and learning-rich work experience. In addition to the requirements for all work-based learning activities, work experiences should have assessments conducted by the workplace supervisor. Youth under the age of 18 who have not yet graduated high school must have a signed work permit from SFUSD and be paid if they meet federal wage requirements. Internship: A career preparation activity in which youth are placed in a business for a defined period of time to participate in and observe work firsthand within a given industry. Internships are highly structured, time-limited experiences that occur at a workplace. Unlike work experience, internships often allow youth to rotate through a number of departments and job functions. In addition to the requirements for all work-based learning activities, internships should include a formal learning contract between the youth, the program, and the employer. Minimum/Maximum Funding Amount per Program Up to $200,000 per site Cost Estimate Informing Grant Making Not applicable Additional Restrictions on Allowable Expenses Not applicable Page 8 of 8
SCORING WORKSHEET STRATEGY YLEAD 8 Youth Workforce Development - High School Partnerships DCYF 2013 16 Request for Proposals Out of School Time Service Area Youth Workforce Development High School Partnerships Strategy AGENCY INFORMATION: CONTACT INFORMATION FOR PROGRAM - Not Scored AGENCY INFORMATION: AGENCY CAPACITY 3. Describe how the agency s mission, history, and accomplishments effectively demonstrate its ability to deliver the Proposed Program. Applicant describes past history and provides examples that demonstrate its ability to deliver proposed program. Agency mission clearly aligns with goals of the strategy. (5 POINTS) 5. Describe the agency s system for: a) setting goals and measurable objectives for services, b) collecting, using, and sharing data on participant and agency performance, and c) communicating performance information internally and externally. Applicant's response demonstrates current practice of setting goals and objectives. Applicant demonstrates that the program has a structured system for collecting and tracking program data. Applicant cites examples of how performance information is used internally and externally. (5 POINTS) AGENCY INFORMATION: BOARD PROFILE 3. What is the agency s approach to Board recruitment and development? Applicants describes an approach to Board recruitment that aims to ensure the Board is diverse with respect to skills and experience and that it reflects the community & population served. (3 POINTS) 7. Please explain how the agency s Board of Directors, Board Committee, or other Advisory Group provides oversight and fiscal management of the programs offered by the agency. Applicant describes concrete systems that include details (who, what, and when) that are in place (or will be put in place) for oversight of both program and fiscal management. (3 POINTS) Section Notes: Page 1 of 6
DCYF 2013 16 Request for Proposals Out of School Time Service Area Youth Workforce Development High School Partnerships Strategy SERVICE PROJECTIONS AND DEMOGRAPHICS - Not Scored TARGET POPULATION 1. If any of the following populations are part of this Proposed Program s target population, please show what percentage of the children and youth you plan to serve are from one or more of these special populations. In the space next to the percentage, list the agencies with whom you formally collaborate for recruitment, outreach, and referrals to serve the population. NOTE: Percentages do not need to equal 100. Projected Percent of Participants to Be Served at This Proposed Program by the Following Demographics: Population Percentage 100 = 100% Agency Partners for Outreach and Referrals Special Needs Public Housing Homeless/Underhoused Limited English Proficiency Gay/Lesbian/Bisexual/Transgender/Queer/Questioning Involved in the Juvenile Justice System Involved in the Child Welfare System Involved in the Mental Health System Immigrant 2. Provide a narrative description of the population (youth participants, family, community, etc.) to be served by this Proposed Program that covers the information identified below in subquestions a d. (NOTE: Please do not repeat the numbers you entered earlier in your proposal or the general citywide description of need in the RFP.) a. The needs of your target population. b. The strengths of your target population. c. Any priorities or eligibility requirements for participation in your Proposed Program d. If relevant, the names of providers that you partner with to meet the needs of youth not addressed by your Proposed Program. (a) Applicant uses specific data or information to identify population and its needs. (b) Applicant identifies both needs and strengths of the target population. (c) Applicant describes concrete enrollment priorities and eligibility requirements where applicable. Eligibility requirements are appropriate for the target population. (d) Applicant identifies additional partners to meet the needs of the population. (5 POINTS) Section Notes: Page 2 of 6
PROGRAM DESIGN DCYF 2013 16 Request for Proposals Out of School Time Service Area Youth Workforce Development High School Partnerships Strategy 2. The purpose of this question (see sub-questions a-b) is to understand the goals your Proposed Program is trying to achieve and what it is like for a youth to go through your program from start to end. 2a. Please describe your Proposed Program's goals. Program's goal(s) are clearly stated and are specific, measureable, attainable, realistic, and time-bound. Goal(s) should align with the goals stated in the RFP for this strategy. (5 POINTS) 2b. Please describe the experience of a youth who goes through your Proposed Program and how the youth's experience leads to attaining the goals you described above. Applicant provides clear description of the knowledge, skills, and attitudes that will be gained by youth within a specific timeframe. Activities and experiences should be relevant to the stated goal(s) and provide evidence that such activities will lead to attainment of goal(s). (5 POINTS) 3. In sub-question a-b below, please describe this proposed program's approach to: 3a. Target, recruit, and enroll youth who would benefit most from its services and activities, including the target populations identified. Applicant identifies specific target populations and outreach methods that are tailored to those target populations including details about specific outreach activities, their frequency, and places where they will take place. Programs should rely on multiple means of outreach and recruitment and show experience effectively utilizing those means. (5 POINTS) 3b. Retain youth to ensure ability to meet program goals. Applicant describes challenges in retention and offer effective methods of retaining youth, particularly nonmonetary and creative methods that build on the assets of the program. (5 POINTS) Page 3 of 6
DCYF 2013 16 Request for Proposals Out of School Time Service Area Youth Workforce Development High School Partnerships Strategy 4. What is your approach to providing the activities listed below under a-e? Include any relevant tools or curriculum used and how much time is spent with participants in the activity. 4a. Intake and Assessment Applicant describes a logical and integrated process of providing the required program elements that includes detail on the tools and materials used and how they will be implemented. Program activities should be sequenced, utilize a cohort approach, have specific skill-building goals and utilize a structured curriculum. Please refer to the RFP descriptions and definitions of each activity. (a) The intake and assessment process includes tools to gauge a youth's educational, employment and other needs and skills that will be used in the development of an individualized learning plan. (4 POINTS) 4b. Job Readiness Training Job readiness training and activities effectively seek to develop soft skills, workplace values, job search skills, life skills and other skills and abilities necessary for the world of work. The curriculum builds on youths' individual assets and reflects intentionality and thought to the development of youth's knowledge, skills, and abilities to seek, attain and maintain employment. Curriculum also shows evidence (whether research or experience) of effective practices. (4 POINTS) 4c. Career Exploration and Work-Based Learning Opportunities The program provides youth with a number of developmentally appropriate work-based learning opportunities, including at least one extended/rotational job shadow, work experience or internship. The work-based learning opportunity should be structured, supportive and comply with DCYF's definitions of quality work-based learning described in the Youth Workforce Development Overview of the RFP. (4 POINTS) 4d. Educational and Post-Secondary Support The program provides a range of methods to support educational attainment and postsecondary planning. (4 POINTS) 4e. Transition Planning and Support The program provides activities that will help youth develop a realistic transition plan when they leave the program and provides a minimum of two months of follow-up to support their transition. (4 POINTS) Page 4 of 6
DCYF 2013 16 Request for Proposals Out of School Time Service Area Youth Workforce Development High School Partnerships Strategy 5. Please describe in detail the specific employers you plan to work with and any previous experience working with them. How do you plan to recruit and work with employers who are committed to providing these types of work-based learning opportunities described above to participants in your target population and ensuring desire outcomes are achieved? Applicant describes an appropriate and realistic plan to engage and retain employers to meet program goals. Applicant identifies specific employers and approaches to support their participation. (10 POINTS) 6. How will this proposed program foster participants' educational attainment, whether the participant goal is a GED, a high school diploma, post-secondary education, or a training credential. Please be sure to describe any formal and informal partnerships (that have not already been mentioned) with schools, post secondary educational or vocational training providers. The program should provide a range of clear approaches to support educational attainment including partnerships with educational providers, as well as methods to ensure that youth are enrolled, attending and performing in an educational program. (5 POINTS) 7. Describe your experience working with the SFUSD's alternative high schools, justice system, mental health, and child welfare system. What have been your challenges? What approaches were utilized to overcome those challenges? Applicant describes a demonstrated history of working with SFUSD alternative high schools and other system providers. Applicant details the challenges in working with these entities and approaches to overcome these challenges. (10 POINTS) Section Notes: Page 5 of 6
STAFF PROFILE & DEVELOPMENT QUESTIONS DCYF 2013 16 Request for Proposals Out of School Time Service Area Youth Workforce Development High School Partnerships Strategy 2. Please list each position/role and if it is filled, describe your program staff's experience. a. Position Title b. Description of the Staff Position c. Is that position filled? IF YES: Staff Person First and Last Name. Describe that staff person's experience and knowledge in the proposed services. Describe that staff person's cultural competency and experience working with the population and Community to be served. Please upload a resumes for the program staff person. IF NO: Describe the required or desired experience and knowledge in the proposed services for the position. Please upload a current job description. Staff experience demonstrates that the staff have the ability to provide the activities and services described in program design. Staff experience demonstrates that the staff have the background to work with the targeted population. Answer clearly demonstrates an understanding of the necessary cultural competencies for working with target population. (5 POINTS) 3. Explain how program ensures staff has time to prepare and plan both before the program cycle begins and while the program is in session. Applicant describes efforts to ensure staff has time to prepare and plan both before the program cycle begins and while the program is in session (5 POINTS) 4. Applicant describes professional development and training practices. Applicant describes efforts to support staff in providing appropriate content, curriculum, and methods of service delivery. Applicant's professional development strategies are appropriate for retaining staff. Describe plans for staff training and professional development. (4 POINTS) Section Notes: Page 6 of 6