wia youth program background arizona statistics · 2014. 5. 20. · communicate a clear message and...

WIA YOUTH PROGRAM

BACKGROUND The City of Phoenix covers more than 517 square miles and has a population of 1.5 million, ranking it the fifth largest city in the country. More than 50 percent of the population is between 18 and 54 years of age, which is younger than the national average. The state is becoming younger and younger each year, which will present more challenges in preparing the youth with transitioning from adolescence to young adulthood. ARIZONA STATISTICS Forty-three percent of Arizona high school students have had sex, and 37 teens become pregnant every day. Arizona is third in the nation for teen births, just behind Texas and Mississippi. Arizona has one of the highest high school dropout rates (11%), and ten percent of the teens are dropping out and not working. Twenty percent of our youth are living in poverty. There are approximately 2,000 youth living on the street each night in Arizona at any given time. Over 30,000 referrals are sent to Juvenile Court each year. On average, over 400 youth are in detention each day. WIA YOUTH PROGRAM The magnitude and complexity of the obstacles our youth face requires a comprehensive approach to overcome these challenges. The City of Phoenix WIA Youth Program provides a variety of programs and services to economically disadvantaged youth between the ages of 14-21. Each youth must be economically disadvantaged and face one of the following barriers to participate in the program:

• High School Dropout • Basic Skills Deficient • Pregnant or Parenting • Individuals with Disabilities • Foster Care

The WIA Youth Program Design and Program Elements include the ten service elements mandated in WIA; plus one local performance element (job placement and retention). The PWC Youth Program 11 service elements are:

• Tutoring • Alternative secondary school • Paid and unpaid work experience • Occupational skills training • Summer employment • Leadership development

The following services are also available to assist the youth in overcoming barriers: Job-Readiness Training, Work Experience (paid and unpaid), School Registration, GED Preparation, Job Placement, Stay-in-School Activities, Occupational Skills Training, Case Management, Support Services, and Follow-up services for 12 months.

• Supportive services • Adult mentoring • Comprehensive guidance and counseling • Follow-up Services • Job placement and Retention

• Homeless • Runaway • Juvenile Offenders • Youth who face serious barriers to employment

RESOURCES (SERVICE PROVIDERS)

Arizona Call-A-Teen Youth Resources 649 North 6th Avenue Phoenix, AZ 85003-1530 (602) 252-6721 (602) 252-2952 – Fax YMCA 350 N. 1st Avenue Phoenix, AZ 85003 (602) 252-2963 (602) 252-4469 – Fax

*HomeBase Youth Services 931 E. Devonshire Avenue Phoenix, AZ 85014 (602) 263-7773 (602) 263-5498-Fax

Valley of the Sun United Way (ASPIRE) Collaborative

**Arizona Women's Education and Employment (AWEE) 640 North First Avenue Phoenix, Arizona 85003 (602) 223-4333 **Friendly House 802 S. 1st Avenue Phoenix, AZ 85003 (602) 257-1870 **Jobs for Arizona's Graduates 2501 W. Dunlap, #200 Phoenix, AZ 85021 (480) 441-1807

Goodwill of Central Arizona Inc. 2626 W. Beryl Ave Phoenix, AZ 85021 (602) 254-2222

***Arizona Call-A-Teen Youth Resources 649 North 6th Avenue Phoenix, AZ 85003-1530 (602) 252-6721 (602) 252-2952 – Fax (Youth Offender)

***Child & Family Resources 700 West Campbell Avenue Phoenix, AZ 85013-2690 (602) 234-3941 (Pregnant / Parenting) ***Tumbleweed 1950 W. Heatherbrae, Suite #7 Phoenix, AZ 85015 (602) 264-6035 (Homeless) ***Southwest Institute for Families and Children with Special Needs 5111 North Scottsdale Road # 105 Scottsdale, Arizona 85250 (480) 222-8800

Jewish Family & Children’s Service 9014 N. 23rd Ave., Bldg 2, #3 Phoenix, AZ 85021 (602) 279-0084 (602) 274-3452 - Fax (Foster Care)

*Subcontracted through YMCA **Subcontracted through Valley of the Sun United Way ASPIRE Collaboration ***Subcontracted through Goodwill of Central Arizona

Workplace Skills Standards Rationale

Most students will spend more than a third of their lives in a diverse and constantly changing workplace. Regardless of personal, career, or educational plans, students must demonstrate proficiency both in academics and the following workplace standards. The Workplace Skills Standards are designed to be integrated into the traditional curriculum taught in schools at all levels and are most effectively learned in the context of an integrated effort involving parents, educators, business partners and members of the community. Student acquisition of critical workplace skills, with an emphasis on application, is a developmental process which encompasses an individual’s entire lifetime. The demonstration of these skills is essential for individuals and contributes to the foundation of an educated citizenry.

Table 1. Workplace Skills Standards STANDARD 1 Students use principles of effective oral, written and listening communication skills to make decisions and solve workplace problems. STANDARD 2 Students apply computation skills and data analysis techniques to make decisions and solve workplace problems. STANDARD 3 Students apply critical and creative thinking skills to make decisions and solve workplace problems. STANDARD 4 Students work individually and collaboratively within team settings to accomplish objectives. STANDARD 5 Students demonstrate a set of marketable skills which enhance career options. STANDARD 6 Students illustrate how social, organizational and technological systems function. STANDARD 7 Students demonstrate technological literacy for productivity in the workplace. STANDARD 8 Students apply principles of resource management and develop skills that promote personal and professional well-being.

WORKPLACE SKILLS STANDARDS BY LEVEL: PROFICIENCY (Grades 9-12) and DISTINCTION (Honors)

STANDARD 1 Students use principles of effective oral, written and listening communication skills to make decisions and solve workplace problems. (Proficiency Grades 9-12)

• 1WP-P1. Exhibit interviewing skills (e.g., responding effectively to questions; using language that conveys maturity, sensitivity and respect; dressing appropriately; and using appropriate body language)

PO 1. Respond effectively to interview questions PO 2. Employ suitable interview language PO 3. Describe appropriate dress/dress appropriately PO 4. Exhibit appropriate body language

• 1WP-P2. Respond to verbal and nonverbal messages in ways that

demonstrate understanding

PO 1. Respond appropriately to verbal messages PO 2. Respond appropriately to nonverbal message

• 1WP-P3. Communicate a clear message and respond to listener feedback

PO 1. Formulate a clear message using acceptable format PO 2. Respond appropriately to listener feedback

• 1WP-P4. Participate in conversation, discussion and/or group presentations

using verbal and nonverbal communication with appropriate style and tone for audience and occasion

PO 1. Apply group interaction skills (verbal and nonverbal) PO 2. Adapt style and tone to audience and occasion (verbal and nonverbal)

• 1WP-P5. Maintain records and information completely and accurately

PO 1. Identify basic record keeping skills PO 2. Select method of record keeping PO 3. Maintain a complete and accurate system

• 1WP-P6. Create documents (e.g., letters, memos, manuals, graphs, flowcharts, directions, reports and proposals) that are clear, appropriate to the audience, subject matter and purpose, and exhibit the writer’s use of correct grammar, spelling and punctuation

PO 1. Select style and format PO 2. Establish clear purpose for a specific audience PO 3. Use correct grammar, spelling and punctuation PO 4. Create an acceptable document

• 1WP-P7. Respond to informal and formal speeches using illustrations,

statistics, comparisons and analogies to critique the effectiveness of presentations Note: P.O.s were developed to evaluate the effectiveness of the presentation and then formulate the response

PO 1. Evaluate the effectiveness of presentation PO 2. Formulate a response PO 3. Select style and medium PO 4. Utilize appropriate tools (e.g., flow charts and illustrations)

• 1WP-P8. Summarize information from reading material, clearly and succinctly

articulating its major points and proposals

PO 1. Identify major points from written materials PO 2. Summarize major points clearly and concisely

• 1WP-P9. Infer and locate the meaning of unknown or technical vocabulary

PO 1. Using available resources, determine the meaning of unknown or technical vocabulary

• 1WP-P10. Research and synthesize information and develop a written

document to convey that information which is appropriate to the audience

PO 1. Judge the accuracy, appropriateness, style and plausibility of reports, proposals, and/or theories PO 2. Determine audience needs and interests PO 3. Develop accurate and appropriate documents that synthesize the information using accurate grammar, mechanics, and vocabulary

(Distinction - Honors) Students know and are able to do all of the above and the following:

• 1WP-D1. Deliver a polished or impromptu speech that is organized and well suited to the audience, using effective body language and voice inflection to clarify and defend positions

• 1WP-D2. Conduct a thoughtful interview, taking appropriate notes and

summarizing the information learned

• 1WP-D3. Use clear, concise and cogent language when presenting analytical responses to workplace literature, conveying technical information, and explaining complex concepts and procedures

• 1WP-D4. Plan and produce an effective visual technical report or display

• 1WP-D5. Draw conclusions and make predictions from technical information

and data

• 1WP-D6. Identify a problem, conduct research, and summarize the findings and solutions, using sources such as technical journals and government publications to support the original thesis

• 1WP-D7. Express and defend their points of view by formulating sound,

rational arguments and applying the art of persuasion and debate STANDARD 2 Students apply computation skills and data analysis techniques to make decisions and solve workplace problems. (Proficiency Grades 9-12)

• 2WP-P1. Select and use appropriate computation techniques (i.e., mental, paper and pencil, and technology) to solve problems and determine the accuracy of results

PO 1. Select appropriate computation techniques, such as averaging, estimation, statistical techniques, and appropriate electronic calculations PO 2. Apply selected technique to solve problems PO 3. Evaluate accuracy of results

• 2WP-P2. Construct projections and trends from raw data, charts, tables and graphs that summarize data from real-world situations

PO 1. Evaluate data from real-world situations PO 2. Construct projections and trends


• 2WP-D1. Analyze inferences from charts, tables and graphs that summarize data

• 2WP-D2. Use appropriate technology to display and analyze workplace data

• 2WP-D3. Evaluate data for interpretation and prediction

• 2WP-D4. Test possible solutions using appropriate statistics

STANDARD 3 Students apply critical and creative thinking skills to make decisions and solve workplace problems. (Proficiency Grades 9-12)

• 3WP-P1. Develop a plan to solve complex problems by gathering, selecting and analyzing data; include determining the history and politics of the situation

PO 1. Identify the problem PO 2. Select needed data PO 3. Analyze data PO 4. Develop a plan within the context of the workplace to solve problem

• 3WP-P2. Identify and allocate available resources (e.g., time, money,

materials, facilities and human)

PO 1. Identify available resources PO 2. Allocate resources

• 3WP-P3. Design and justify solutions by tracking and evaluating the results

PO 1. Design justifiable solution PO 2. Monitor results PO 3. Evaluate results

• 3WP-P4. Demonstrate the ability to adapt new information to changing

situations and requirements

PO 1. Demonstrate the ability to apply new information to changing situations and requirements

• 3WP-P5. Combine ideas or information in new ways, make connections

between seemingly unrelated ideas and reshape goals in ways that reveal new possibilities to solve problems

PO 1. Integrate existing ideas and information in new ways to solve a problem

• 3WP-P6. Develop an inventory record keeping system to maintain data and

information in a systematic fashion

PO 1. Determine record keeping needs based on the nature of data PO 2. Develop an appropriate record keeping system


• 3WP-D1. Apply a continuous improvement process to an existing business

• 3WP-D2. Conduct a comprehensive workplace needs assessment, communicate their findings to the employer, and develop and defend a set of proposed solutions to address the needs

STANDARD 4 Students work individually and collaboratively within team settings to accomplish objectives. (Proficiency Grades 9-12)

• 4WP-P1. Demonstrate ability to work with others from diverse backgrounds, including identifying individual interests, aptitudes and skills; teach others new skills

• 4WP-P2. Understand group dynamics

PO 1. Identify personal qualities PO 2. Demonstrate an understanding of group dynamics PO 3. Work well with others PO 4. Teach others new skills

• 4WP-P3. Work toward consensus by exchanging resources and resolving

divergent interests

PO 1. Demonstrate the ability to reach consensus by resolving divergent interests

• 4WP-P4. Monitor individual performance and team effectiveness

PO 1. Conduct periodic checks of individual team member’s contributions and the team’s progress in obtaining goals

• 4WP-P5. Provide constructive feedback

PO 1. Define feedback criteria PO 2. Give constructive feedback to team participants that strengthens individual and group performance

• 4WP-P6. Assume leadership roles in team settings to accomplish tasks

PO 1. Communicate thoughts and ideas to clarify roles and responsibilities PO 2. Delegate tasks and responsibilities effectively PO 3. Motivate team to accomplish tasks PO 4. Evaluate team effectiveness

• 4WP-P7. Demonstrate punctuality, trustworthiness, civility and initiative on

school projects

PO 1. Complete school projects on time, with integrity, while displaying conduct befitting a citizen of the class

• 4WP- P8. Negotiate solutions to identified conflicts by separating people from

the problem; focusing on interests, not positions; inventing options for mutual gain; and insisting on the use of objective criteria

PO 1. Apply negotiation skills to solve conflicts

• 4WP-P9. Work and communicate with diverse clients, customers and community to satisfy their expectations

PO 1. Identify/define expectations of clients, customers and community PO 2. Develop a plan to meet those expectations PO 3. Implement plan PO 4. Evaluate plan


• 4WP-D1. Demonstrate teamwork and negotiation skills in innovative and effective ways to accomplish tasks

• 4WP-D2. Pursue difficult and challenging leadership roles

STANDARD 5 Students will demonstrate a set of marketable skills that enhance career options. (Proficiency Grades 9-12)

• 5WP-P1. Write, evaluate and revise a career plan consistent with occupational interests, aptitudes and abilities

PO 1. Assess career interests, aptitudes and abilities PO 2. Develop a career pathway plan PO 3. Evaluate and revise plan, as needed

• 5WP-P2. Demonstrate job acquisition skills by completing resume and job

applications and by demonstrating interviewing techniques

PO 1. Demonstrate job acquisition skills as defined by the instructor

• 5WP-P3. Exhibit work ethics and behaviors essential for success in all areas of life

PO 1. Define ethics and effective workplace behaviors PO 2. Use appropriate behaviors (time management, communications, interpersonal skills, life balance) that display success in life

• 5WP-P4. Demonstrate marketable occupational skills for an entry-level job based on career interests

Note: This is an observational concept as opposed to a testable concept. This concept

becomes the culmination of the previous three concepts. Demonstration of marketable occupational skills will be unique to each individual based on career interests and through and with the coordination of the counselors, teachers, parents and students.


• 5WP-D1. Evaluate goals and career options and adjust their career plans accordingly 5WP-D2. Increase academic and occupational skills to become more marketable

• 5WP-D3. Evaluate career plans on a continuous basis to determine

appropriate educational strategies STANDARD 6 Students illustrate how social, organizational and technological systems function.

Definition: A system equals an organized framework made up of interrelated components acting together as a whole, in which a change in one component may impact the entire operation. Examples of systems are social (e.g., family, school) and technological (e.g., local area network, telephone). (Proficiency Grades 9-12)

• 6WP-P1. Draft and interpret an organizational chart

PO 1. Design an organizational chart PO 2. Interpret an organizational structure

• 6WP-P2. Evaluate the quality and performance of workplace systems,

distinguish trends, and recommend improvements and modifications to an existing system to improve products or services

PO 1. Describe alternate workplace systems PO 2. Evaluate the quality and performance of workplace systems PO 3. Distinguish trends in workplace systems PO 4. Generate recommendations for improvements/modifications to existing workplace systems

• 6WP-P3. Understand how changing a component of a system (e.g., changing how employees are assigned to work shifts, using the Internet) impacts the whole system

PO 1. Analyze the cause and effect relationships within a real world setting


• 6WP-D1. Predict the impact of actions on system operations, diagnose deviations in the function of systems/organizations, and take necessary action to correct performance

• 6WP-D2. Anticipate and project potential modification of systems to meet the

needs of a changing society STANDARD 7 Students demonstrate technological literacy for productivity in the workplace. (Proficiency Grades 9-12)

• 7WP-P1. Select and use appropriate technology to organize, send and receive information

PO 1. Identify available technological tools PO 2. Employ appropriate tools to organize, send, and receive information

• 7WP-P2. Analyze the impact of technological changes on tasks, people and

society

PO 1. Define technology as it relates to tasks, people, society, and careers PO 2. Analyze the impact


• 7WP-D1. Demonstrate computer operation skills such as computer-aided drafting and computer-integrated manufacturing with other technologies in a variety of applications within a workplace setting

• 7WP-D2. Design technologies which go beyond any existing technology

• 7WP-D3. Adapt technology use to expand academic and personal growth

• 7WP-D4. Identify or solve problems with computers and other technologies STANDARD 8 Students apply principles of resource management and develop skills that promote personal and professional well-being. (Proficiency Grades 9-12)

• 8WP-P1. Set and prioritize their goals, estimate the time required to complete each assigned task, and prepare and follow the timeline/schedule

PO 1. Develop a written personal/professional plan

• 8WP-P2. Prepare a short- and long-term personal budget; make expenditure,

revenue and savings forecasts; maintain proper records .

PO 1. Implement a written personal financial plan

• 8WP-P3. Evaluate the impact of health choices (e.g., smoking, substance abuse, exercise) on personal and professional well-being

PO 1. Describe the effects of health choices on a person’s well being and his/her ability to complete work tasks PO 2. Analyze and evaluate the impacts of health choices

• 8WP-P4. Identify strategies for balancing self, family, work, leisure and

citizenship; ways to reduce the impact of stress; and how both relate to personal and career satisfaction

PO 1. Develop written strategies for personal and career satisfaction


• 8WP-D1. Design a Request for Proposal process

• 8WP-D2. Maintain a personal management system by setting goals, managing resources, and balancing life choices to accomplish career and life satisfaction

• 8WP-D3. Select relevant goals, prioritize them, allocate time to each, and

prepare and follow schedules when solving workplace or school projects

• 8WP-D4. Organize and efficiently allocate material, facilities, supplies, parts

and equipment to optimize their use in personal and professional goal attainment

• 8WP-D5. Prepare budgets and make cost and revenue forecasts in a

business, reconciling differences between inventory and financial records, and projecting resource needs over time

• 8WP-D6. Design a task analysis flow chart

• 8WP-D7. Assess knowledge and skills, delegate work accordingly, evaluate

performance and provide feedback on human resources when working on a team project

• 8WP-D8. Design a computer-generated workplace document with narrative

and graphics, using desktop publishing software

• 8WP-D9. Demonstrate an understanding of First-In First-Out (FIFO), Last-In First- Out (LIFO) and Just-in-Time inventory systems

• 8WP-D10. Develop a workplace staffing plan and write job descriptions

• 8WP-D11. Develop a bill processing system

425

WIA YOUTH Eligibility Flowchart Common Intake

Application

No Refer to Other Appropriate Service Providers Ages 14 - 21

Citizen or Eligible Non-citizen

Yes

Refer to Other Appropriate Service Providers

Yes

No

Selective Service Registration If male has attained 18th birthday, he must register per Section 3(a) of the

Military Selective Service Act.

Verify by calling 1-847-688-6888 or go to http://www.sss.gov/

Low-Income Youth (Note: See Income

Requirements)

EXCEPTION 5% Income Exempt Window • High School Dropout • Basic Skill Deficient • One or More Grade Levels

Below • Pregnant or Parenting • Disabled, including

Learning Disabilities • Homeless or Runaway • Offender • Face Serious Barriers to

Employment as Identified by LWIB

No Screen for Adult

Program Eligibility, Refer to Other

Appropriate Service Provider

EXCEPTION Disabled Youth

A disabled youth, whose family does not meet income criteria, is

considered low income, if the individual’s own income, separated

from the household’s, meets the income eligibility guidelines.

Meets Youth Barrier

Yes

Proceed with Enrollment

• Refer to Adult Provider or One-Stop Center if 18 and over

• Refer to Other Appropriate Service Provider

YOUTH BARRIERS • Deficient in Basic Literacy Skills • School Dropout • Homeless, Runaway, or Foster Child • Pregnant or Parenting • Offender

O M G d L l

No

Yes

Yes or N/A

Yes

No

• An Individual, including a Youth with a Disability, who Requires Additional Assistance to Complete an Educational Program Identified by LWIB

• Register On-line @ http://www.sss.gov/ No

Applicant Statement Form

Participant Information

Applicant Name: Last 4-digits of SSN::

The following data elements are instances where an applicant statement is permitted when efforts have been exhausted and it has been determined that the documentation is unavailable and obtaining the documentation will cause undue hardship for the individual:

Youth Offender

I am a youth offender. Offense: ______________

I have been detained and/or incarcerated.

I am or have been on probation.

Probation Officer’s Name:___________________

Homeless/Runaway Youth

I am homeless or a runaway youth.

Pregnant/Parenting Youth

I am a pregnant or parenting youth.

Youth who needs additional assistance

I am a youth who needs additional assistance to complete an educational program or to secure and hold employment as determined by one of the following criteria:

• Occupational Skills Deficient

• “At Risk” by the Local Education Agency

• Limited English Speaking Abilities

• Considered Disabled

School Status at Participation

Highest Grade Completed: ___________________

In School/High School or Less

In School/Alternative School.

In School/Post High School.

Out of School/Dropout.

Out of School/High School Graduate.

Proof of Unemployment/Lack of Income:

I am a youth who is currently not employed and lack of income.

Individual Status/Family Size

Number in Family: ________

Names Relationship Names Relationship

___________________________ ________________ _________________________ ________________

___________________________ ________________ _________________________ ________________

___________________________ ________________ _________________________ ________________

For Office Use Only: Please document verification attempts.

Self-Attestation Statement: I certify that the information given on this document is true and accurate to the best of my knowledge and belief. I understand that such information is subject to verification, and I further realize that falsified or fraudulent information may result in the rejection of this document, subsequent termination from the WIA Program, or prosecution under the law.

Applicant Signature: _____________________________________________ Date: _________________

Parent/Guardian Signature: _______________________________________ Date: _________________ (If under 18 years of age.)

Case Manager Signature: _________________________________________ Date: _________________

CM Supervisor Signature: _________________________________________ Date: _________________

Suitability Questions to Ask Youth Not all youth who seek WIA-funded services will be suitable for the program, at that given time. Youth may have a problem or barrier that a job and/or training will not resolve. A “red flag” is not a reason to deny enrollment; it merely means additional discussion during the enrollment phase is needed. The following questions will enable the caseworker to adequately assess suitability by gleaning critical information from the youth. Depending on the outcome of the following questions, the youth’s needs may or may not match WIA services. 1. Is the youth “ready” to enter the program? 2. Why is he or she entering the program? 3. Has the youth been previously registered and/or exited from

WIA youth program? What was the outcome? 4. Does the youth have a barrier that a job and/or training will not

resolve? 5. Is the youth (family) planning to move out of the area within the

next six months? 6. Does the youth have a plan for reliable transportation? 7. Has he or she taken public transportation? 8. Is he or she afraid to take the bus? 9. Does the youth have any pending legal issues? 10. What are the pending legal issues? 11. Has the youth been on time for initial appointments? 12. Has the youth followed through with required documentation? 13. Is the youth only seeking (summer) employment? 14. Is the youth only seeking tuition or training reimbursement? 15. Is the youth only seeking employment?

HOW ARE YOU GOING TO HELP THE YOUTH BECOME SUITABLE?

For more information on community referrals, please go to http://www.az211.gov/.

http://www.az211.gov/

METHODS FOR CALCULATING ANNUALIZED INCOME

Individual provides intake worker with six (6) pay stubs with gross earnings of$534.00, $475.00, $398.00, $534.00, $498.00 and $534.00. The pay frequency is weekly. The intake worker does the following:EXAMPLE:Adds: $534 + $475 + $398 + $534 + $498 + $534 = $2973.00.Divides: $2973 by 6 = $495.50 = average gross earnings per week.Multiplies: $495.50 x 26 (weeks) = $12,883,00 x 2 = 25,766.00 annualized gross income.

YEAR-TO-DATE METHOD:Under the year-to-date method of calculating annualized gross income, the individual provides recent pay stubs with cumulative year-to-date gross earnings indicated on the pay stub. The cumulative yeato-date gross earnings indicate the gross earnings up to the date of the pay period ending date on the pay stub. To compute the annualized income, the intake worker counts the number of pay periods that have occurred since January 1st or from the date of employment if after January 1st.

The intake worker divides the number of pay periods into the gross year-to-date earnings indicated on the pay stub. The result ofthis computation (average gross income per pay period) is then multiplied by the number of pay periods in the six (6)-month determination period. That result is then multiplied by two (2), to determine the annualized gross earnings.EXAMPLE:Individual provides the intake worker with a recent pay stub indicating year-to-date earnings of $18,829. The pay period ended September 30th.The pay frequency is biweekly and the individual has been employed since January 1st. Nineteen (19) pay periods have occurred since January 1st.The intake worker does the following:Divides: $18,829 by 19 = $991.00 average biweekly earnings.Multiplies: $991.00 by 13 (pay periods) = $12,883 x 2 = $25,766 annualized gross income.

INTERMITTENT WORK METHODWhen an individual has not had steady work with one or more employers, the individual shall supply as many pay stubs as possible and complete an Individual Statement explaining all missing pay stubs and non-work periods during the last six (6)-months. In this case the intake worker totals all wages for the six (6)-month period and multiplies the result by two (2) to annualize the gross Income.If the individual reports little or no includable income, the individual shall indicate other resources relied upon for life support during the last six (6)-months on the Individual Statement. Resources may include such things as gifts, loans, unemployment compensation, etc.

STRAIGHT PAY OR SALARY METHODUnder the Straight Pay Method, the individual supplies a sample of pay stubs covering the most recent six (6) month of family income. There is no variation in the wages for any of the pay stubs submittedfor the income verification; therefore, the intake worker calculates the income based upon the wages indicated on one of the pay stubs.The gross income is multiplied by the number of pay periods in the six (6)-month determination period (26, 13, 12, or 6 respectively). The result is multiplied by two (2), to get the annualized income used to determine eligibility.

EXAMPLE:Five (5) pay stubs are provided indicating gross wages of $991.00 each. The pay frequency is biweekly (13 times in six (6)-months). The intake worker multiplies the gross wages indicated on the pay stub by the frequency of the pay periods to get income for the six (6)-month determination period. The six (6)-month' s income is multiplied by two (2), to get annualized income.EXAMPLE: $991. x 13 = $12,883 x 2 = $25,766 annualized gross income.

AVERAGE PAY METHOD:Under the Average Pay Method, a sample of six (6), pay stubs are submitted which show variations in the gross earnings. The variations may result from overtime, lost time or work for different employersThe intake worker determines the average gross earnings based upon the number of pay stubs provided. The intake worker totals the gross earnings of all the pay stubs provided and divide the result by the number of pay stubs. The result is the average gross earnings per pay period. The intake worker determines the pay frequency and multip]ies the gross average earnings by the number of pay periods in the six (6)-month determination period. The six (6)-month's income is multiplied by two (2), to get annualized income.

WIA Youth Program Flowchart

Youth Participation Case Management Service throughout duration of participation for supportive and referral services

OBJECTIVE ASSESSMENT

• Basic Skills • Occupational Skills • Prior Work Experience

• Aptitudes • Development Needs

• Employability • Interests • Supportive Service

Address Barriers

Basic Skills Training

Preparation for Employment

Age-appropriate Career Goals

Preparation for Postsecondary Educational Opportunities

Address Youth’s Assessment Results

INDIVIDUAL SERVICE STRATEGY (ISS)

Career Exploration

Linkages between Academic and Occupational Learning

Occupational Training (OTA) Work Experience (WEX)

Review ISS

Review Youth Interest

Youth Provider establishes partnerships with local businesses

Review Youth Interest and Assessment Results

Youth Provider establishes partnerships with educational institutions

Refer to Career Path Program

Exit Program

Work Experience Completed Credential or Diploma Completed

• All services identified in the ISS are completed • 90 consecutive calendar days with no WIA funded services

Exit Program

Review ISS

Work Experience

Refer to Paid and Unpaid Experience

Internships

Job Search Job Retention Career Progress

Based on Needs of the Participant

Support Services Referral Services

FOLLOW UP SERVICES FOR 12 MONTHS

Equal Opportunity Employer/Program Auxiliary aids and services are available upon request to individuals with disabilities

Revised 2/27/08 1

Younger Youth In School Older Youth Out of School Participant Name: Last 4 SSN:

INDIVIDUAL SERVICE STRATEGY (ISS) (Complete all applicable sections.) SECTION 1 – PARTICIPANT IDENTIFICATION

Participation/Start Date DOB Age Home Address: AZ No. Street Apt# City State Zip

Mailing Address: Same as above AZ No. Street Apt# City State Zip

Home Ph. Message Ph. E-mail Contact Name Phone #1 Phone#2 Education: Middle School High School GED/Diploma Post Secondary High School Drop Out

Date of GED/HS Diploma Name of School

Post-Secondary School Dates

If not a graduate, highest grade completed Number of Credits

Name of School Last Date Attended

SECTION 2 – WIA PARTNER \ OTHER PROGRAM PARTICIPATION Mark all program services the participant is currently receiving.

TANF Adult Ed. & Literacy HUD E & T. Vocational Rehab.

WIC Parole/ Probation Svs. Wagner-Peyser Post-secondary Loans/Pell Grant

Food Stamps Job Corps Scholarships Native American Programs

DES Child Care AHCCCS Other


Revised 2/27/08 2

Participant Name: Last 4 SSN: Please describe the services that are received and/or needed from the programs marked above:

SECTION 3 – ASSESSMENT INTERESTS/APTITUDES FROM ASSESSMENT

CURRENT JOB SKILLS

BASIC SKILLS Test Date: Pre-Test Name: TABE Other

Reading Level Math Level Language Arts Level Raw Score Raw Score Raw Score

Grade Level Grade Level Grade Level WORK READINESS SKILLS Assessment Date: Pre-Assessment Name: Presumptive Need Other In need of training: YES NO OCCUPATIONAL SKILLS Assessment Date: Pre-Assessment Name: Occupational Skills Assessment (OSA) Other In need of training: YES NO


Revised 2/27/08 3

Participant Name: Last 4 SSN: IDENTIFIED ASSISTIVE TECHNOLOGY AND REASONABLE ACCOMMODATION NEEDS N/A

Assistive Technology and/or Reasonable Accommodation

Need(s) How Need(s) Will Be Met Location

Prov

ided

Ref

erre

d Approximate Time to Meet

Need(s) Individual

Responsible for Action(s)

IDENTIFIED HEALTH AND SAFETY RISKS N/A

Identified Health and Safety Risk(s) R

isk

Acc

epta

ble

How Risk(s) Will Be Addressed or Minimized Location

Prov

ided

Ref

erre

d Approximate Time to Address or

Minimize Risk(s)

Individual Responsible for Action(s)

Yes No

Yes No

Yes No

SECTION 4 – BARRIERS TO EMPLOYMENT Check all that apply:

BARRIERS Describe supportive service needs or list referral given: Homeless Runaway Foster Care Disability School Dropout Limited English Proficiency Pregnant \ Parenting Youth Offender Substance Abuse Unemployed Under-employed Child Care Driver’s License Family Issues Transportation Misc.


Revised 2/27/08 4

Participant Name: Last 4 SSN: SECTION 5 – SERVICE STRATEGY SUMMARY Youth: (Check ONE) 14 – 18 Yrs Old 19 – 21 Yrs Old Overall Goal of Participation (What does the participant want to accomplish before exiting?)

List all goals that will assist the youth with reaching overall goal of participation:

Note: A maximum of three (3) goals per year may be set for purposes of skill attainment for youth 14-18 years old. Additional goals may be set as needed to fully reflect goals set and attainable by each youth

Goal Expected goal outcome Date Goal Set Date Goal

Met


Revised 2/27/08 5

Participant Name: Last 4 SSN: List all activities that will assist the youth with reaching overall goal of participation:

Activity Provider (Referred to) Date

Started (VOS)

Anticipated End Date

(VOS) Actual

End Date (VOS)

SECTION 6 – EXPLANATION OF SERVICE MIX


Revised 2/27/08 6

Participant Name: Last 4 SSN: SECTION 7– PARTICIPANT AGREEMENTS/SIGNATURE

I have assisted in the development of this plan and agree to it.

I understand the established goals and will actively participate in the programs.

I understand that my plan will be updated and reviewed periodically to meet my needs.

I understand that the development of this plan does not establish a right to bring action to obtain these services.

I understand that supportive services are decided by the case manager and other administrators on an individual need basis. Participation in the program does not guarantee me the same supportive services as other youth.

I further understand that a lack of commitment, participation, or follow-through on my part may result in my exit from the

WIA Program.

I also agree to follow-up service for one year after exiting the program. __________________________________________ ___________________ Participant Signature Date __________________________________________ ___________________ Parent/ Guardian Signature Date __________________________________________ _________________ Case Manager Signature Date Print Staff Name Youth Program Agency Phone No.

SECTION 8 – 30 DAY REVIEW AND REVISION

Review Dates & Initials

Copy to: Participant

File

Younger Youth In School

Older Youth Out of School

INDIVIDUAL SERVICE STRATEGY REVISION

Name: Last Four Digit of SSN: Case Manager: Date of Revision: Reason for Revision:

Goal Activity Provider (Referred to)

Date Started (VOS)

Anticipated End Date

(VOS)

Actual End Date

(VOS)

Case Manager Comments:

________________________________ ___________________ Participant Signature Date ________________________________ ___________________ Parent/ Guardian Signature Date ________________________________ ___________________ Case Manager Signature Date Print Staff Name Youth Program Agency Phone No.

Copy to: Participant

File

ISS, VOS and Case Note Reconciliation

Individual Service Strategy (ISS) Virtual One Stop (VOS) Case Notes (VOS & HC File)

Basic Client Information Section Common Intake & Youth Application Must reference client situation and reason for being in the WIA Program

Assessment Information Section - TABE scores - Interests/aptitudes - Skills/abilities

TABE scores in Assessment section (translate into Basic Skills Deficiency if appropriate)

Summarize results of assessments as reasoning for planned goals/activities

Barrier Information Section - Education/employment barriers - Personal/family barriers

Eligibility Barrier reflected in Application

Summarize as reasoning for planned goals/activities and need for support services

Support Services - Services provided through partner

programs - Potential WIA support services

Reflected as provided in WIA Activities Describe support services provided, using barriers/assessment as justification

Goals Section (may include proposed strategies) - Education/employment goals

(including skill attainment if applicable)

- Goals for overcoming personal/family barriers

Only Skill Attainment Goals entered as they become attainment within one year (Younger Youth only)

Referenced as appropriate (i.e. as progress is made, activities are planned, goals are achieved, etc.)

Justification for Plan/Case manager comments

Restated as reason for participation in WIA

Service Strategy Summary - References goals - Activities/strategies - Provider - Timeframe (Actual begin/end)

Reflected in WIA Activities Referenced as new activities begin, progress is made, or activities are completed/dropped out, etc.

JT-036-2 (5-00) ARIZONA DEPARTMENT OF ECONOMIC SECURITY

Workforce Investment Act

SKILL ATTAINMENT RECORD – BASIC EDUCATION SKILLS PARTICIPANT’S NAME

SOC. SEC. NO.

REGISTRATION DATE

TRAINING SITE

GOAL/TYPE OF EXPECTED OUTCOME Literacy Required Education ESOL

IN NEED OF TRAINING

SKILL ATTAINED

GOAL

NAME OF

ASSESSMENT

(1) PROFICIENCY

REQUIREMENT

PRE-TEST

SCORE

DATE GOAL SET ON ISS Yes No

(2) TRAINING PROVIDED

POST-TEST

SCORE

DATE GOAL

ACHIEVED Yes No 1.

2.

3.

4.

5.

6.

7.

8.

TOTAL IN NEED OF TRAINING

TOTAL SKILLS ATTAINED

(1) Enter LWIA-approved level of achievement (benchmark) for each basic skill.

(2) Enter the program activity(ies) where training occurred.

GOAL NO. ATTAINED

If youth is determined to be basic skills deficient, one of the goals must be a Basic Skills goal.

LEVEL ATTAINED

Equal Opportunity Employer/Program This document available in alternate formats by contacting 602-542-3957

.



SKILL ATTAINMENT RECORD – WORK READINESS EDUCATION SKILLS PARTICIPANT’S NAME SOC. SEC. NO. REGISTRATION DATE

TRAINING SITE (Skills 1-6) TRAINING SITE (Skills 7-12)

POINT OF DETERMINATION (Skills 1-6) (1)

POINT OF DETERMINATION (Skills 7-12) (1)

IN NEED OF TRAINING

(4) SKILL

ATTAINED

SKILL

NAME OF ASSESSMENT

(2)

PROFICIENCY REQUIREMENT

PRE-TEST SCORE


(3)

TRAINING PROVIDED

POST-TEST SCORE

DATE GOAL

ACHIEVED Yes No 1. Making Career

Decisions

2. Using Labor Market Information

3. Preparing Resumes

4. Completing Applications

5. Interviews/Writing Follow-up Letters

6. Survival/Daily Living Skills

7. Maintaining Regular Attendance

8. Being Consistently Punctual

9. Exhibiting Appropriate Attitude/Behaviors

10. Presenting Appropriate Appearance

11. Demonstrating Good Interpersonal Relations

12. Completing Tasks Effectively

13.

14.

TOTAL IN NEED OF TRAINING (Minimum 5 of 12 Core Skills needed for attainment of Youth Work Readiness Skill)

TOTAL SKILLS ATTAINED (100% Requirement)

(1) Enter the stage in the process where the pre-assessment was made (intake, assessment, orientation, etc.) (2) Enter LWIA-approved level of achievement (benchmark) for each skill. (3) Enter the program activity(ies) where training occurred.

LEVEL ATTAINED

(4) Participant must demonstrate proficiency at the required benchmark in all Work Readiness Skills Equal Opportunity Employer/Program This document available in alternate formats by contacting 602-542-3957



SKILL ATTAINMENT RECORD – OCCUPATIONAL SKILLS PARTICIPANT’S NAME

SOC. SEC. NO.

REGISTRATION DATE

JOB TITLE TRAINING SITE SOURCE OF SKILL REQUISITES ( 1 ) ( TYPE OF TRAINING NUMBER OF SKILLS NEEDED FOR POSSIBLE SKILL ATTAINMENT

Classroom On-Site

IN NEED OF TRAINING

SKILL ATTAINED

GOAL

NAME OF

ASSESSMENT

(2 ) PROFICIENCY

REQUIREMENT

PRE-TEST

SCORE


(3) TRAINING PROVIDED

POST-TEST

SCORE

DATE GOAL

ACHIEVED Yes No

TOTAL IN NEED OF TRAINING

TOTAL SKILLS ACHIEVED

(1) Enter the source of skills listed (employer survey, vocational / proprietary school, licensing board, accreditation committee, etc. ). (2) Enter LWIA-approved level of achievement (benchmark) for each occupational skill. (3) Enter the type of training approach (lecture, observation, hands-on, independent assignment, etc.)

GOALS ATTAINED Y N

Equal Opportunity Employer/Program This document available in alternate formats by contacting 602-542-3957

Work Readiness Skills Chart

Skill/Behavior Level of Achievement Benchmark Means of Measurement/Assessment

(Post-Assessment Rating Sheet)

Making Career Decisions Score of 80 % “Making Career Decisions”

Using Labor Market Information Score of 80 % “Using Labor Market Information”

Preparing Resumes Score of 80 % “Preparing Resumes”

Filling Out Application Score of 80 % Filling Out Application

Interviewing Score of 80 % “Interviewing/Follow-Up Letters”

Survival/Daily Living Skills Score of 80 % “Survival/Daily Living Skills”

Being Consistently Punctual Score of 90 % “Being Consistently Punctual”

Maintaining Regular Attendance Score of 90 % “Maintaining Regular Attendance”

Demonstrating Positive Attitudes/Behavior Score of 80 % “Demonstrating Positive Attitudes/Behavior”

Presenting Appropriate Appearance Score of 80 % “Presenting Appropriate Appearance”

Exhibiting Good Interpersonal Relations Score of 80 % “Interpersonal Relations”

Completing Tasks Effectively Score of 80 % “Completing Tasks Effectively”

Skill Attainment Documentation Checklist

Review the following questions to determine if a participant has completed the appropriate portions of Skill Attainment for the WIA program.

Participant’s Name: SS #:

Basic Skills

1. Pre-test, transcripts or AIMS test scores Yes No

2. Goal set on ISS Yes No

3. Completed JT-036-2 Yes No

4. Post-test scores, if applicable Yes No

5. Copy of GED, diploma or certificate listing skills achieved Yes No

6. Input activity in VOS (Youth 14-18) Yes No

Work Readiness Skills

1. Pre-test Yes No



4. Post-test scores Yes No

5. Certificate listing skills achieved Yes No


Occupational Skills

1. OSA Presumptive Need Yes No



4. Post-test scores Yes No

5. Certificate listing skills achieved Yes No


Any Other Considerations: ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________

TECHNICAL ASSISTANCE DESK REVIEW Skill Attainment

DATE: LIAISON: LWIA: PARTICIPANT: SSN: Does the participant’s file contain the following for each skill attainment reported? Pre-assessment: Basic Skills YES NO N/A Occupational Skills YES NO N/A Work Readiness Skills YES NO N/A Post-assessment: Basic Skills YES NO N/A Occupational Skills YES NO N/A Work Readiness Skills YES NO N/A Certification: Basic Skills YES NO N/A Occupational Skills YES NO N/A Work Readiness Skills YES NO N/A Are the following included in the file? Individual Service Strategy (ISS) YES NO Supporting documentation? (time/attendance records, progress reports, etc. YES NO

LIST: Indicate which Skill Attainment Area(s) were reported: Basic Skills YES NO Occupational Skills YES NO Work Readiness Skills YES NO


DATE: LIAISON: LWIA: PARTICIPANT: SSN:

INDIVIDUAL SERVICE STRATEGY

Review the Individual Service Strategy contained in participant’s file. DOES THE ISS:

Identify current educational and employment skills based on pre-assessed need? YES NO

Identify interests, aptitudes, and goals, including the desired post-program outcome? YES NO Identify barriers to employment, including the lack of skills, educational credentials, or personal problems which may affect employability? YES NO

Clearly state the training strategy and/or plan to help the participant overcome barriers to meet their goals? YES NO

Include rationale which explains justification for enrollment, curricula, services, training modules and program activitie YES NO

IS THERE EVIDENCE THAT:

The ISS was mutually formulated (signed by both the participant and the preparer)? YES NO

Periodic review completed as needed? YES NO

Pre-assessment results were used to determine the activity and site assignment? YES NO NOTE: If any response is NO, obtain additional information from LWIA staff to clarify the ISS process and resolve questions regarding the qualitative aspects of this area. Revise responses accordingly and include comments in the space provided. COMMENTS:


REFER TO JT-036-1 At pre-assessment was participant determined to be Basic Skills deficient? YES NO

Readiness Skills Level of Achievement Mark skills deficient Skills Attained?

Making Career Decisions 80% YES NO

Using Labor Market Information 80% YES NO

Preparing Resumes 80% YES NO

Filling Out Applications 80% YES NO

Interviewing/Follow-up Letters 80% YES NO

Survival/Daily Living Skills 80% YES NO

Consistently Punctual 90% YES NO

Maintaining Regular Attendance 90% YES NO

Demonstrating Positive Attitudes/Behaviors 80% YES NO

Presenting Appropriate Appearance 80% YES NO

Exhibiting Good Interpersonal Relations 80% YES NO

Completing Tasks Effectively 80% YES NO

Participant must be deficient in at least five (5) of the twelve (12) skills to be eligible. How many Skills are there with pre-assessment scores below the proficiency requirement? How many hours of training were provided specific to the skills area? Do the time/attendance records indicate demonstration period was the stated minimum? YES NO At post-assessment (JT-036-1) how many skills are at or above proficiency level? Is there documentation in the file to support skills attained? YES NO COMMENTS:


Refer to JT-036-2 At pre-assessment was youth determined to be Basic Skills deficient? YES NO If yes, one of the goals must be a Basic Skills goal. BASIC SKILLS

GOALS

MARK SKILLS DEFICIENT WERE SKILLS ATTAINED A

POST-ASSESSMENT?

# 1 Literacy; reading, math and language

YES NO N/A

# 2 Basic Ed (H.S. credits, diploma, GED,AIMS)

YES NO N/A

# 3 ESOL

YES NO N/A

# 4 Vocational YES NO N/A

Skills attained at post-assessment. TOTAL Was all documentation provided in file? YES NO Is copy of certificate in participants file? YES NO


Refer to JT-036-3 At pre-assessment was participant determined to be Occupational Skills deficient? YES NO OCCUPATIONAL SKILLS

Occupational skills are divided into two groups: On-Site Training or Classroom Vocational Skills Training

Is there a minimum of six (6) employer job specific skills listed on the JT-036 in file? YES NO

If On-Site training provided; is documentation in file? (Work training agreement/contract) YES NO

If Classroom training provided; is documentation in file? (Curriculum guides/lesson plans are Local Area/Service Provider specific) YES NO

Do time/attendance records reflect hours of training provided? YES NO

Was all documentation/certification provided in the file? YES NO

Does the certificate list/describe the skills attained? YES NO

COMMENTS:

Skill Attainment Matrix Basic Work Readiness Occupational

Pre-Assessment Standardized Test Transcripts Standardized Test Occupational Skills Assessment (OAS)

Individual Service Strategy

Documentation JT-036-2 JT-036-1 JT-036-3

Post-Assessment Standardized Test

Transcripts GED/HS Diploma

Standardized Test JT-036-3

Certificate

PHOENIX WORKFORCE CONNECTION FOLLOW-UP AGREEMENT

Name:

SS#:

Address:

Phone:

City:

State:

Zip Code:

You are being enrolled in an employment and training program funded under the Workforce Investment Act (WIA). The program is administered by Phoenix Workforce Connection and operated by the {INSERT AGENCY}. After you leave this program, a representative will contact you to see how you are doing and follow up on your employment/educational status. The information you provide will be used to help us improve our services to you and to other program customers. The calls will only take a few minutes, and all information you provide us will be kept strictly confidential. Your participation is very important to the core success of this program and your help is greatly appreciated.

Please list at least two people who do not live in your household, and will know how to contact you in the event that you move.

Name: Relationship: Address:

Phone:

City:

State:

Zip Code:


Phone:

City:

State:

Zip Code:


Phone:

City:

State:

Zip Code:

I agree to provide information in the follow-up interviews. The information I provide will be kept strictly confidential. I also give permission to my past and present employers to release information to the [Inset Agency] regarding my employment and earnings.

Applicant Signature Date

Career Advisor Signature Date

In School

\ Out of School

Youthbuild

DATE STAMP HERE

WORK EXPERIENCE CHECKLIST

To expedite your WEX requests, please submit this coversheet checklist with the proper forms. Paperclip the forms in the following order: Name: _________________________ Last Four Digit of SSN: ___________ In Packet City

Initials 1. WEX Agreement from the City of Phoenix _____

2. Copy of the entire ISS and Revisions _____ 3. Skill Attainment Record (as applicable) _____ 4. Labor Market Information _____ 5. Is the WEX a high demand occupation or PWC identified industry cluster?

Yes No

If not, please justify. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Justification in VOS and Case File Yes No 7. YouthBuild Use Only – Work Site Description and Individual Housing Project Site

Estimate Forms completed and approved for this placement? Yes No CASE MANAGER: _____________________________________ DATE_________ SUPERVISOR: _____________________________________ DATE_________ CITY APPROVAL: _____________________________________ DATE_________ * Please provide the required documentation noted above for approval. ADDITIONAL COMMENTS ______________________________________________________________________________________________________________________________________________________________________________________________________________________________ NOTIFY APPROVAL TO: ____________________________________________________ Name Phone Email

City of Phoenix Workforce Investment Act

WORK EXPERIENCE WORKSITE AGREEMENT

THE AGREEMENT

This Agreement is entered on , between , hereinafter called the Service Provider, and , hereafter

referred to as the Employer, in order to provide work-related activities for to develop basic work habits, learn

occupational skills, and/or gain valuable work experience.

The Training site (business location) agrees to the following specifications: a. Name of Participant: Title of Position: b. Last 4-Digits of Social Security Number: c. Attached Job Description and skills competency log (if applicable). d. Please list the equipment and tools to be used on the job. e. Tools and work clothing/shoes required by participant: f. Physical requirements (standing or stooping, expressed in hours per day, and lifting or carrying, expressed

in pounds and hours per day). g. Work Experience payment hourly rate: h. Total estimated hours: i. Training period: Start Date: End Date: j. Total estimated payments to participant: $ (hourly rate X hours) k. Name and title of supervisor(s):

The Training site (Business location) further agrees:

a. That the work experience assignment will not reduce any of the hours of a current employee; displace any currently employed or laid off worker; impair existing contracts or collective bargaining agreements; or infringe upon promotional opportunities of current employees.

b. To maintain records and prepare reports on the individual WEX trainee(s) as prescribed by the Service Provider.

c. To observe and comply with applicable safety and health standards, Workers Compensation, and the labor laws of Arizona and the Federal Government.

d. To maintain sufficient general liability insurance for tort claims protection. e. To allow the Service Provider and/or duly authorized representatives to visit the premises, observe

conditions and activities, and follow-up with the work experience trainee(s).

The Service Provider agrees to:

a. Supply the Employer with the required forms, procedures for maintaining work experience trainee(s)' records, and instructions of required reporting information.

b. Provide a counselor to assist the Employer in the resolution of training, employment, and personal problems that may affect performance.

WORK EXPERIENCE SPECIFICATIONS

SERVICE PROVIDER AGREEMENT

(Date) (Date (Youth Provider) (Training site)

(Youth)

c. Provide tools, work clothing/shoes, and supportive services as may be required by each work experience trainee, if applicable.

d. Provide monetary Training Payments to work experience trainee(s) as needed or required.

This agreement is subject to Title IIB of the Workforce Investment Act of 1998 and the regulations issued there under, and any service, financial aid, or other benefits provided under this Agreement shall be provided without discrimination due to age, race, color, creed, sex, handicap, or national origin. Work experience trainees are not employees of the Service Provider, the employer, or the City, but are participants of the WIA program. Work experience trainees shall comply with rules and policies as outlined by the employer for employees of this particular position with the exception of paid sick leave and annual leave. Work experience trainees shall be covered for injuring on the job by the general liability or Worker's Compensation of the Service Provider; or through the Arizona Health Care Cost Containment System (AHCCCS) for TANF/JOBS/TPEP recipients. This Agreement may by terminated by either party by giving written notice to the other party no less than five (5) working days before the intended termination date.

Employer

Name of Training Site (Business Location:

Authorized Employer Representative’s Signature Date Name: Title:

Address: Phoenix, Arizona ZIP

Service Provider

Service Provider:

Authorized Service Provider Signature Date Name: Title: Address: Phoenix, Arizona ZIP

Participant

Participant Signature Date

City Staff

Authorized City Signature Date Distribution: Original - Service Provider Copy - Employer Participant File

ADDITIONAL DECLARATIONS

SIGNATURES

SHADE OR MARK THE APPROPRIATE CATEGORIES BELOW:

In-School Youth

Out of School Youth

Older Youth

Younger Youth YouthBuild Use Only - Work Site Description and Individual Housing Project Site Estimate Forms Completed and Approved for this placement? Yes No CALCULATE TOTAL COSTS AS INDICATED BELOW BEFORE SUBMITTING TO THE CITY:

Cost of Tools, Uniforms/Work Clothes or Other Ancillary Items -$

Wage or Hourly Rate -$

Number of Hours -

Fringes Reimbursement Rate (1.12%) -$

Total Service Provider Reimbursement -$

Hours of Work Sunday Monday Tuesday Wednesday Thursday Friday Saturday

From:

To:

Lunch Hour From:

Lunch Hour To:

TOTAL HOURS:

Total Hours Per Week

Notes:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

AGENCY CALCULATIONS

Work Schedule

In School Out of School

WIA

ARRA

WORK EXPERIENCE REVISION FORM TO: DATE OF ACTION: FROM: AGENCY NAME: STATUS: Date Extension Hour Increase Hold Site Change Incomplete Void

Participant Name: Last 4-Digits of S. S. #: Work Experience Work Site: WEX Reference Date Stamp:

An increase in hours is requested because:

Original Approved Hours: # of Hours Increased : Total Hours (Original Approved Hours PLUS # of Hours Increased:

Hours can not exceed 200 hours. Please refer to the Work Experience Policy and Procedure.

An extension of the work experience is requested because: Original End Date: New Estimated End Date:

A hold is requested on the Work Experience because: If applicable, Original Start Date: If applicable, New Start Date: If applicable, Original End Date: If applicable, New End Date:

A change of location on the Work Experience is requested because: Old Site: New Site:

Incomplete / Void / Deobligate because:

Original Approved Hours: Hours Completed as of __________: Total Incomplete Hours: Hourly Wage: Total w/o Fringe: Fringe (12%): Total Deobligation:

Case File and VOS clearly reflects and justifies the WEX Revision. Copy of WEX Revision must be placed in file once approved.

_______________________ Agency Authorized Signature Date _______________________ City Authorized Signature Date

Office Use Only (Confirmation)

Attempt Date Phone

Email

DATE STAMP HERE

Invoice #: Submit Invoice to:

City of Phoenix - CEDD

Date: Phoenix Workforce Connection

200 W. Washington - 19th Floor

Contractor's Name: Phoenix, AZ 85003

Contract's Address:

Out-of-School PWC Industry Cluster:

In-school Other High Demand:

Start Date End Date

Total

Hours

Wage

Rate Fringe Total

$7.35 0.12 $0.00

$7.35 0.12 $0.00

$7.35 0.12 $0.00

$7.35 0.12 $0.00

$7.35 0.12 $0.00

$7.35 0.12 $0.00

$7.35 0.12 $0.00

$7.35 0.12 $0.00

$7.35 0.12 $0.00

TOTAL 0.00 $7.35 0.12 $0.00

CC# GL #

City Approval:

Date:

Phoenix Workforce Connection

Work Experience Invoice

Participant Name:

Description

Last 4 SSN:

City Use Only

TIMECARD/PROGRESS REPORT

In-School

Out-of-School

INSTRUCTIONS: Complete entire form in BLUE or BLACK INK. Initial all changes. Round all time to the nearest 15 minutes.

NAME: _____________________________________________ LAST FOUR SS#___________________________ WORKSITE: ________________________________________ PAY PERIOD: TO

CODE FOR ABSENCES S – Sick (Excused) P – Personal (Excused) H - Holiday UE - Unexcused

Date

Scheduled Time IN

Scheduled Time OUT

Actual Time IN

Lunch Break OUT

Lunch Break IN

Actual Time OUT

Regular Hours

M / Tu / W / Th / F / Sa / S /

Week 1 SUBTOTALS M / Tu / W / Th / F / Sa / S /

Week 2 SUBTOTALS TOTAL

This evaluation portion must be completed by supervisor before submitting.

EVALUATION KEY

5 = 100% of the time 4 = 90-99% of the time 3 = 80-90% of the time 2 = 70-79% of the time Less than 70% of the time ALWAYS MOST OF THE TIME USUALLY OCCASIONALLY RARELY

Maintained Regular Attendance............................................. 5 4 3 2 1 Consistently Punctual............................................................. 5 4 3 2 1 Exhibiting Positive Attitudes and Behaviors.......................... 5 4 3 2 1 Presenting Appropriate Appearance....................................... 5 4 3 2 1 Demonstrating Good Interpersonal Relations ........................ 5 4 3 2 1 Completing Task Effectively ................................................ 5 4 3 2 1

COMMENTS________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ PARTICIPANT SIGNATURE: _________________________________________________________ DATE: ____________________

SUPERVISOR/MENTOR SIGNATURE:__________________________________________________DATE: ________________

CAREER ADVISOR SIGNATURE: _____________________________________________________ DATE:_____________________

TIMECARD/PROGRESS REPORT

In-School Out-of-School

INSTRUCTIONS: Complete entire form in BLUE or BLACK INK. Initial all changes. NAME: _____________________________________________ LAST FOUR SS#___________________________ WORKSITE: ________________________________________ PAY PERIOD: TO

CODE FOR ABSENCES S – Sick (Excused) P – Personal (Excused) H - Holiday UE - Unexcused

Date

Scheduled Time IN

Scheduled Time OUT

Actual Time IN

Actual Time OUT

Regular Hours

M / Tu / W / Th / F / Sa / S /

Week 1 SUBTOTALS M / Tu / W / Th / F / Sa / S /

Week 2 SUBTOTALS TOTALS

This evaluation portion must be completed by supervisor before submitting.

EVALUATION KEY EXCELLENT GOOD FAIR POOR UNSATISFACTORY

Maintained Regular Attendance............................................. 5 4 3 2 1 Consistently Punctual............................................................. 5 4 3 2 1 Exhibiting Positive Attitudes and Behaviors.......................... 5 4 3 2 1 Presenting Appropriate Appearance....................................... 5 4 3 2 1 Demonstrating Good Interpersonal Relations ........................ 5 4 3 2 1 Completing Task Effectively ................................................ 5 4 3 2 1

COMMENTS___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ PARTICIPANT SIGNATURE: DATE:

SUPERVISOR/MENTOR SIGNATURE: DATE:

CAREER ADVISOR SIGNATURE: DATE:

DATE STAMP HERE In School

Out of School OTA CHECKLIST Youthbuild To expedite your OTA requests, please submit this

coversheet checklist with the proper forms. Paperclip the forms in the following order: Name: _________________________ Last Four Digit of SSN: ___________ In Packet City Initials

1. OTA Form from the City of Phoenix _____ 2. Training Site/School Financial Information _____ 3. Financial Aid (PELL Grant Coordination) _____ 4. HS Diploma/GED Certificate _____ (Any other Qualifying Education Forms) 5. Copy of the entire ISS and Revisions _____ 6. Skill Attainment Record _____ 7. TABE Grade Equivalency Scores: _____ Reading:______ Math:______ Language:______ 8. Labor Market Information _____

9. Is the OTA a high demand occupation or PWC identified industry cluster?

Yes No

If not, please justify: _______________________________________________________________ _________________________________________________________________________________

10. Justification in VOS and Case File Yes No

CASE MANAGER: _____________________________________ DATE_________ SUPERVISOR: _____________________________________ DATE_________ CITY APPROVAL: _____________________________________ DATE_________

* Please provide the required documentation noted above for approval. ADDITIONAL COMMENTS: _______________________________________________________________ _______________________________________________________________________________________ NOTIFY APPROVAL TO: ______________________________________________________ NAME Phone Email

Community & Economic Development DepartmentWorkforce Connection Division

OCCUPATION TRAINING AUTHORIZATION FOR

VOCATIONAL TRAINING AND EDUCATION SERVICES

Attention Director of Admissions or Service Provider:

The City of Phoenix CED Department accepts the responsibility to reimburse your agency for training cost incurredby the Phoenix Workforce Connection. Title I participant named below:

AGENCY: _________________________________________________________________________________________________________________________________________________________

ADDRESS: ___________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________

FOR SERVICE TO: ___________________________________________________________ _____________________________________________(Participant Last Name, First Name)

NAME OF TRAINING PROGRAM: _________________________________________________________________________________________________________________________________________________

NUMBER OF HOURS: _____________________________________ NUMBER OF DAYS: _______________________________________

CLASS START DATE: ______________________________________ CLASS END DATE: _______________________________________

PROGRAM TO BE CHARGED: INVOICE SHOULD INCLUDE: VENDOR WILL MAIL INVOICE TO:nnnn ADULT 1. Original Invoice (not a copy) City of Phoenix, CED

nnnn DISLOCATED WORKER 2. A Unique Invoice Number Fiscal Section - WCD Division

nnnn YOUTH 3. Reference Occupation Training Authorization Number 200 W. Washington St. 19th Floor

nnnn RAPID RESPONSE 4. Reference Student Name and Social Security Number Phoenix, AZ 85003-1611Phone: (602) 262-6776

OTA APPROVAL BY: This OTA is VOID after: _______________________________________________________

__________________________________________________ _____________________________________________________________________(Agency CaseManager Signature) (Agency Name)

__________________________________________________ _____________________________________________________________________(Participant Signature) (HSD/ WCD Supervisor Signature)

182-279D Rev. 10/05

Tuition $

Registration $

Books $

Supplies $

Other Costs* $

Total Gross Cost $

Financial Aid $< >

TOTAL ADJ COST $ $

*Other Ancillary Costs (Please List)

Financial Aid Source

Current Funding Commitment

No.

In School

Out of School

WIA

ARRA

OCCUPATIONAL TRAINING AUTHORIZATION AGREEMENT (OTA) REVISION TO: DATE OF ACTION: FROM: AGENCY NAME: STATUS: Extension Hold Training Program Change Incomplete Void

Participant Name: Last 4-Digits of S. S. #: Training Program and Site: OTA Sequence #:

Extension of training is requested because: New Estimated End Date Additional Cost Number Hours or Days (Specify):

Additional Cost will require a submission of another OTA. Please attach a completed OTA corresponding to the costs above.

A hold is requested for training because: New Estimated End Date of WEX: Number Hours or Days (Specify):

A change in training is requested because: New Program: Old Program: New Start Date: New Est. End Date: Total Hours or Days

Incomplete / Deobligate / Void because: Deobligate: Certificate Received: Yes No Specify Type: Total Hours Completed: Actual End Date:

Case File and VOS clearly reflects and justifies the OTA Revision. Copy of OTA Revision must be placed in file once approved.

_______________________ Agency Authorized Signature Date _______________________ City Authorized Signature Date

Office Use Only (Confirmation)

Attempt Date Phone

Email

DATE STAMP HERE

OTA Issued Date

OTA Sequence Number Participant Name Last 4 Digits of SSN Training Provider

IssuingStaff Member

Funding Amount OY IY

All OTAs received by the agency must be tracked and returned to the City of Phoenix before additional vouchers can be issued.

Agency Name:

109

Major Firms & Concentration

CompaniesFinance, Insurance and Real EstateServices

Companies by Type (percent)HeadquartersBranchSingle Location

Number of EmployeesCompany Average

Total Payroll (millions)Company Average

Average Wages Per Employee

3,0227,227

6.0%22.6%71.4%

140,76314

$7,468.4$0.7

$53,057

Industry Characteristics

Greater Phoenix AdvantagesCritical Mass:• Greater Phoenix has a well-established base of firms

in the advanced business services industry, including Wells Fargo, Bank One, American Express, Discover Financial Services, DHL Worldwide Express and USAA. The industry is now positioned to increase its effectiveness in higher-value business services.

Talent:• Employers in the area have access to a talented

administrative, executive, and professional workforce. Education:• Greater Phoenix has a number of colleges and

universities that offer programs of study in many aspects related to business services.

Recent Market Developments• William P. Carey recently donated $50 million to the

College of Business at ASU. The College produces a significant number of the graduates in the advanced business services cluster.

• Many advanced business services companies, such as AGL Networks and Pacific Texas, have recently located to Greater Phoenix.

• Job growth in Greater Phoenix is expected to increase faster than the rest of the western region, growing more than 2% in 2003 and 3% in 2004.

4 1

GREATER OPPORTUNITIES • GREATER REWARDS • GREATER PHOENIXGREATER OPPORTUNITIES • GREATER REWARDS • GREATER PHOENIX

Avondale | Buckeye | El Mirage | Chandler | GilbertGlendale | Goodyear | Mesa | Peoria | Phoenix

Scottsdale | Surprise | Tempe | Tolleson | Maricopa County

The Greater Phoenix Economic Council (GPEC) is a public-private economic development organization representing Maricopa County, 14 member communities, and over 150 businesses. Key functions include regional marketing, business attraction, and competitiveness improvement. GPEC leadership is made up of business and civic leaders with the common goal of strengthening the Greater Phoenix economy.

For information about GPEC call (800)421-4732.

The Advanced Business Services cluster includes financial institutions in the credit, lending, collections, investments, and brokerage sectors. The industry includes general office, data centers, regional and corporate headquarters operations. Employers in this cluster include customer contact centers, data processing centers, financial institutions, insurance companies, and real estate firms.

Sources: Dunn & Bradstreet, Q2 2003; IMPLAN; Maricopa Association of Governments, April 2002

Location of Advanced Business Services Firms in Greater Phoenix (with five or more employees)

Wells FargoBank OneAmerican ExpressDiscover Financial ServicesUSAAChase Bankcard Systems U-HaulBlue Cross Blue Shield of AZConseco Finance CorpVanguard GroupDesert Schools Federal CU

8,8007,6007,2234,1002,5002,0001,4001,3321,2501,100

700

Company Employment

Sources: Dunn & Bradstreet; Business Journal Book of Lists

1990 2000

Thousands

0

Employment Growth

50

100

150

82,519

140,763

Source: Maricopa Association of Governments; IMPLAN, April 2002

71% Growth, 1990-2000

Major Advanced Business Services Firms

Major Advanced Business Services employers in Greater Phoenix include Fortune 500 companies such as Wells Fargo, American Express, Bank of America, Bank One and Conseco

The region is also home to many financial services operations including Discover Financial Systems, USAA, Chase Bankcard Systems, Conseco Finance Corp, and the Vanguard Group.

Tolleson

Scottsdale

Mesa

Gilbert

Chandler

Tem pe

Avondale

Goodyear

Surprise

Peoria

Glendale

El Mirage

Buckeye

Maricopa County

60

51

101

Phoenix 101303

10

10 202

17

17

Employment Center TypeExistingFuture

Regional AirportsPhoenix Sky Harbor

Municipal

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