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Preparing Youth for the Workforce in Afterschool and Building Your Own Youth Worker Pipeline

June 30, 2022

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SPEAKERS

DONNY FAALILIU

Senior Vice President of Leadership & Community Outreach, After-School All-Stars, Los Angeles

BILL FENNESSY

Program Specialist for Workforce Initiatives, California Afterschool Network

LUPITA PEREZ

Program Specialist Equity & Quality Initiatives, California Afterschool Network

ERIN SIPES

Program Specialist, Elk Grove Unified School District

MEET THE SPEAKERS

JANE ROSS

Director – College & Career Connections, Elk Grove Unified School District

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WEBINAR OBJECTIVES

  • Demonstrate how Afterschool, often referred to as expanded learning (ExL), is well positioned to provide work based learning opportunities for older youth.

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  • Highlight panelists and successful program examples that support older youth in acquiring the skills needed to get a job in expanded learning and that prepare young people for career success.

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  • Discuss how expanded learning programs can provide work experience and employ older youth in elementary school programs, thereby creating a pipeline for program staff to help mitigate the worker shortage.

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  • Provide an introduction or β€œon-ramp” onto an educational career pathways that could lead to TK-12, Expanded Learning, Higher Education, and Workforce Development systems working interdependently with community agencies to ensure that California always has a thriving expanded learning, education, and human services workforce.

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WEBINAR OBJECTIVES

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WEBINAR OBJECTIVES

EXL & OST: In California we refer to After School as the Expanded Learning Field (EXL). It is also called the Out-of-School-Time Field (OST). This field consists of before and after school, intercession, and summer learning programs.

CDE: California Department of Education

CDE-EXLD: California Department of Education Expanded Learning Division

ASES: After School Education And Safety Program Grant (State Funding)

ASSETs: After School Education And Safety for Teens Program Grant (Federal Funding)

WBL: Work-Based Learning

CTE: Career Technical Education

CBO: Community-Based Organization

Work Experience (β€œInternal Internships”): Internship opportunities that are typically Program Provider-Based, sponsored, and supported

Recognized Internships: Internship opportunities that are sanctioned by CTE/CDE

Registered Apprenticeships: Registered with the State in collaboration with an Employer, Institution of Higher Learning, and Related Competencies for Career Success

ACRONYMS & TERMS

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THE WHY: The Exponential Need For ExL Staff

The largest pool of potential Exl Staff, or the widest β€œon-ramp” onto the Exl highway, are our ExL students. Each successive class of high school graduates, a source that is replenished annually, could become our ExL staff. Therefore, focusing on the implementation of strategies that will work to make our students aware of, and have experience in this potential field of ExL employment will begin the creation of a highly desirable staffing pipeline, or a β€œhighly desired traffic flow” if we stay with the β€œon-ramp” metaphor.

WHY NOW: District/School Administrative Support

The current increased struggle to find program staff, coupled with exponential ELO-P funding and therefore programming levels now required of Districts, have them now acutely aware and under duress to help in finding and hiring program staff. This has them very receptive to collaborative solutions to address these/their greatly increased staffing needs.

OTHER COMPELLING REASONS:

Equity – Districts/Schools that have ASES funding and the now many ELO-P programs that are in those similar communities have the diverse pool of students that are in demand to become our ExL Staff. These opportunities can also begin those students’ future educational career opportunities which then also supports the desire for the diverse pool of teachers and administrators, and related human services careers. Building this β€œon-ramp” for students onto the ExL highway is a great example of designing at the margins.

Provides A Financial Support For Your Future College Students – Most of the students in the Districts/Schools that have ASES funding and ELO-P programs in similar communities will likely attend their local Community College and will likely need a part-time job to be able to stay and complete college. Because these students have participated and have experience in an activity or activities related to Exl employment will give them more confidence in taking ExL program position. In addition, Exl employment is typically very well suited to work with college students’ schedules.

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OUR WHY, WHY NOW, AND

OTHER COMPELLING REASONS

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GETTING STARTED, GROWING WITHIN, & GOING BEYOND EXPANDED LEARNING

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οΏ½Work Based Learning IsοΏ½

An instructional strategy that enhances classroom learning by connecting it to the workplace. WBL includes alignment of school and workplace learning, application of academic/technical/employability skills in work setting, and support from classroom or workplace mentors.

cte.ed.gov/wbltoolkit/

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WHAT DO EXPANDED LEARNING AND WORK BASED LEARNING SHARE?

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οΏ½What Do Expanded Learning and οΏ½Work-Based Learning Share?

High-Quality, Integrated Curriculum and Instruction

Leadership at All Levels

Access and Equity

Student-Centered Delivery of Services

Skilled Instruction and Educational Leadership

Strong Partnerships with Industry

Cross-System Alignment

Appropriate Use of Data and Continuous Improvement

Sustained Investments and Funding

Intentional Recruitment and Marketing

Career Exploration and Student Supports

Elements of a High-Quality Pathway

Point-of-Service Quality Standards

Programmatic Quality Standards

Five Core Learning Principles

Healthy Choices and Behaviors

Active and Engaged Learning

Skill Building

Youth Voice and Leadership

Diversity, Access, and Equity

Safe and Supportive Environment

Quality Staff

Clear Vision, Mission, and Purpose

Collaborative Partnerships

Continuous Quality Improvement

Program Management

Sustainability

Expanded Learning is: Active, Collaborative, Meaningful, Supporting Mastery, and Expanding Horizons

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6) Host, Promote,

and Arrange Timeslots, Facilities, and Supervision During Expanded Learning Program To Support Job Shadowing, Work Experience Training, and Internship Activities In Direct Collaboration With

CTE Department

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Expanded Learning

Site Coordinator

1) ASSETs or Expanded Learning Program Site’s Own Student Leadership Program Has Students With Employment Skills Training In Actual Program Support Positions

2) Host, Promote,

and Arrange Guest Speaker Events During Expanded Learning Program In Collaboration

With Site’s Career Pathways

3) Host, Promote, and Arrange Field Trips To Business and Industry During Expanded Learning Program In Collaboration With Site’s Career Pathways

4) Host, Promote,

and Arrange Timeslots,

Facilities, and Supervision During Expanded Learning Program For Work-Based Learning Projects Which May Include Industry Mentors In Collaboration With Site’s

Career Pathways

Fennessy 10/10/18

How Expanded Learning Programs Can Directly Support​

Linked-Learning’s 3rdΒ Component:Β 

β€œWork-Based Learning” ​

Guest Speakers

Field Trips

Career Related Mentoring

Job Shadowing, Work Experience, and Internships

Expanded Learning Program Support Positions

Employment Skills Training Workshops

5) Develop, Implement, and Deliver A Robust Series of Employment Skills Training Workshops Series To Prepare Students To Attain An Internship or Job and Perhaps In Support of CTE

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6) Host, Promote,

and Arrange Timeslots, Facilities, and Supervision During Expanded Learning Program To Support Job Shadowing, Work Experience Training, and Internship Activities In Direct Collaboration With

CTE Department

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Expanded Learning

Site Coordinator

1) ASSETs or Expanded Learning Program Site’s Own Student Leadership Program Has Students With Employment Skills Training In Actual Program Support Positions

2) Host, Promote,

and Arrange Guest Speaker Events During Expanded Learning Program In Collaboration

With Site’s Career Pathways

3) Host, Promote, and Arrange Field Trips To Business and Industry During Expanded Learning Program In Collaboration With Site’s Career Pathways

4) Host, Promote,

and Arrange Timeslots,

Facilities, and Supervision During Expanded Learning Program For Work-Based Learning Projects Which May Include Industry Mentors In Collaboration With Site’s

Career Pathways

Fennessy 10/10/18

How Expanded Learning Programs Can Directly Support​

Linked-Learning’s 3rdΒ Component:Β 

β€œWork-Based Learning” ​

Guest Speakers

Field Trips

Career Related Mentoring

Job Shadowing, Work Experience, and Internships

Expanded Learning Program Support Positions

Employment Skills Training Workshops

5) Develop, Implement, and Deliver A Robust Series of Employment Skills Training Workshops Series To Prepare Students To Attain An Internship or Job and Perhaps In Support of CTE

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6) Host, Promote,

and Arrange Timeslots, Facilities, and Supervision During Expanded Learning Program To Support Job Shadowing, Work Experience Training, and Internship Activities In Direct Collaboration With

CTE Department

​

Expanded Learning

Site Coordinator

1) ASSETs or Expanded Learning Program Site’s Own Student Leadership Program Has Students With Employment Skills Training In Actual Program Support Positions

2) Host, Promote,

and Arrange Guest Speaker Events During Expanded Learning Program In Collaboration

With Site’s Career Pathways

3) Host, Promote, and Arrange Field Trips To Business and Industry During Expanded Learning Program In Collaboration With Site’s Career Pathways

4) Host, Promote,

and Arrange Timeslots,

Facilities, and Supervision During Expanded Learning Program For Work-Based Learning Projects Which May Include Industry Mentors In Collaboration With Site’s

Career Pathways

Fennessy 10/10/18

How Expanded Learning Programs Can Directly Support​

Linked-Learning’s 3rdΒ Component:Β 

β€œWork-Based Learning” ​

Guest Speakers

Field Trips

Career Related Mentoring

Job Shadowing, Work Experience, and Internships

Expanded Learning Program Support Positions

Employment Skills Training Workshops

5) Develop, Implement, and Deliver A Robust Series of Employment Skills Training Workshops Series To Prepare Students To Attain An Internship or Job and Perhaps In Support of CTE

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WORKFORCE READINESS EDUCATION PROGRAM (WREP) DATA FROM THINK TOGETHER

CTE

ABOUT THE PROGRAM

  • A Collaboration Between District Expand Learning Programs, District CTE Programs, and CBO.
  • 3-Year Goal was to begin and then significantly increase the number of CTE Internships in Fall and Spring Semesters.
  • Data shows number of students completing Employability Skills Trainings and CTE Internships district-wide.

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WEBINAR OBJECTIVES

LISTEN HOW…

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The following presentations will sound and perhaps be very β€œprescriptive” as they are exactly how these providers have built their respective programs.

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However, when listening to the presentations you might also want to consider them as β€œdescriptive” examples of this type of programming.

The reason to do this is because it would be expected that the program you design would likely have to be adjusted or modified to work within your local opportunities and constraints.

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LISTEN HOW…

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WEBINAR OBJECTIVES

LISTEN FOR…

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  • Program Readiness - Preparation and Responsibilities

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  • Recruitment Strategies

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  • Student Preparation and Training

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  • Student Placements and Transportation Mitigation

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  • Preparing Elementary Sites and Staff for Placements

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  • Processes To Then Move Students To Employment as ExL Staff

LISTEN FOR…

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EGUSD SUMMER YOUTH INTERNSHIP PROGRAM

Creating a Student Employee Program

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Jane Collier Ross, Director – College & Career Connections

Erin Sipes, Coordinator – Expanded Learning

June 30, 2022

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SETTING UP THE PROGRAM

    • Identify a funding source
    • Design your team
    • Backwards plan – Establish your timeline
    • Set up a process with Human Resources
            • Edjoin
            • Intake of hiring packets
    • Create your new hire packet to meet all needs
    • Identify hosts/supervisors
    • Determine your applicant pool & marketing
            • Grade levels
            • Age limits
            • Special skills, language needs, CTE program, etc

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MARKETING:

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Flyer sent to 10th and 11th graders through Synergy email

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APPLICATIONS

GOOGLE FORM APPLICATION

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    • Link sent to 10th and 11th graders through Synergy email
    • Used for initial screening by College & Career Connections Department
    • Two β€œinterview” questions included in application
    • Applications scored by screeners

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EDJOIN APPLICATION

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    • Link ONLY sent to selected students
    • Used by Human Resources to process new hires

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APPLICATIONS – 2 PARTS

GOOGLE FORM APPLICATION

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    • Link sent to 10th and 11th graders through Synergy email
    • Used for initial screening by College & Career Connections Department
    • Two β€œinterview” questions included
    • Applications scored by screeners

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420+

Applications Received

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PAPER SCREENING

      • Take into account:
                • Quality of application
                • Prior work with children
                • CTE participation
                • Desire to pursue a career in education
                • Professional responses to prompts
                • Skills and interests

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PAPER SCREENING

      • Take into account:
                • Quality of application
                • Prior work with children
                • CTE participation
                • Desire to pursue a career in education
                • Professional responses to prompts
                • Skills and interests

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200+ Interviews Offered

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INTERVIEWS

    • Panel interviews
      • All invitations to students sent through email
          • Student email response requested to track engagement/schedule
      • Each panel:
          • 2 staff
          • 6-10 students
          • 4 questions
      • Two purposes:
          • Allow students to go through interview process for selection
          • Provides feedback to students at the end of the interview

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INTERVIEWS

    • Panel interviews
      • All invitations to students done through email
          • Request responses
      • Each panel:
          • 2 staff
          • 6-10 students
          • 4 questions
      • Two purposes:
          • Allow students to go through interview process for selection
          • Provides feedback to students at the end of the interview

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207 Students Interviewed

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SELECTIONS

    • Paper screening
    • Interview
    • Location
          • Distance to school
          • Ability to drive/walk
    • Availability for 100% of internship
    • Selection of alternates
    • Notifications

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SELECTIONS

    • Paper screening
    • Interview
    • Location
          • Distance to school
          • Ability to drive/walk
    • Availability for 100% of internship
    • Selection of alternates
    • Notifications

127

Interns Selected

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MANDATORY ORIENTATION

  • CLEAR EXPECTATIONS!!!
  • Attendance protocols – signing in/out for shifts
  • Student privacy training
  • Safety information including COVID practices
  • Expectations for use of technology
    • Phones
    • Computers
  • Timesheet training
  • How to handle students’ sharing of information/concerns
  • How to address behavioral issues or concerns with students
  • Basic employability skills
  • Dress code

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SAFETY INFO FOR INTERN ORIENTATION

The MUST NOT’s including…

    • Leaving campus with a student
    • Putting a student in their car
    • Giving students food or candy
    • Addressing student behavior with parent
    • Taking photos/posting photos of the students
    • Being isolated/alone with only one student

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FIRST-DAY READY: INTERNS!

  • By first day of work, each INTERN will have…
      • Completed a new hire packet
      • Received an EGUSD employee identification number
      • Participated in a mandatory orientation with CCC staff
      • Signed a photo waiver/liability release form
      • Received contact information for their supervisor/host
      • Signed a Dress Code agreement (submitted to site on first day)

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DRESS CODE

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SOME REQUIRED DOCUMENTS:

  • WORK PERMIT:
    • District as permit issuer
    • District as supervisor
  • I-9
    • Right-to-work documents
    • Start prepping students during interviews to find these documents
  • IF CREATING A WORK EXPERIENCE PROGRAM:
    • Additional requirements including:
      • Contract
      • Hour-long course weekly

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FIRST-DAY READY: SUPERVISORS!

  • By first day of work, each SUPERVISOR/HOST will have…
          • ID badge for each intern
          • Completed emergency contact information sheets
          • Orientation checklists
          • Sign-in logs (for daily use)
          • Dress Code Agreement
      • Participated in a supervisor/host orientation
      • Received the contact information for the program administrator
      • Planned projects for interns

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FIRST DAY AT SITE

Intern Orientation with host:

  • Please review with interns on first day

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BE CLEAR:

  • Expectations and limits
  • Lines of communication
  • Remember – for MOST, this is their FIRST JOB!

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WE ARE GROWING OUR FUTURE EDUCATORS!

  • Give them real work!
  • Be honest about what they can expect
  • Provide open feedback to interns
  • Include them when/where you can
  • Explain assignments
  • Identify what to do when they are β€œdone” with their assigned work
    • Have tasks they can complete during β€œdown times” like shredding, bulletin boards, etc.

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INTERN STAFF MEETINGS

  • Check-in with CCC Staff
  • Answer questions or concerns
  • Identify location where intern can attend meeting
  • Chromebook is best if possible (but can use phone)

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Every

Wednesday

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12:15 – 12:45 pm

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AFTER THE FINAL DAY…

    • Celebrate!!!!!
    • Evaluations of students by hosts
        • Use the categories for WBL Evaluation
        • Now a CALPADS upload
    • Evaluations of program by hosts/supervisor
    • Brief-out with team & pre-plan

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FUTURE PLANNING

    • Lead Interns
      • Interns from 2021 over larger teams

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    • Paraeducator Pipeline

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    • Education Pathway
      • 2 high schools (tentative)
      • 2023-2024 target

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QUESTIONS?

  • Jane Collier Ross
  • Director – College & Career Connections
  • Elk Grove Unified School District
  • jeross@egusd.net
  • 916-793-2676
  • Erin Sipes
  • Coordinator – Expanded Learning
  • Elk Grove Unified School District
  • esipes@egusd.net
  • 916-686-7712

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A BRIEFING PAPER: ENGAGING YOUTH AS WORKERS IN AFTERSCHOOL PROGRAMS

(http://www.temescalassociates.com/temescal-resources.html)

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We know that involving older youth as workers within afterschool programs makes a great deal of sense. The purpose of this paper is to inform and encourage expanded learning programs to engage youth as workers in these programs.

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Want More Webinars?

Go to our Youtube Channel: https://www.youtube.com/user/HowkidsLearn/videos

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WEBINAR OBJECTIVES

LISTEN FOR…

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IMPLEMENTATION QUESTIONS TO CONSIDER

  • Do I have access to the resources, support, and capacity needed to begin planning a youth worker pipeline program?

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  • What recruitment strategies make sense for my organization and school community?

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  • Have I identified placement sites and appropriate transportation strategies for participating youth workers?

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  • What resources and training capacity do I need to prepare both for the participating youth workers and the host ExL elementary site staff?

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  • What strategies and processes will I have to develop to successfully shift youth workers onto employment as ExL staff?

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BILL FENNESSY

bfennessy@afterschoolnetwork.org

LUPITA PEREZ

lperez@afterschoolnetwork.org

Visit the CAN Website for More Resources!

www.afterschoolnetwork.org

CAN Team Supporting Workforce Initiatives

Strategy around Workforce:

Be responsive to the evolving needs while holding the kind of long-term intentionality anchored in what we know about our workforce.

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To get involved in these ongoing conversations contact:

TIFFANY GIPSON

Tgipson@afterschoolnetwork.org

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