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ED 461 034 CE 082 791

AUTHOR Masiarchin, Paul, Ed.; O'Sullivan, Kate, Ed.TITLE PEPNet 2002 Effective Practices Criteria Workbook: Building

Quality Programs for America's Youth.INSTITUTION National Youth Employment Coalition, Washington, DC.SPONS AGENCY Employment and Training Administration (DOL), Washington,

DC.; Mott (C.S.) Foundation, Flint, MI.; Ford Foundation,New York, NY.; Pinkerton Foundation, New York, NY.

PUB DATE 2001-11-00NOTE 66p.; For the 2000 edition, see ED 451 341.AVAILABLE FROM National Youth Employment Coalition, 1836 Jefferson Place,

NW, Washington, DC 20036. Tel: 202-659-1064; Fax:202-659-0399; Web site:http://www.nyec.org/pepnet/index.html. For full text:http://www.nyec.org/pepnet/assess.html.

PUB TYPE Guides Non-Classroom (055)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Educational Objectives; Educational Practices; *Employment

Programs; *Evaluation Criteria; Labor Force Development;Learning Activities; Program Administration; *ProgramDevelopment; *Program Effectiveness; Program Evaluation;Questionnaires; Recognition (Achievement); Records (Forms);Self Evaluation (Groups); Success; Workbooks; *YouthEmployment; *Youth Programs

ABSTRACTThis document is a workbook that describes how youth

practitioners, Workforce Investment Act (WIA) entities, policymakers,funders, and others can use the Promising and Effective Practices Network(PEPNet) to improve the field of youth employment and youth development. Theworkbook begins with an introduction to PEPNet, which is a framework forprogram improvement and a resource that identifies practices for effectiveyouth programs and organizes them into five broad categories. The followingare among the items included in the workbook's five sections: (1) ways

practitioners, WIA entities, policymakers, funders, and others can usePEPNet; (2) the PEPNet improvement process for programs (the benefits ofparticipation and an improvement process flowchart) ; (3) the PEPNet criteriafor effective practices (criteria related to purpose and activities,organization and management, youth development, workforce development, andevidence of success); (4) PEPNet self-assessment (using the PEPNetself-assessment; the PEPNet self-assessment questions, the self-assessmentmatrix, and the PEPNet builder certification form); and (5) PEPNetrecognition (the notice of intent to apply, the process to apply forrecognition, demonstrating evidence of effectiveness, additional tips, peerreview, benefits of recognition) . Lists of 13 recommended resources, PEPNetawardees, National Youth Employment Coalition members (NYEC), PEPNet workinggroup, and NYEC executive committee members are appended. (MN)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDU ATIONAL RESOURCES INFORMATIONCENTER (ERIC)

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0 Minor changes have been made toimprove reproduction quality.

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PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

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AlTO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)

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PEPNet (the Promising and Effective Practices Network) is the nation's premier resource on what worksin youth employment and development. With information and materials based on practices and re-search in the field, PEPNet offers youth initiatives, policy makers and funders a knowledge base ofeffective strategies and approaches; opportunities for professional development and networking; and acapacity-building process of self assessment and continuous improvement. The National Youth Em-ployment Coalition manages PEPNet with funding from the U.S. Department of Labor, Employmentand Training Administration, the Ford Foundation, the Charles Stewart Mott Foundation and thePinkerton Foundation. The PEPNet acronym and logo are trademarks of the National Youth Employ-ment Coalition.

'..NYEC

The National Youth Employment Coalition (NYEC) is a network of nearly 200 youth employment/development organizations dedicated to promoting policies and initiatives that help young peoplesucceed in becoming lifelong learners, productive workers and self-sufficient citizens. In addition torecognizing, promoting and increasing support for effective practices, NYEC's projects include theNew Leaders Academy, designed to identify and develop rising leaders in the youth field and theformulation of an instrument capable of measuring Indicators of Youth Economic Achievement. An-other project engages a diverse group of young people in the development of tools designed to facili-tate dialogue with youth to address institutional racism. Other initiatives focus on building the capacityof organizations and communities to better serve youthful offenders and out-of-school youth. NYEC isfunded by member dues and grants from the Ford Foundation, Charles Stewart Mott Foundation,Wallace-Reader's Digest Fund, Annie E. Casey Foundation, Pinkerton Foundation, Texaco Inc.,Kellogg Foundation, Tiger Foundation, and U.S. Department of Labor, Employment and TrainingAdministration.

For information about PEPNet or NYEC membership, materials or resources,fax (202) 659-0399 or visit www.nyec.org.National Youth Employment Coalition1836 Jefferson Place, NWWashington, DC 20036(202) 659-1064

This document may be quoted, copied and disseminated at no cost and without permission, providedthe source is identified as: "PEPNet Criteria Workbook. National Youth Employment Coalition, Wash-ington, DC. wwwnyec.org, 2001." Reproduction of this document for commercial sale or benefit isprohibited.

Paul Masiarchin and Kate O'Sullivan, Editors; Ellen Wernick, Senior Consultant; Susan Kim, Designer

For youth programs, funders, policy makers,researchers and others interested in effectivepractices for youth employment and youthdevelopment.

Please take a few moments to complete this formand return it to NYEC. Having this informationallows us to keep you up to date on PEPNet'sactivities and latest publications. Just as impor-tantly, this form allows us to capture the impactof PEPNet so we can make the case to continueexpanding PEPNet's tools and services.

Name:

Organization:

Address:

City, State/Province, Zip:

Telephone:

Email:

Title:

Registration Form

Fax:

Web:

How do you plan to use PEPNet?

Youth Programs:El We intend to use the PEPNet knowledge base.0 We intend to use the Improvement Process.

O 1. We intend to undertake the Self Assessment.11 2. We have used the Self Assessment and are ready to

apply for the status of PEPNet Builder.O 3. We hope to apply for PEPNet Recognition and will

read the suggestions on p. 55.0 other (explain below)

Others:We intend to use PEPNet to...O inform policy development.O inform funding decisions.O inform WIA implementation.O other (explain below).

Please BRIEFLY tell us who you are and how you heard about PEPNet:

Please submit this registration form to:National Youth Employment Coalition

1836 Jefferson Place, NWWashington, DC 20036

or register online on the Improvement Process page: www.nyec.org/pepnetPEPNET 2002 CRITERIA WORKBOOK

Fax: (202) 659-0399Email: [email protected]

o ContentsWhat's in This Workbook iv

Introduction to PEPNet 1

Using PEPNet 5

How Practitioners can use PEPNet 7

How WIA Entitites can use PEPNet 8

How Policy Makers, Funders and Others can use PEPNet 1 0

PEPNet Improvement Process for Programs 1 1

Benefits of Participation 1 4

Improvement Process Flow Chart 1 5

PEPNet Criteria for Effective Practices 1 7

Purpose and Activities 2 0

Organization and Management 2 1

Youth Development 2 4

Workforce Development 2 8

Evidence of Success 3 1

PEPNet Self Assessment 3 3

Using the PEPNet Self Assessment 3 5

PEPNet Self Assessment Questions 3 6

Self Assessment Matrix 4 2

PEPNet Builder Certification Form 4 7

PEPNet Recognition 5 1

Notice of Intent to Apply 5 3

Process to Apply for Recognition 5 5

Demonstrating Evidence of Effectiveness 5 5

Some Additional Tips 5 9

Peer Review 6 0

Benefits of Recognition 6 0

Appendices 6 1

Recommended Resources 6 3

PEPNet Awardees 6 4

NYEC Members 6 6

Acknowledgements 6 8

PEPNet Working Group and NYEC Executive Committee inside back cover

This document is available on-line at wwwnyec.org

Cover photos feature (from l (o r): Youth from the Los Angeles Conservation Corps Environmental AwarenessProgram clean up Ballona Creek; graduates from the Work Group's Youth Corps program share a celebratorymoment; and trainees in the Work Group's Youth Corps program participate in work-based learning activities.

PEPNET 2002 CI trrERIA WORKBOOK

5

t.;

co')

this WorkbookThis Workbook is a tool and a resource oneffective practices. To start, flip through it,explore, and find how it will be most useful toYOU. As you use this book and the PEPNetCriteria, we recommend you also consultPEPNet's website at www.nyec.org/pepnet, for awealth of examples on effective practice orga-nized under the PEPNet criteria.

This Workbook contains:

Using PEPNet (p. 5). Explanation of howyou can use the PEPNet Criteria, withexamples from practitioners, funders,workforce investment agencies and otherpolicymakers.

PEPNet Registration Form (p. i). The entrypoint to PEPNet. Return this simple form toaccess PEPNet's materials, network andinformation.

Introduction (p. 1). Background, context,goals, resources and benefits of PEPNet.How youth initiatives, funders, policy makersand others can benefit from PEPNet.

Improvement Process for Programs (p. 11).A step-by-step explanation of PEPNet'scontinuous improvement cycle for programdevelopment.

PEPNet Criteria for Effective Practices(p. 17). Detailed explanation of PEPNet'sCriteria, based on research and practice.

PEPNet Self Assessment (p. 33). The selfassessment is a process by which an initiativeanswers the question, "Where are we?" It isa set of questions an initiative can use todiagnose its quality. An initiative mayuse this tool at any time to examine itself,document successes and plan improvements.Programs may apply for designation asPEPNet Builders after completing the SelfAssessment.

PEPNet 2001 Recognition (p. 51). Theprocess, timetable and tips for applying forPEPNet recognition and peer review.

iv

Appendices (p. 61). Includes RecommendedReferences, representing a few important andtimely resources available around the topic ofeffective youth practice. Also includes a listof current PEPNet Awardees.

This workbook may be downloaded fromwww.nyec.org.

What's New in 2002

The 2002 Effective Practices Criteria Workbookclosely follows the format and content of the 2001version. As you page through this year's docu-ment, you will notice the following enhancements,based on our experiences and suggestions fromyouth professionals from around the country.

The "Using PEPNet" section is new. This sectiondescribes, with specific examples, how youthpractitioners, WIA entities, policy makers, fundersand others can uses PEPNet's resources to im-prove the field of youth employment and youthdevelopment.

Another major change is found in the "PEPNetRecognition" section. Formerly titled, "PEPNetApplication," we have now removed the actualapplication from the Workbook and have placed iton the PEPNet website: www.nyec.org/pepnet(also available by fax request at (202) 659-0399).This allows us to make annual changes on theapplication in a more timely fashion by separatingit from the rest of the Workbook, helps to keep theWorkbook more timeless, and makes it easier todistinguish between regular and renewal applica-tions. It will also lessen the work of applicants byeliminating their need to re-type the applicationquestions. The "Recognition" section in this bookincludes enhanced tips and information to helpapplicants; if you are interested in completing aPEPNet application, be sure to read pp. 51 60.

KEY:

Numbered triangles delineate steps in thePEPNet Improvement Process.

Lettered triangles delineate milestones in thePEPNet Improvement Process.

*NATIONAL YOUTH EMPLOYMENT COALITION

to PEPNetWhat is the Promising andEffective Practices Netvvork?

PEPNet is a powerful framework for programimprovement, a system for national recognitionand one of the country's premier resources onwhat works in youth development and employ-ment. It offers access to a rich knowledge base ofeffective practice, networking connectionsaround the country and opportunities for profes-sional development and program validation.

PEPNet can help people in the youth develop-ment/employment field make sure they are eitherrunning a quality initiative or supporting effectiveprogramming. And most of this help is free.

If you are looking for ...

A framework for comparison andimprovementInformation about what works in youthemployment and developmentRecognition of your program's exemplarypracticesNetworking connections around the countryand opportunities for professional development

... then please read on!

Where did the PEPNetCriteria come from?

PEPNet emerged from effective initiatives in thefield, augmented with information from research,educational reform efforts and the "qualitymovement." In 1996, NYEC and a nationalWorking Group of practitioners, policy makersand researchers identified practices common toeffective programs and organized these into 5broad categories:

Purpose and ActivitiesOrganization and ManagementYouth DevelopmentWorkforce DevelopmentEvidence of Success

PEPNET 2002 CurEtuA WOIMBOOK

How does PEPNet use theCriteria to reach its goals?

Recognizing high standards ofeffective practice.The Criteria are the basis for selecting PEPNetAwardees. Since 1996, more than 200 initiativeshave completed the PEPNet Application forRecognition and undergone the rigorous PEPNetreview process, with 61 recognized as PEPNetAwardees. (See pp. 64-65 for a list of Awardees.)

Building a knowledge base of what works.Using the Critieria, PEPNet has been able to"mine" the youth employment/development field,asking practitioners questions to ascertain how,from practical experience, they implement theelements of the criteriawhat strategies, tech-niques and approaches they use. The PEPNetAwardees are the primary source of the "hows"of effective practice. The result is a rich databaseof information on the PEPNet Criteria, reinforcingtheir importance and providing a wealth ofexamples of what effective programs and initia-tives actually do.

Sharing information from the knowledge base.Youth initiatives generally operate only withintheir local communities, often with little opportu-nity to share their work and practices with othersin the field. PEPNet enables effective initiatives toprovide policy makers, funders and others withmore than anecdotes about what works. FourPEPNet-recognized programs took the lessonslearned from PEPNet to Capitol Hill, testifying inboth the House and Senate as Congress draftedthe Workforce Investment Act.

PEPNet also shares its growing wealth of infor-mation through written materials, conferences(PEPNet Institutes), workshops, the network ofPEPNet Awardees and the World Wide Web.

Improving the field.The PEPNet Criteria themselves are a powerfulframework for improvement, and PEPNet hasenhanced their usefulness with tools such as theSelf Assessment and Application for Recognition.PEPNet encourages programs to engage in aprocess of continual improvement and workswith policy makers and funders to use the Criteria

1

and the other PEPNet tools to promote effectiveprogramming.

Using the Criteria can also help youth organiza-tions better meet the requirements of majorfederal workforce legislation. The WorkforceInvestment Act of 1998 (WIA) reflects many ofthe practices identified by PEPNet as central foreffective youth employment/development pro-gramming. These include long-term comprehen-sive services, work-based learning, extendedfollow-up services, youth development activities,adult mentoring, and different outcomes foryouth of different ages. (For more information onhow PEPNet Criteria align with WIA, visitwww.nyec.org/pepnet/network.htm) In thesolicitation for Youth Opportunity! applicants, theU.S. Department of Labor referred to the PEPNetCriteria as similar to the core principles of theYouth Opportunity Initiative.

And PEPNet's message is spreading to othercountries. Canada used PEPNet as the model forcase studies at a federal convening of the AsianPacific Economic Consortium and a group oforganizations in South Africa is drawing fromPEPNet to create criteria for effective youthdevelopment programs in that nation.

Connecting the youth field with other qualityinitatives.PEPNet applies the concepts of continuousimprovement and quality management from theprivate and public sectors to youth employment/development programs. PEPNet grew out of alarger "quality movement," which emphasizesthat organizations need to take responsibility forimproving their own capacity by examining whatthey are doing and improving performance andresults. The quality movement started in thebusiness world and expanded to public organiza-tions. One example is the Malcolm BaldrigeNational Quality Award Program, overseen by theU.S. Department of Commerce, for the business,education and health care sectors. Baldrige was afoundation for PEPNet, and several sections ofthe 2001 Baldrige Education Criteria are quotedin this document.

In the last several years the U.S. Department ofLabor has applied thisquality movementspecifically towardworkforce developmentand has broughtseveral qualityinitiatives together via Workforce ExcellenceNetwork (WEN). WEN is the national leadershipentity charged with promoting, facilitating, vali-dating and marketing performance excellence inthe new workforce investment system. WEN seeksto create a world-class workforce developmentsystem highlighting continuous improvementtools and approaches, including the MalcolmBaldrige criteria. To keep a prominent focus onyouth efforts, NYEC is collaborating with WENand PEPNet is a WEN partner.

What's in the PEPNetKnowledge Base?PEPNet offers a variety of free tools and profes-sional development opportunities to help youimprove youth programming and build capacity.

TOOLS: These tools are available for free on thePEPNet web site, www.nyec.org/pepnet. Hardcopies may be ordered from NYEC by fax re-quest to (202) 659-0399.

PEPNet Criteria for Effective Practices:This document provides a point-by-point exami-nation of each of the 22 PEPNet Criteria. TheCriteria, organized into five categories, can helpyouth initiatives document and improve theirservices and also inform policy makers, fundersand the public about what works for youth.

PEPNet Improvement Process for Programs:PEPNet offers a seven-step process that engagesyouth programs in continuous improvement,based on the PEPNet Criteria for Effective Prac-tices, which may culminate in national recogni-tion as a PEPNet Awardee. Through this process,programs can receive acknowledgment at fourlevels milestones in the process of continuousimprovement: PEPNet Builder, PEPNet PromisingProgram, PEPNet Awardee, PEPNet RenewalAwardee.

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*NATIONAL YouTH EMPLOYMENT COAIXTION

Self Assessment:Using this set of questions, based on the PEPNetCriteria, an initiative can diagnose its effective-ness, document success, develop staff, enhanceteamwork and identify and plan improvements.Initiatives completing a PEPNet Self Assessmentcan achieve the national designation of APEPNetBuilder.

Index to Effective Practices:The index includes over 500 specific effectivepractices identified from PEPNet Awardees andorganized by the PEPNet Criteria categories. TheIndex makes it possible for you to search forinformation by a specific practice (examplesinclude follow-up, staff development, youthleadership, employer engagement). The Index isbased on information contained in the applica-tions of the PEPNet Awardees.

Awardee Profiles:PEPNet has developed a 2-3 page case study ofeach of the 51 active PEPNet Awardees, withcontact information, a brief description of theprogram and its background, mission and targetpopulation and examples of effective practicesfor each Criteria category. The practices in theprofiles are from the program's PEPNet Applica-tion and are referenced in the Index to EffectivePractice.

Funding Strategies and Demographics Chart:The chart documents sources of funding for eachof the PEPNet Awardees. The chart is intended tohelp you find Awardees that serve populations ofinterest so that you can examine their practicesand funding more closely.

Application:Each spring, NYEC invites programs to apply fornational recognition. All applicants receivedetailed comments from a panel of volunteer peerreviewers. The highest level of PEPNet recogni-tion is the prestigious PEPNet Award, for appli-cants illustrating effectiveness across all fivePEPNet Criteria categories. Applicants whodemonstrate effectiveness in Purpose and Activi-ties plus two other categories may receive thedesignation of PEPNet Promising Program.Applications are due April 18, 2002.

PEPNET 2002 CRITERIA WORKBOOK

PROFESSIONAL DEVELOPMENT: For moreinformation about PEPNet's activities, visit ourwebsite at www.nyec.org or call (202) 659-1064.

PEPNet Institutes:Institutes focus on effective practicewhat isworking on the ground level in youth employ-ment/development programming. The workshopsare led by PEPNet Awardees but promote dia-logue and the sharing of information among allparticipants. PEPNet Institutes are a powerfulopportunity to network with and learn from adiverse group of practitioners committed toyoung people.

PEPNet Reviewers:Each year teams of PEPNet reviewers, volunteersfrom the field of youth employment and youthdevelopment, work together to recommendapplicants for PEPNet Recognition. Reviewersread approximately four 40-page applications andwork in teams to determine if the program shouldbe granted PEPNet recognition and developfeedback. The entire process tends to take about3-4 days of reviewers' time (including one day ofrequired training) over a four-week period inMay-June. Past reviewers have told us it was anenergizing experience which not only allowedthem to help other programs improve, but alsoprovided them with valuable professional devel-opmentnetworking with other youth profes-sionals and exploring ideas about what works foryouth.

New Leaders Academy:A separate project of NYEC. Rising staff in theyouth employment/development field may applyfor this year-long fellowship, which includestraining in management, policy and effectiveyouth practice.

3

Graduates from Los Angeles Conservation A "meeting of minds" at the Career Develop-Corps share a proud moment. ment Program of LEAP (Linking Employment,

Abilities and Potential).

YouthDevelopment

Evidenceo f

Succesorkforce Quality

Development Management


Practices Network

How Practitioners can usePEPNet

Practitioners want to make their youth employ-ment and development initiatives more effective.They can use the PEPNet Criteria to:

Learn what works;Document success;Plan improvements;Get recognition;Share information;Contribute to a database of effectivepractice; andInform the development of new programs.

PEPNet offers practitioners a continuous im-provement process that incorporates self assess-ment, capacity building, networking, recognitionand self assessment. Program directors and staffcan use the PEPNet Criteria, in the form of theSelf Assessment, to compare their work andprocesses against effective practices; improvetheir activities; learn about effective approaches;and develop staff capacity.

Practitioners can then use the Criteria, in theform of the Application for Recognition, toreceive written feedback from peer reviewersand, if judged to meet the PEPNet Criteria,receive acknowledgment and national recogni-tion for effective practice.

Some ExamplesJob Link, an initiative in Cleveland, Ohio,that helps special education studentstransition from school to work, foundconducting the PEPNet Self-Assessment"both enlightening and liberating." Reviewingthe criteria provided validation for thepremise that all aspects of a student'sdevelopment are equally important. It alsopointed out that the project offered limitedopportunity for community service andvolunteer experiences for the students. JobLink began seeking additional funds toprovide these opportunities. The initiativeapplied for recognition and was selected aPEPNet Awardee in 2001.

PEPNET 2002 CRITERIA WoRRRooR

The Baltimore City Fire Cadet Program,a Renewal Awardee in 2000, found itsinvolvement in PEPNet raised nationalconsciousness about what the program isdoing. Program coordinatorS' have spokenabout effective youth development practicesat numerous local, state and nationalconferences. The program model has beenreplicated in Ohio, Arizona and Michiganand has been adopted as the "NationalProgram" of the International Association ofBlack Professional Fire Fighters.

Dozens of youth-serving programs sendstaff to the renowned annual PEPNetInstitute. There they participate in interactiveworkshops led by PEPNet Awardees andnetwork with program practitioners fromacross the nation. According to oneparticipant, "This provides us with anexcellent opportunity to learn from otherservice providers and to share ideas. Theforum is open to voice your opinions andconcerns in a safe environment."

Hundreds of programs use the toolsavailable on the PEPNet page on the NYECwebsite (www.nyec.org/pepnet).Comments from some of these visitorsinclude: "We enjoy using the website to stayabreast with what is going on across thenation." "The index to effective practices isone of the resources we use to design ourtraining efforts when responding to RFPs.""PEPNet is a good resource for annualprogram evaluations and/or quarterlymanagement retreats."

Many practitioners volunteer to serve onthe peer PEPNet Review Board during theannual PEPNet recognition process. Theyand their organizations indicate thisexperience is both instructive andpersonally rewarding. According to AndiLiebenbaum, a PEPNet Reviewer from LosAngeles, "The PEPNet review processensures that the field of PEPNet Awardeesis, indeed, outstanding and representativeof the very best programs. It guaranteesthat PEPNet represents an ideal in

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programming. Having been a PEPNetReviewer myself, I appreciate how difficultand at the same time rewarding the PEPNetAward process can be." Similarly, Jo AnnJastrzab, a PEPNet Reviewer fromCambridge, MA, states, "After three roundsas a reviewer, I look forward to theopportunity to participate in the PEPNetprocess. I especially appreciate the (oftenlively) interaction with my team memberswho represent the best in thoughtful,caring, and wise practitioners and policymakers. It's been very useful to my ownprofessional development to have theopportunity to engage in discussions withfolks who have different perspectives yetshare a strong commitment to improvingthe life chances of young people."

How WIA Entities canuse PEPNet

Workforce Investment Boards, Workforce Invest-ment Areas and Youth Councils want to operateeffective youth programs without reinventing thewheel. They need to determine what services toprovide or solicit and decide which programshave the greatest potential for success. PEPNet'sresources and tools can help these entities:

Understand what worksSpur discussion and community consensusEnsure policies are coherent and viableDevelop a youth plan that includes nationally-recognized practices that workImprove review and selectionFacilitate contracting and oversightIdentify technical assistance needsOffer professional development opportunitiesEnhance organizational governance

Some ExamplesYouth Program Managers in RiversideCounty, California and Fort Worth, Texasused the PEPNet Criteria to spur discussion(and move toward agreement) at communityforums addressing WIA.

8

The Youth Design Team at NorthwestWashington Private Industry Council, adirect service provider now working underWIA, undertook the PEPNet Self Assessmentto determine how well its comprehensiveyouth program addressed the PEPNetCriteria. Among the results of the selfassessment: the 10 program elements of theYouth Program in WIA were imbedded withyouth development in mind and the programdelivery system was structured to beprogressive; all workforce preparation wasfocused around local employer-validatedskills; all youth develop a competency-based personal career plan, which isconnected to academics through the school-to-career initiatives and there is a strongemphasis on the connection between workand learning; youth/adult relationships andopportunities for youth leadership are part ofthe system; and there is a strong emphasison skill development with portfoliodocumentation with a minimum of 12-month follow-up.

The City of Cincinnati Employment andTraining Division and Riverside County,California incorporated the PEPNet Criteriain their contracting cycles. Asking questionsderived from the PEPNet Self Assessment onRFPs enabled them to incorporate theresponses into contracts, to monitor toensure that performance standards were metand to evaluate a program both qualitativelyand quantitatively, holding contractorsaccountable for outcomes.

Attending PEPNet Institutes and learningwhat works encouraged Work Advantage,in Fort Worth, Texas, to initiate a specialprogram for youthful offenders at a localhousing project, to incorporate mentoringinto most of its programs and to revamp theyouth service delivery system, whichresulted in the letting of 14 summer youthcontracts based on sound principles ofyouth development and meeting all WIArequirements. A PEPNet workshop oncollaboration led this WIB to help localyouth organizations overcome turf battlesand submit collaborative proposals that

I 2.*NATIONAL Youm EMPLOYMENT COMITION

resulted in three WIA year-round programsthat combine the expertise of two or moreorganizations under one contract. A sessionon connecting youth to post-secondaryeducation generated a proposal from a localcommunity college for a college careerprep program.

The Mayor's Office of WorkforceDevelopment, in the City of Chicago,provided its WIA youth grantees withtraining on conducting a PEPNet SelfAssessment and the MOWD staff withtraining about how to use the PEPNetCriteria. The sessions conducted byPEPNet staff offered a forum for the twogroups to talk about what they need fromeach other to be more effective.

The New York City Department ofEmployment trained its staff how to usethe PEPNet Self Assessment with granteesto identify technical assistance needs. TheNew York City Out-of-School Youth TaskForce includes the PEPNet principles in itscriteria for programs.

The State of California 5-year plan forWIA noted PEPNet, and the statementioned PEPNet as a resource in itsRequest for Proposals.

The Elyria (OH) WIA youth council usedmany of the PEPNet principles in theirwork and provided copies of the CriteriaWorkbook to all their youth serviceproviders.

Philadelphia's youth council used PEPNetand other national resources in developingthe Core Standards for PhiladelphiaYouth Programs.

Following a PEPNet workshop session atits state youth development conference,the State of Oregon workforcedevelopment department sponsored 8agencies to attend the PEPNet Institute,with each agency agreeing to complete thePEPNet Self Assessment and become aPEPNet Builder. Worksystems, Inc., the

PEPNET 2002 CRITERIA WolualooK

workforce investment board in, Portland,Oregon, also used PEPNet as a means forprofessional development, subsidizing upto $700 per individual staff member toattend the annual PEPNet Institute.

How Policy makers, fundersand others can use PEPNet

Policy makers, funders, national networks,technical assistance providers and other groupswant to promote programming that works. Theycan use the PEPNet Criteria and tools to:

Gain a clear picture of what a qualityprogram isInform the development of criteria to guidedecisions regarding funding, accreditation orservice deliveryImprove the assessment and selection ofyouth initiativesEnsure policies are coherent and viableHelp initiatives increase capacityIdentify areas for technical supportDevelop their own systems

Some ExamplesThe Choctaw Nation in Mississippi isusing PEPNet as a model to change itsentire service delivery system for childrenand families affected by substance abuseand mental illness. Several of these effortsinvolve establishing assessment tools,performance standards or accreditationprocedures.

The American Cancer Society is planningto base a self assessment for tobaccocontrol coalitions on the PEPNet SelfAssessment.

The Massachusetts Best PracticesNetwork seeks to identify and publiclyrecognize strong programs in theCommonwealth that serve youth. It drewextensively from PEPNet in developing selfassessment and application systems.

139

The National Association of Service andConservation Corps drew heavily fromPEPNet in planning their standards processfor corps and, with assistance from PEPNetstaff, crosswalked the NASCC standardswith the PEPNet Criteria.

The National Council of La Raza invitedNYEC to advise them on their strategicplanning for their workforce developmentactivities with affiliates and is incorporatingPEPNet principles in its Hispanic YouthWorkforce Development Initiative with thePepsiCo Corporation.

The National Governors Association andthe National Council of State Legislatureshad staff participate as PEPNet reviewers,recommending applicants for PEPNetrecognition, networking with other youthprofessionals and exploring ideas aboutwhat works for youth.

The Fannie Mae Foundation drew on thePEPNet Criteria for its youth employmentgrant making.

Ben & Jerry's Partner Shop Program islooking at PEPNet Awardees as possiblesites for expansion of this private funderprogram for youth job trainingopportunities.

The Robert Wood Johnson Foundationdistributed PEPNet materials at a recentFunding Workshop.

The Edna McConnell Clark Foundation isusing PEPNet's body of information toinform its new youth development fundingstrategy and is looking at PEPNet Awardeesas it seeks high-performing organizationsto support.

The Youth Development and ResearchFund has used the PEPNet Criteria andSelf Assessment as a foundation for a needsassessment, to assist in developing a peer-to-peer exchange program for the Annie E.Casey Foundation's 22 MakingConnections sites around the country.

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SPR Associates'is using PEPNet materialsfor the design and implementationof a Court-Involved youth program theyare helping to develop in California.

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*NATIONAL YouTH EmPLOYMENT COALITION

Improvement Process for Prograrns

A trainee at the Gulf Coast Trades Center A youth from the Career Developmenthones his skills. Program of Bay Cove Academy explores his

musical interests in a recording studio.

YouthDevelopment

Evidenceo f

ork forceSucces



Practices Network

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The PEPNet ImprovementProcess for Programs

The purpose of continuous improvement is toachieve ever-higher levels of effectiveness for aninitiative's stakeholders. PEPNet offers youthemployment and development programs a seven-step cyclical process of continuous improvementthat incorporates self assessment, reflection andplanning, capacity building, external assessment,recognition and, again, self assessment. Withinthe process are four milestones (noted A-Dbelow), acknowledging specific accomplish-ments. Funders, policy makers and others in thefield may find it helpful to use and adaptPEPNet's process as they work with programs toensure quality and identify support needs.

REGISTER

Programs begin the process by submitting aregistration form expressing interest in usingPEPNet and requesting PEPNet materials.

SELF ASSESSMENT

The process of continuous improvement beginsby analyzing the program and its practices andcomparing these against reliable criteria. To helpwith this process, PEPNet provides its Self Assess-ment, a set of questions derived from the PEPNetCriteria. The Self Assessment enables a programto document its successes, identify weaknessesand plan improvements. The Self AssessmentMatrix (pp. 42-46) is provided as an internal toolto guide completion of the Self Assessment.

Milestone PEPNET BUILDER. Thisacknowledges a program for committing toself assessment and improvement. A programachieves this status by submitting a BuilderCertification Form (a brief summary of itsSelf Assessment process, p. 47) to NYECafter completing the Self Assessment. PEPNetBuilders can use the designation as certifica-tion of their commitment to continuousimprovement.

PEPNET 2002 CRrrERIA WolUCBOOK

REFLECTION AND PLANNING/CAPACITY BUILDING

Having undertaken the Self Assessment, staffmembers reflect on the process, evaluate lessonslearned, and make plans. This is a key stage atwhich to use PEPNet resources (see PEPNetKnowledge Base, p. 2) and other resources towork on improvement areas, promote successes,develop staff and enhance teamwork. It is alsothe point at which a youth initiative decideswhether to apply for external assessment (peerreview) and PEPNet recognition. Because theapplication process is time consuming, PEPNetprovides PEPNet Builders with a tool, the Pre-Application Exercise*, to help determine if theprogram would benefit from applying.

APPLY FOR EXTERNAL ASSESSMENT AND

PEPNET RECOGNITION

Programs applying for feedback and recognitionsubmit the Intent to Apply form (p. 53) by Marchof the award year and the full Application forRecognition by the April deadline.

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PEER REVIEW

A PEPNet volunteer panel reviews each of theapplications. The panel consists of youth employ-ment practitioners, researchers and policy makerswho know and understand youth programming.After reviewing an application individually, panelmembers meet to develop a consensus regardingthe recommendation for the PEPNet Award and toprepare comments to be sent to the applicant. Thefeedback addresses both the content and clarityof the response regarding the PEPNet Criteria andprovides suggestions for improvement.

Milestone 1 PEPNET PROMISING PRO-GRAM. This acknowledges a program thatsubmits a completed application and meetsthe PEPNet Criteria for Purpose and Activitiesand two other PEPNet categories. PEPNetPromising Programs can use the designationas certification of their promising approachesand their commitment to quality program-ming and continuous improvement. They alsowill be encouraged to reapply for recognitionthe following year.

The Pre-Application Exercise is provided by NYEC to allPEPNet Builders and is available online on the ImprovementProcess page at www.kvec.org/pepnet or by fax request at(202) 659-0399.

RECEIVE RECOGNITION

Applicants that demonstrate effectiveness in allfive PEPNet Categories are recognized at thePEPNet Awards Ceremony in Washington, DC,are profiled in PEPNet and NYEC materials, andbecome part of PEPNet's prestigious effectivepractices network.

MilestoneA PEPNet Awardee. Thisrecognizes a program that meets the PEPNetCriteria in all five PEPNet categories. PEPNetAwardees are exemplars of quality program-ming and continuous improvement andnational leaders in the field of youth employ-ment. The PEPNet Award has a duration of 4years.

Milestone li PEPNet Renewal Awardee.In order to maintain PEPNet Awardee status,PEPNet requires all Awardees to renew theirawards every 4 years, to ensure they continueto meet all categories of PEPNet Criteria.PEPNet Renewal Awardees are recognized forcontinued excellence in the youth employ-ment/development field. They also are addingto a knowledge base of practices contributingto program longevity.

NETWORKING/CAPACITY BUILDING

As recognized programs, PEPNet Awardeesconnect with other Awardees, make presentationsaround the country, and assist youth employmentand development programs, policy makers andothers requesting help. They use PEPNet re-sources to continuously improve and inform thePEPNet knowledge base with examples of effec-tive practice (see PEPNet Knowledge Base, p. 3).

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SELF ASSESSMENT

PEPNet Awardees complete the full cycle ofcontinuous improvement 4 years after receivingthe Award. Awardees conduct a self assessmentbefore applying for Renewal status. An Awardeesubmits the Intent to Renew by February of theirrenewal year and completes and submits thePEPNet Application by the deadline in April.PEPNet Applications are available online on theImprovement Process page at www.nyec.org/pepnet or by fax request at 202-659-0399.

Benefits of ParticipationFramework for ImprovementNetworkingAccess to PEPNet Knowledge BaseProfessional Development

Milestone A: PEPNet BuildersCertificate of DesignationListed in NYEC Newsletter and Website

Milestone B: PEPNet Promising ProgramsAll Benefits of PEPNet BuildersFree External Evaluation/Feedback fromPEPNet Review BoardDiscounts at PEPNet Institutes

Milestone C: PEPNet AwardeesAll Benefits of PEPNet Promising ProgramsAwards Ceremony and PlaqueNationally Recognized Exemplar ofEffective PracticeExternal ValidationPromotion, Publicity, VisibilityContribute to PEPNet Knowledge Base

Milestone D: PEPNet Renewal AwardeesAll Benefits of PEPNet AwardeesNationally Recognized Exemplar of OngoingEffective Practice

17*NATIONAL Youm EmPLOWENT COMMON

The PEPNet Improvement ProcessA Cycle

of ContinuousImprovement

NetworkingCapacity Building

Receive Recognition

Milestones

Builder

Promising Program

Awardee

Renewal Awardee

Register

Self-Assessment

Peer Reviewand Feedback

PEPNET 2002 CRITERIA WORKBOOK 18

Reflectionand Planning

Complete Pre-Application Exercise

Submit Intent to Apply

Apply forExternal Assessment/

Recognition

15

Criteria for Effective Practices

The Baltimore City Fire Cadet Program notonly teaches young people skills -- it

instills a sense of pride as well.

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The milestones are many at the CS2 programof Commonwealth Corporation.

YouthDevelopment

Evidenceo f

orkforceSucces. Quality

Development Management


Practices Network

17

PEPNet Criteria forEffective Practices

1. Purpose and Activities

PA 1PA2PA3

MissionTarget YouthActivities

2. Organization and Management

0M20M30M40M5

LeadershipStaff DevelopmentCollaborationContinuous ImprovementFunding

3. Youth Development

YD1 Youth/Adult RelationshipsYD2 Building Youths' Responsibility and

Leadership SkillsYD3 Individual Focus and Age/Stage

Appropriate OutlookYD4 Family and Peer SupportYD5 Supportive Services and OpportunitiesYD6 Building Sense of Self and of Group

4. Workforce Development

WD1 Career Awareness, Planningand Readiness

WD2 Employer EngagementWD3 Work and Learning ConnectionWD4 Competencies EmphasisWD5 Extended Follow-up

5. Evidence of Success

ES1ES2ES3

Descriptive DataOutcome DataComparative Measures

PEPNET 2002 CRITERIA WoRKBooK

The PEPNet Criteria provide a framework forinitiative self assessment, for making PEPNetawards, for giving feedback to applicants and forsharing information on effective practices.Understanding and using the Criteria can helpyouth initiatives document and improve theirservices. The Criteria can also inform policymakers, funders and the public about what worksfor youth.

The Criteria, organized into five broad "Catego-ries," were developed by a diverse working groupof youth professionals. The group believed thesecriteria reflect the key elements that contribute toeffective programming. This belief has beenreinforced and refined by six years of PEPNetexperience.

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Purpose and Activities (Category 1)

Effective initiatives have clear and well-under-stood aims and a coherent, well-organized set ofcomponents and activities to attain them.

Effective programs do not try to do everythingfor everyone. Their design and operation reflectclear priorities and goals in terms of the type ofyouth they target, what they seek to accomplishand the kinds of services, supports, and activitiesthey offer.

There is no single model for an effective youthemployment/development program. Manydifferent kinds of approaches work for youngpeople. However, whatever the approach, thecoherence of purpose and activities is key toeffectiveness. The mission and its accomplish-ment form the backbone of an initiative and isreflected throughout the other PEPNet categoriesand criteria.

Visit PEPNet's Index to EffectivePractices to find out about:

Creating a sense of organizational purposethrough screening and orientation

www.nyec.org/pepnet/practices.htm

PAl Mission: The initiative presents a clear andconsistent mission.

The mission is the heart of the initiative andprovides the basis for continuous improvement.With a clear, consistent mission, the initiativeleaders, staff, participants and other stakeholdersare able to adapt to new priorities or challengeswhile staying focused on the initiative's goals. Ineffective initiatives, all stakeholders periodicallyrevisit the mission to ensure its continued rel-evance.

Where the initiative is part of a larger, multi-program organization, both the organization andinitiative should have a clearly understoodmission/purpose. The aims of the initiative shouldrelate to and support those of the parent organiza-tion.

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PA2 Target Youth: There is a logical relationshipbetween the initiative's mission, activities and theyouth it serves.

Many young people can benefit from youthemployment/development programming. Effec-tive initiatives realize that they cannot serveeveryone. Instead, they target, recruit and selectthe young people most likely to benefit from theprogram's purpose and activities. In doing so,they often establish referral linkages with organi-zations and agencies serving those youth.

PA3 Activities: The initiative's mission shapes itsstructure and offerings.

The match between purpose and activities runsthroughout the PEPNet Criteria. For example, ifan initiative's mission includes an intent toimprove academic achievement of young people,it should offer appropriate academic services orlinks to them. If an initiative aims to build respon-sibility, the program should include opportunitiesfor making decisions.

*NATIONAL YOUTH EMPLOYMENT COMMON

Organization and Management(Category 2)

Effective initiatives are well managed, work incollaboration with others and are committed tocontinuous improvement.

This category addresses the internal operations ofthe initiative and the extent to which they support"quality management," a concept adopted bymany businesses and public organizations.Effective initiatives recognize that organizationalstability; qualified, committed, ethical staff; lowstaff turnover; good management; stable leader-ship; and commitment to continuous improve-ment, including stakeholder involvement and useof data; are key elements of quality management.

The points addressed in this category are alsofactors in the Malcolm Baldrige National QualityAward for education institutions. The quotes usedbelow, amended to reflect youth initiatives, arefrom the 2001 Education Criteria for Perfor-mance Excellence, "Education Criteria: CoreValues, Concepts and Framework." (For full cite,see Recommended References, p. 63).

OM] Leadership: The initiative maintains astrong, engaged, continuous and competentleadership.

"A [youth initiative's] senior leaders should setdirections and create a [youth]-focused, learning-oriented climate; clear and visible values; andhigh expectations...[and] balance the needs of allstakeholders. Leaders should ensure the creationof strategies, systems, and methods for achievingexcellence.... The values and strategies shouldhelp guide all activities and decisions of [theinitiative]. Senior leaders should inspire andmotivate all...staff, encouraging them to contrib-ute, to develop and learn, to be innovative, andto be creative....

"In addition to their important role within theorganization, senior leaders have other avenuesto strengthen [youth employment/development].[These include] building community support andaligning community and business leaders andcommunity services with this aim," (BaldrigeEducation Criteria, p. 1.)


Stable and continuous leadership is key to organi-zational success. However, longevity in itselfdoes not ensure effectiveness; also essential isstrong, engaged and competent leadership that iscommitted to accomplishing the initiative'smission.


Maintaining continuous leadershipwww.nyec.org/pepnet/practices.htm

0M2 Staff Development: The initiativeincorporates staff development as amanagement strategy.

"An organization's success depends increasinglyon the knowledge, skills, innovative creativityand motivation of its...staff." (Baldrige EducationCriteria, p. 2.) The Baldrige Criteria emphasizethat staff success depends on having meaningfulopportunities to develop and practice new knowl-edge and skills. Initiatives need to invest in thedevelopment of staff through ongoing education,training and opportunities for continuing growthin order to achieve staff stability and continuity.

Youth initiatives need staff that have an under-standing of youth development and see youngpeople as assets, not liabilities. As a first step, thismeans having clear, cogent minimum qualifica-tions for individual staff positions and communi-cating high expectations. Staff must work wellwith youth and be committed to the growth andsuccess of all participants regardless of race,ethnicity, class, religion, sexual orientation,gender, age, religion, physical or mental ability,or other group affiliation, as well as anybarriers they may face (i.e., dropout, offender,etc). This may mean providing staff with opportu-nities to increase skills and competencies andheighten awareness of other groups and theirunderstanding of the impacts of racial stereotyp-ing and both covert and overt racism, sexism andother discrimination.

The initiative must also promote a managementstrategy that helps staff to become aware ofinstitutional practices that may promote discrimi-nation or racism. For example, do all youth haveequal opportunities for advancement, job place-ments or leadership? Does the initiative make

21

geographic or transportation decisions that maydiscriminate (i.e., How can inner-city youthaccess suburban jobs? How does the programrecruit new members from isolated neighbor-hoods or rural areas?). Do the staff, walldecorations, pictures and books reflect thediversity of the youth participants? Do staffmembers of diverse backgrounds interactwith one another and set the standard as positiverole models?

Visit PEPNet's Index to EffectivePractices to fmd out about:

Structuring release time for professionaldevelopmentStaff career development plans


0M3 Collaboration: The initiative leveragesresources through collaboration.

"[Initiatives] need to build internal and externalpartnerships to better accomplish overall goals"(Baldrige Education Criteria, p. 3). Collaborationis working with other organizations to use andleverage all the resources of the community foryouth. Collaborations are a key way that youthprograms can accomplish an ambitious or broadmission, enabling an initiative to coordinate anarray of community services and activities foryouth rather than providing the supports directlyor foregoing them completely.

Collaborations should be active and on-going andthey can be both formal and informal. Collabora-tion means that an initiative has determined thatsome kind of relationship with another organiza-tion is in its best interest and will result in betterservices to participants and stakeholders, reducedcosts or some other objective the initiative seeksto achieve.


Building strong collaborative partnershipswith a variety of community agencies

www.nyec.orepepnet/practices.htm

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0M4 Continuous Improvement: The initiative iscommitted to a continuous improvement strategy.

In order to achieve ever-higher levels of perfor-mance, an organization must continuouslyimprove all that it does. Continuous improvement"needs to be embedded in the way [the initiative]operates [so that it]: (1) is a regular part of thedaily work of all...staff and [youth]; (2) is prac-ticed at personal, work unit/department andorganizational levels; (3) results in solvingproblems at their source; (4) is focused on shar-ing knowledge throughout the organization; and(5) is driven by opportunities to effect significantchange and do better. Sources for learning [can]include...staff ideas...research findings, [youth]and stakeholder input, best practice sharing, andbenchmarking." (Baldrige Education Criteria, p.2). Continuous improvement should be based onfacts, such as data on your operations and results,and include systematic cycles of planning,implementation and evaluation.

Stakeholders, including youth, staff, funders,community members and employers, amongothers, can make significant contributions toimprovement efforts. Effective programs usevarious approaches to determine stakeholderexpectations and needs, to obtain and use theirinput, and to communicate to them initiativechanges and successes. In particular, involvingyouth in continuous improvement not onlyenables the program to better meet youths' needs,it can be a major learning and growth opportunityfor youth.

Continuous improvement calls for informationand analysis. Effective initiatives develop systemsthat allow them to make fact-based decisions inplanning, managing and improving operations. Inthis 0M4 criterion, PEPNet examines how aninitiative uses data for management decisionmaking. For more about types of data an initia-tive might collect, see Category 5, Evidence ofSuccess, on p. 31.

2 3



Using various measures to assess initiativeprogressGenerating stakeholder feedback andsharing information with stakeholdersBasing management decisions on analysisof information

www.nyec.org/pepnet/practices.htrn

0M5 Funding: The initiative attracts stable anddiverse funding.

Funding is an ongoing challenge for youthemployment/development initiatives. Withoutstable funding, an initiative will not be able tosustain services to youth. Effective programsmake sure current (and potential) funders knowwhat is happening in the initiative and keep theminformed of program successes.

Although not a requirement for the PEPNetAward, PEPNet recognizes the importance ofdiverse funding sources. Effective initiatives,even those who get most of their funds from asingle source, seek additional resources both toprovide additional services and opportunities andto increase their financial independence. Non-financial resourcesfrom in-kind donations tocollaborations and morecan be importantcontributions as well.


Successfully diversifying fundingGenerating in-kind support


Also visit the PEPNet Awardee FundingStrategies and Demographics Chart on thePEPNet home page at www.nyec.org/pepnet

PEPNET 2002 CRTTERIA WORKBOOK

2 ft

Youth Development (Category 3)

Effective initiatives consciously rely on youthdevelopment principles to identib) activities andshape the program environment, structure andoperations.

There has been increasing recognition that themost effective youth employment initiativesunderstand and build on the natural growth anddevelopment processes young people experience."Youth development"a point of view as muchas a set of activitiesencompasses the formaland informal ways that initiatives engage youthand encourage positive growth and development.

An understanding of youth development recog-nizes that:

young people, particularly 14- to 25-year-olds,are undergoing a rapid, intensive and, forthem, frequently confusing phase of humandevelopment;young people vary tremendously in theirgrowth rates and maturity levels and aresimultaneously developing physically,cognitively, socially, morally and emotionally;young people should be valued, appreciatedand engaged as resources (rather than seen aspassive recipients of service);a program environment must be a place youthwant to come to, where they feel physicallyand emotionally safe, where they have fun butare also challenged.

Youth development connects and integratesreadily with a youth employment initiative. Infact, work in itself can be a powerful develop-mental tool, a means for learning, buildingresponsibility and achieving personal develop-ment and growth. Effective initiatives depend onthe incorporation of youth development thinking,principles and activities to provide varied andongoing opportunities for young people to growand mature.

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Youth Development (4) A process whichprepares young people to meet the challengesof adolescence and adulthood through acoordinated, progressive series of activitiesand experiences which help them to becomesocially, morally, emotionally, physically andcognitively competent. Positive youth devel-opment addresses the broader developmentalneeds of youth, in contrast to deficit-basedmodels which focus solely on youth problems.(National Collaboration for Youth)

For more background on Youth Development,visit the National Youth Development Informa-tion Center at www.nydic.org

YD1 Youth/Adult Relationships: The initiativenurtures sustained relationships between youthand caring, knowledgeable adults.

Research, experience and intuition all support thevalue to young people of connections withcaring, competent adults. As noted in a recentcompendium of evaluation studies by the Ameri-can Youth Policy Forum (More Things that DOMake a Difference, p. x), "From first entry into [aprogram], caring, knowledgeable adults arecritical to gaining a young person's trust andcommitment. These adults can be teachers,counselors, mentors, case workers, communitymembers, program directors or other trainedindividuals who understand and deeply careabout youth, who provide young people withtime and attention, work with small numbers ofyouth and can demonstrate that they are 'in forthe long haul.' "

These relationships may be formal, connectingyouth to a mentor within the initiative or at theworkplace, and they may be informal, with theinitiative providing opportunities for youth tointeract with staff and neighborhood adults.


Creating strong staff/youth bondsDeveloping positive relationships betweenemployer supervisors and youth


25*NATIONAL You'll EmPLOYMENT COALITION

YD2 Building Youths' Responsibility and Leader-ship Skills: The initiative engages youth in theirdevelopment and sets high expectations for them.

The American Youth Policy Forum's recentcompendium (More Things, p. xi) stresses that"caring for young people also means guidingbehavior, challenging students and insisting onpersonal responsibility and accountability. Youthwill rise to the expectations of adults they trustand will achieve more positive outcomes inprogram settings with these characteristics."Effective initiatives help young people becomeresponsible by setting high expectations, holdingyouth accountable, engaging them in new rolesand giving them opportunities to lead.

Effective initiatives work to ensure that everyoneinvolved in the program is committed to eachyouth's success and to communicate the highestexpectations and belief in each young person.High expectations also demand accountability:effective programs provide structure and set clear,fair and consistently enforced limits.

Effective initiatives use both the initiative and thecommunity to give youth opportunities to experi-ment with new roles and responsibilities. Oppor-tunities for leadership are an important compo-nent of efforts to nurture responsibility. Servicelearning and community service have becomeincreasingly recognized as effective mechanismsfor giving youth the chance to see themselves asresources and contributors and to reinforce thenotions of personal responsibility, involvementand leadership.

Encouraging youth responsibility and leadershipalso means listening to young people's inputabout the program, and engaging them in pro-gram improvement (see also 0M4, above, p. 22).

Visit PEPNet's Index to Effective1(/ Practices to fmd out about:

Different kinds of leadership roles for youthUtilizing community service to buildresponsibility and leadership



YD3 Individual Focus and Age/StageAppropriate Outlook: The initiative tailors theprogram experience for each youth and alsoprovides age and/or stage appropriate servicesfor its participants.

Young people, particularly 14- to 25-year olds,vary tremendously in their maturity levels andtheir need for challenge and support.

Effective initiatives individualize services andactivities for participants, keeping in mind eachyoung person's goals and needs. In such pro-grams, individual service plans and employabilitydevelopment plans become active documents thatyouth, family members and staff use to guideprogram activities and services and enableinformed career decisions. An individualizedplan, based on a thorough assessment, will lookat any and all factors that impact a youngperson's development and success and will focuson assets as well as needs.

A youth development approach also meansunderstanding and responding to the differentages and/or stages of development of partici-pants. For example, less mature youth may not beready for a job and may benefit from in-programwork-like activities; older youth may be ready totake on an outside internship or work experience.

Visit PEPNet's Index to Effective1 Practices to fmd out about:

Staff working as a team to coordinateactivities for each participantSequencing activities so youth experienceseries of successes as they are readyProviding activities appropriate for differentage groups


2 6

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YD4 Family and Peer Support: The initiativeencourages positive relationships with family andpeers.

Young people have many influences outside theinitiative which impact on their success in theprogram. An understanding of youth develop-ment recognizes that young people are part ofand have roles in many areasfamily, school,work, social groups.

Effective initiatives reach out to parents, guard-ians or other significant adults in a way that isappropriate for each participant. The more thatprograms can do to foster positive relationshipswith family members and encourage familymembers to commit to the young person's posi-tive development, the more successful that youngperson will be in the long term. "Family" doesnot necessarily mean parents and it does notmean individuals who are negative influences onyoung people. "Family" can be a grandparent, aneighbor, a siblingwhoever is an importantpositive personal influence and support for ayoung person outside the program. Programsmay also help to support the development ofhealthy family relationships.

Effective initiatives also understand that peersand peer groups are very strong influences andare too often negative ones. To ensure that peershave a positive influence, effective programs helpyoung people forge peer and peer group relation-ships that support a young person's programattachment, achievement and success.

c7Visit PEPNet's Index to Effective' Practices to fmd out about:

Engaging families in the youths'program experienceProviding services for familiesDeveloping positive peer relations andpeer groups


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YD5 Supportive Services and Opportunities: Theinitiative provides youth with supportive servicesand opportunities beyond educationand training.

Effective initiatives see the "whole young per-son," recognizing that youth have assets andneeds beyond education and training, and workto connect young people with necessary andappropriate supports and opportunities.

Initiatives develop their in-house capacity toidentify and provide services that help youngpeople grow into well-adjusted citizens. Initia-tives also forge linkages to other organizations toaugment the range of services and resourcesafforded participants. Often supportive servicescover basic needs, such as health, transportation,clothing, shelter or day care. But supportiveservices can also build assets, such as linking ayoung person with a love for the guitar to aninstrument and music lessons.

:Visit PEPNet's Index to Effective}

, Practices to fmd out about:Providing supportive services on siteLinking with community organizations toprovide a wide range of supports


YD6 Building Sense of Self and of Group: Theinitiative helps youth develop a sense of groupmembership while fostering a sense of identityand self.

Helping young people develop a positive senseof who they are is a key part of aiding theirdevelopment and success in the workplace and inlife. Effective programs address this in manyways, from personal and life skills development,to providing opportunities for youth to showcasetheir work and skills, to the use of journals, self-evaluation, and self-reflection.

In addition to helping participants grow theirpersonal identity, initiatives recognize that youngpeople need to develop attachments to largergroups, to belong somewhere. Some initiativeshelp their young participants build a groupidentity through uniforms, activities and meetings(also see peer groups, YD4 above).

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*NATIONAL YOUTH EMPLOYMENT COALITION

Effective initiatives address issues faced bydifferent groups, depending on the socio-demo-graphic makeup of youth participants. Thesegroups include, but are not limited to, racial,ethnic, gender, class, age, religion, sexual orienta-tion or physical or mental ability. Initiativesemphasize some or all of the following depend-ing on the needs and characteristics of the youngpeople they work with:

promoting tolerance and awareness ofother groups;fostering awareness and pride in one'sown culture;navigating and combating discrimination in thecommunity, educational institution, workplace,etc.; andunderstanding the impact of racial stereotypingand both covert and overt racism, sexism andother discrimination.


Involving youth in self-reflection, decisionmaking, life skills developmentBuilding group cohesionPromoting cultural awareness and

navigating discriminationwww.nyec.org/pepnet/practices.hon

Also visit the NYEC Institutional Racism pageat www.nyec.org/racism.htm


23

Workforce Development (Category 4)

Effective initiatives emphasize the development ofskills, knowledge and competencies that lead tocareers and self-sufficiency and stress the con-nection between learning and work.

In 1990, The Secretary's Commission on Achiev-ing Necessary Skills (SCANS) was established toexamine the demands of the workplace andwhether young people were capable of meetingthose demands. What they found was that morethan half the young people in the country leaveschool without the knowledge or foundationrequired to find and hold a good job.

The objectives of youth employment/develop-ment have changed. Where job placement wasonce seen as the primary goal most effectiveprograms now focus on helping young peopledevelop the skills, knowledge and competenciesrequired to succeed in the workforce. To accom-plish that, workforce development componentsmay include community service, academicinstruction and career exploration and guidancein addition to job readiness workshops, workexperience, internships and skills training.

Effective youth initiatives recognize and usework as a developmental tool. They make work ameans for learning, for building responsibility,and for achieving personal development andgrowth.

SCANS Foundation Skills

Basic Skills: Reads, writes, performsarithmetic and mathematical operations, listensand speaks.

Thinking Skills: Thinks creatively, makesdecisions, solves problems, visualizes, knowshow to learn and reasons.

Personal Qualities: Displays responsibility,self esteem, sociability, self management andintegrity and honesty.

More information on SCANS is available atwww.nyec.org/pepnet under "Links to OtherEffective Practices."

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WD1 Career Awareness, Planning and Readi-ness: The initiative nurtures career awarenessand embeds career planning and readinessthroughout the program.

Young people who are exposed to a variety ofeducational and occupational options are morelikely to focus on an initial career goal and makepositive connections to work and education topursue that goal. Career awareness and explora-tion activities encourage youth to identify theirinterests and consider a variety of goals andcareers, including options that may not be tradi-tional for their gender, race or ethnicity.

Another aspect of this criterion is helping youthto become job ready and be able to make rationaland informed career decisions. For the first ofthese, initiatives help youth develop a work ethicand a positive attitude about work, have goodcommunication skills, and know how to workwith different personalities in the workplace. Forthe second, they offer career guidance andcounseling.

Visit PEPNet's Index to Effective1C'2 I Practices to find out about:

Providing access to labor marketinformation and job listingsInvolving youth in Career or Job Clubs,Career Days and Career FairsWorkplace readiness preparation


WD2 Employer Engagement: The initiativeensures that employers are actively engaged inthe initiative.

Workforce development activities are mosteffective when they are relevant to actualworkforce opportunities and needs. Youth em-ployment programs traditionally involved em-ployers in their job placement efforts, but as theconcept of workforce development has ex-panded, so have the roles employers play.

In addition to providing employment and workexperience, local businesses and public-sectoremployers can help design or inform curriculum,lend equipment, provide instructors, mentors andspeakers and share their technical business

2 9

*NATIONAL Youni EMPLOY/v[13M COMMON

experience. In many locations, community-wideemployer associations have been established tosupport workforce development efforts. Success-ful initiatives seek to involve, or become involvedwith, employers in ways that help accomplish theinitiative's mission, strengthen its offerings andbenefit young participants.


Employers sharing technical businessexpertiseEmployers providing instructional staff,facilities and other resourcesEstablishing steering committees andadvisory councilsTeaming with joint labor/managementtraining programs


WD3 Work and Learning Connection: Theinitiative relates academic learning to real-lifework issues and situations, stresses active learn-ing, and engages youth in challenging academicpreparation.

Another important change in workforce develop-ment has been that of emphasizing the connec-tion between learning and work. Federal effortssuch as the Workforce Investment Act, School-To-Work Opportunities Act and grants for devel-oping national skill standards by industry groupsemphasize that connection. From SCANS to theMalcolm Baldrige National Quality Award forEducation, there is an emphasis on active learn-ing and on the development of problem-solvingskills. In today's knowledge economy, businessesare concerned about finding high quality, reliableemployees who can learn. Effective initiativeshelp youth understand that learning is a continualprocess that occurs both inside and outside theclassroom.

Academic preparation is an increasingly impor-tant factor for workplace success and effectiveinitiatives are designing innovative ways toprovide it. They may focus on helping youngpeople earn a high school diploma (they mayeven operate a charter school) or helping learnabout, enroll in and pay for college. Generally,programs serving out-of-school youth see GEDpreparation as only a first step in an academic


component. They may integrate challengingacademic work throughout program activities andthey may provide support after a youth has beenaccepted at a college. An increasing number offercommunity college participation and credits as aprogram option.

Experiential learning relates academic learning toreal-life, hands-on issues and situations andencourages young people to use their knowledgeto solve problems and complete tasks typical tothose in the workplace and the community. Onetype of experiential learning, work-based learn-ing, provides opportunities for youth to experi-ence the workplace environment first-hand.Work-based learning includes job shadowing,volunteer work, internships and paid workexperience and can range from structured com-munity service to apprenticeship programs. Otherforms of experiential learning include project-based learning and service learning.


Connections to postsecondary opportunitiesIntegrating the teaching curriculum arounda career themeStructuring service learning and communityservice experiences


WD4 Competencies Emphasis: The initiativedocuments and communicates competenciesgained by young people.

Participants in youth initiatives need to be able tocommunicate what they know and are able to do.A powerful way to do this is to document compe-tenciesabilities needed to function well inwork, education and life. Competencies can begeneral"soft skills," like communication; othersare occupation specific"hard skills," likecomputer repairs.

When designing workforce development activi-ties, effective initiatives ensure that the competen-cies developed are relevant to labor market andpost-secondary requirements, and that there is amechanism in place to document competencyattainment.

3 0

As they document competencies, effectiveprograms help youth understand the competen-cies they have gained, and how to communicatethese to employers and others. Effective pro-grams will help young people capture these andlearn to use them in interviews, applications andmore. Initiatives may also help young people tothink of competencies gained outside the pro-gram. For example, a young person may not haveworked before but has raised his two youngersiblings and could talk about his competencies inorganization, responsibility and time manage-ment.


Working with employers to validateindustry-specific curriculaUsing SCANS and other nationallyrecognized tools to document competenciesAssessing progressUsing portfolios


WD5 Extended Follow-up: The initiative pro-vides extended services and support.

Research has shown that in today's economy,youth progress through a series of jobs beforethey settle into the labor market in their latetwenties. This is a natural progression, a part ofdevelopment for most young people. Often thisjob hopping lacks coherence and each job doesnot connect to the next. However, when guided,young people can use each job to develop anever-broadening set of skills and competenciesthat contributes to their career preparation. Thus,youth initiatives tend to be more effective whenplacement in a job or admission to a post-second-ary institution after completing the program is notthe end of their service. Effective initiatives oftenprovide continued support to help youth staypositively connected in societyto theworkforce, education or otherwise. Such supportcan also help youth move up the ladder to betterjobs and further education.

Public policy is also recognizing the need forextended support. The federal Workforce Invest-ment Act (WIA) requires a year of follow-upservices and Youth Opportunity Grants (a com-petitive grant program of the WIA) call for twoyears of follow-up services.

30

aVisit PEPNet's Index to EffectivePractices' to find out about:

Involving and supporting alumniTracking and providing follow-up servicesfor at least one year


31

*NATIONAL YouTH EmPLOYMENT COALITION

Evidence of Success (Category 5)

Effective initiatives collect appropriate andcredible data that enable them to document theiroperational effectiveness and their ability toachieve desired outcomes.

Increasingly, funders, both governmental andphilanthropic, along with the general public, areconcerned about "bottom line" issues: who isserved, what happens to them, does the programhave the impact intended. They want to know iftheir investment in social programs makes a realdifference. Therefore, youth initiatives, like othersocial programs, must show evidence that theirefforts are having the desired effect.

Effective initiatives have numerous approachesand techniques available to help determineeffectiveness and to use to enhance offerings.One useful framework places "measures" and"data" into three broad, increasingly sophisti-cated categories: (1) descriptive, (2) outcome and(3) comparative. The criteria in Evidence ofSuccess address these three areas. The things aprogram measures and the data it collects shouldreflect the mission and goals it sets out toachieve, not simply funding requirements.

A further element of effective initiatives is thatthey communicate their statistical and program-matic information in a manner so that peopleoutside the agency understand the impact of theinitiative on (and its value to) the participants andthe community.

Effective initatives also use data for continuousimprovement. For simplicity, this PEPNet cat-egory covers the collection and organization ofdifferent kinds of data and the documentation ofsuccess while Category 2 Organization andManagement (specifically OM 4, continuousimprovement, p. 22) covers the use of this datafor management decision making and programimprovement.


Collecting dataUsing community resources to obtain anoutside assessment


PEPNET 2002 CRITERIA WoRmoox

ES1 Descriptive Data: The initiative collectsinformation on its current operations, servicesand participants.

Descriptive data provide information describingthe services offered by the initiative to its partici-pants. Almost every initiative uses descriptivemeasures to compile data, usually as part of itsmanagement information system (MIS). The mosteffective MIS systems are designed to produceinformation that the initiative can use in planning.They help initiatives determine with precision:Whom are we serving? What kinds of servicesare we providing, and how efficiently?

ES2 Outcome Data: The initiative establishesmeasurable objectives that reflect its goals andcollects and communicates solid informationabout the results of its activities.

Outcome measures and data concentrate on asingle issue: What tangible results did the initia-tive achieve? The kinds of results youth initia-tives most often measure are:

Educational and competency outcomes. Theserelate to the progress and achievement a youngperson makes in developing academic, life orjob-related skills.

Employment outcomes. These include jobplacements, earnings, retention on the job, etc.

Connective outcomes. These include connec-tions to additional education, another youthinitiative or military service, as well as informa-tion about outcome costs such as cost per place-ment or per high school completion.

Initiative-specific outcomes. These reflect thespecialized aims an initiative may have, such asreductions in teen parenting or involvement withthe justice system.

Youth and stakeholder satisfaction. This is ameans of measuring the extent to which theinitiative is meeting stakeholder needs.

Youth development outcomes. Often moredifficult to measure, these include critical-think-ing, self-efficacy, resourcefulness, team work.

3 1

ES3 Comparative Measures: The initiative seekssources of comparative information and data.

Comparative indicators make it possible for aninitiative to measure its impacts or benefitsagainst some external standard. Such informationtakes documentation beyond the findings ofoutcome measures: for example, from whetheryouth in the initiative get jobs to whether they dobetter than they would have without the initiativeor better than youth in a comparable initiative.

There are several ways to make such compari-sons. One is to compare the results for youth inthe initiative with known or published data forsimilar populations. Published demographic data,earlier cohorts of program participants, or datafrom school or JTPA/WIA, might be used tocompare outcomes for youth in an initiative withthose of a similar out-of-school population.

It is also possible to bring in an outside evaluator,with background and knowledge of the programarea. Funders will sometimes provide support forsuch a study if they are persuaded that the find-ings will be independent and credible. There arealso relatively inexpensive ways to conductevaluations, such as partnering with a localcollege or inviting a research firm to study theinitiative. And utilizing PEPNet, while not scien-tific, provides a kind of comparative measure atno cost. Engaging in the PEPNet Self Assessmentenables an initiative to document successes andplan improvements in relation to effective prac-tice criteria. PEPNet Applicants receive detailedcomments from an outside panel of reviewerswho consider initiatives against PEPNet criteria.

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33

*NATIONAL Youni EMPLOYMENT COALITION

Self Assessment

Fresh Start, a program of the Living Classrooms Foundation,has helped many young people change their lives.


Practices Network

PEPNET 2002 CRrrEmA WoRimooK 3 3

3 1

Using the PEPNetSelf AssessmentThe Self Assessment is a detailed tool you canuse to take a closer look at your initative, docu-ment successes and plan improvements. It is atool that can be used in different waysyou mayadapt it to your needs and make it work for you.

The PEPNet Self Assessment is key in the processof continuous improvement. Undertaking the SelfAssessment will require a concerted effort over aperiod of time and the commitment of staff at alllevels of the initiative. However, that investmenthas many potential benefits.

It will give you an opportunity to compareyour program and practices against reliablecriteria.It can engage staff, leadership, youth andstakeholders in an examination of the impactof your initiative.It can help develop staff, enhance teamwork,document success, identify areas needingstrengthening and plan improvements.It prepares you to gain the national designationof PEPNet Builder (p. 47).

A well planned Self Assessment will informenhancements to your initiative, even though youare already making a difference for youngpeoplesuch is the nature of continuous im-provement.

Self Assessment MaterialsSelf Assessment Exercise a quick way to ratethe various areas of your program; available atwww.nyec.org/pepnet, on the ImprovementProcess page or by fax request to(202)659-0399.PEPNet Self Assessment - a diagnostic toolbased on the PEPNet Criteria (pp. 17-32)Self Assessment Matrix - a means to captureinformation as you assess your program (pp.42-46).

PEPNet Builder Certification Form - submitthis after conducting the Self Assessment toachieve the first milestone of the PEPNetImprovement Process (p. 47).

First StepsBegin by submitting the PEPNet RegistrationForm (p. i). Then go to our website(www.nyec.org/pepnet) and download the Self

PEPNET 2002 CRIMRIA WORKBOOK

Assessment Exercise. Have staff members com-plete the exercise and then meet together todecide how to proceed with the Self Assessmentitself. Before the meeting, read the PEPNetCriteria section (pp. 17-32) and become familiarwith the PEPNet Knowledge Base (p. 2).

Items to ConsiderIs Management Committed?

Will management take responsibility for the SelfAssessment process?Will staff get the time and resources necessaryto participate?Will there be access to necessary dataand information?Will management be open to the feedbackgenerated by the Self Assessment?Will the resulting action plans be implemented?

Is Everyone On Board?Are all levels of the initiative represented on theteam(s) undertaking the Self Assessment(including groups such as board members,funders, youth, staff, community partners)?Why do we want to conduct a Self Assessment?Is there a consensus around that purpose?Does everyone share the same expectationsabout what is to be done with the results?

What Else Do We Need to Consider?If ours is a multi-site or multi-program agency,should we conduct a Self Assessment for theentire organization or just certain sites oryouth initiatives?Do we want to address all five categories?What kind of schedule best fits our initiativeshort and intense or spread out over a definedperiod of time?How many assessment groups/teams do weneed and what are their responsibilties? Whatresources do they each need?What information do we need? How do wecollect it?How will we involve the participants?How will we involve our employer partners?How will we use the results?

How Will We Organize It?Any way that works for you. Some approachesinitiatives have used include:

making it the subject of a staff retreat;identifying certain areas to investigate; andbreaking into teams to address differentquestions and then bringing it back tothe whole.

35

36

PEPNet Self Assessment Questionsdownloadable in Word and WordPerfect at wwwnyec.org/pepnet

Purpose and Activities (Category 1)Effective initiatives have clear and well-understood aims and a coherent, well-organized set of componentsand activities to attain them.

PA1 Mission: The initiative presents a clear and consistent mission.

What purpose is this initiative intended to accomplish, and why?Does your current mission statement accurately reflect the purpose of the initiative, who is served, theservices offered and the outcomes expected?Does the mission reflect new or changing priorities?Can staff, board and youth accurately describe the initiative's mission?Is there an inclusive process for developing and periodically revisiting the mission and forcommunicating it to all stakeholders, including youth?

PA2 Target Youth: There is a logical and visible relationship between the initiative's mission, activitiesand the youth it serves.

Who are your target youth?How does serving youth with this set of characteristics relate to the purpose of the initiative?How do you identify and recruit participants?

PA3 Activities: The initiative's mission shapes its structure and offerings.

How do your structure and your activities support and accomplish your mission?How do all aspects of the initiative form a coherent strategy?

Organization and Management (Category 2)Effective initiatives are well managed, work in collaboration with others and are commited tocontinuous improvement

OM] Leadership: The initiative maintains a strong, engaged, continuous and competent leadership.

How is senior staff, as well as the board or advisory committee, involved in setting direction;maintaining a continuous improvement environment; and ensuring the highest standards ofperformance?Is there stable leadership? Examine the turnover rate of senior leadership.How does the organization maintain continuous effectiveness when leadership changes?How does the organization's leadership and staffing structure support meeting the initiative's purpose?How does the leadership generate an atmopshere conducive to youth development?How do the organization's leaders build community and other support?How do leaders interact with staff and encourage respect and excellence?

0M2 Staff Development: The initiative incorporates staff development as a management strategy.

How do the initiative's goals influence the criteria used for hiring, evaluating and rewarding staff?What are the qualifications for key staff positions? How do these criteria ensure a commitment topositive youth development?

3 6


How does the initiative invest in staff development and training? For which staff? Do you have a staffdevelopment plan? What is it and how does it relate to your mission?Is there staff continuity? What is your staff turnover rate? How does it compare with other organizations?How do you measure staff satisfaction? What were your most recent results?How is the staff involved in the design and improvement of the initiative?How does the initiative foster staff awareness of diverse groups (including but not limited to: race,gender, ethnicity, class, age, religion, sexual orientation, physical or mental ability)?How does the initiative prepare staff to talk with youth about racism and discrimination? How does theinitiative promote ways for staff and leadership to explore and address institutional racism anddiscrimination in your organization and with community partners (i.e., employers, higher education,etc.)?

0M3 Collaboration: The initiative leverages resources through collaboration.

What collaborative ties has your initiative developed and what purpose does each serve?How does the initiative relate to the larger community's goals and visions?How do your collaborations relate to the initiative's mission and goals?What additional collaborations might support your goals?

0M4 Continuous Improvement: The initiative is committed to a continuous improvement strategy.

Examine your management practices. Which contribute to your effectiveness and why?How are your efforts for on-going improvement structured and implemented?How does your initiative use information and data (for collection of data see Evidence of Success below)to plan, manage and improve?How are data shared among staff?How are young people involved and how does their feedback inform improvement?Who are your other stakeholders (employers, staff, labor unions, community leaders, others)? How doyou identify them and how do you involve them? What structures are in place to get their feedback andto communicate back to them?

0M5 Funding: The initiative attracts stable and diverse funding.

How do you ensure that funding levels are sustained?What different sources of financial and non-financial support do you utilize?What efforts do you make to expand and increase support?How do you leverage resources?How do you communicate with funders to keep them apprized and to understand their goals and needs?

Youth Development (Category 3)Effective initiatives consciously rely on youth development principles to identib, activities and shape theprogram environment, structure and operations.

YDI Youth/Adult Relationships: The initiative nurtures sustained relationships between youth and caring,knowledgeable adults.

What fraction of youths' time is spent in large groups with a single leader or teacher? In small groups?In one-on-one interaction with adults? Without direct supervision?How does the initiative foster positive and sustained relationships, both formal and informal, betweenyouth and adults (staff, community members, at the worksite, other)?

PEPNEr 2002 CRITERIA WoRKBooK 37

3 7

How are these youth/adult relationships consciously used to promote youths' growth and development?How are adults chosen, trained and supported to work effectively and compassionately with youngpeople? How do you ensure they understand and practice positive youth development?How long do the youth/adult relationships last? Are they sustained after formal program participation?

YD2 Building Youths' Responsibility and Leadership Skills: The initiative engages youth in their develop-ment and sets high expectations for them.

How does the initiative promote the highest expectations for all youth?How does the initiative provide a consistent structure for participants?Are youth provided with opportunities to exercise responsibility, assume leadership roles and makevalued contributions? How?How does the program provide a safe and engaging environment, a place participants want to be?How does the initiative positively engage youth in their community? Are youth provided opportunitiesto perform community service?

YD3 Individual Focus and Age/Stage Appropriate Outlook: The initiative tailors the program experiencefor each youth and also provides age and/or stage appropriate services for its participants.

38

How does the initiative determine the individual needs, assets and goals of each youth and ensure thatthey are addressed?How does the initiative tailor its activities to different ages and/or stages of maturity of its participants?

YD4 Family and Peer Support: The initiative encourages positive relationships with family and peers.

How does the initiative involve or serve families (and/or others important in the youths' lives outsidethe program)?How does the initiative promote positive peer and peer group relations to support program attachmentand youth achievement and success?

YD5 Supportive Services and Opportunities: The initiative provides youth with supportive services andopportunities beyond education and training.

What services and opportunities are important and/or beneficial to your participants? (Some examplescould be mental/physical health care, child care, transportation, recreational and cultural activities)How do you identify these?How do you provide or make these accessible?Are there services and opportunities missing from your network? How could you add them?

YD6 Building Sense of Self and of Group: The initiative helps youth develop a sense of group member-ship while fostering a sense of identity and self

How does the initiative encourage personal development (such as self-awareness and esteem, life skillsdevelopment, other)?How is the initiative sensitive to the diversity (racial, ethnic, gender, socio-economic, religious, sexualorientation, age, physical or mental ability, other) of its participants? How does it promote tolerance?How does the initiative promote cultural awareness and pride?How does the initiative help youth understand the impact of covert and overt racism and other forms ofdiscrimination? How does it help youth navigate and combat racism and discrimination in thecommunity, educational institutions, workplace, etc.?

38

*NATIONAL YouTH EMPLOYMENT COALrnON

Workforce Development (Category 4)Effective initiatives emphasize the development of knowledge and competencies that lead to careers andself-sufficiency and stress the connection between learning and work.

WD1 Career Awareness, Planning and Readiness: The initiative nurtures career awareness and embedscareer planning and readiness throughout the program.

What opportunities does the initiative provide to increase young people's knowledge of and access toa range of jobs and education?How does the initiative help young people gain skills and background necessary to make goodeducation and career decisions?How does the initiative help prepare young people to enter the workplace?

WD2 Employer Engagement: The initiative ensures that employers are actively engaged in the initiative.

What resources and expertise do employers contribute to your workforce development efforts?How does the initiative learn what employers need? Do the competencies gained by young people in theinitiative meet the requirements of employers?Are there community-wide, employer-sponsored workforce development initiatives in your area? If so,do you work with them? Do you connect with labor organizations and/or apprenticeship programs?

WD3 Work and Learning Connection: The initiative relates academic learning to real-life work issuesand situations, stresses active learning, and engages youth in challenging academic preparation.

Does the initiative provide challenging academic preparation for youth to meet high standards forentry into careers and/or further education? What, if any, other organizations (public or private entities,higher education, labor unions, etc.) do you link with to provide such preparation?What types of challenging work-based and/or experiential learning opportunities do you offer?What do you do to emphasize the connection between work and learning?

WD4 Competencies Emphasis: The initiative documents and communicates competencies gained byyoung people.

Does the initiative incorporate competencies based on widely accepted standards, such as SCANScompetencies? Do you use any widely accepted system for occupation-specific competencies?How does the initiative measure and document competency attainments of youth?How does the initiative help youth understand and communicate the competencies they have gained?

WD5 Extended Follow-up: The initiative provides extended services and support.

In what ways does the initiative follow up on participants to track their progress? For how long? Isthis adequate?In what ways do you provide support activities or continued contact for youth who have finished theformal part of your program?

PEPNET 2002 CRIMRIA WORKBOOK 399

40

Evidence of Success (Category 5)Effective initiatives collect appropriate and credible data that enable them to document their operationaleffectiveness and their ability to achieve desired outcomes.

ES1 Descriptive Data: The initiative collects information on its current operations, servicesand participants.

What day-to-day information does the organization need to manage its operations?How does your organization get this information now? How is that data organized?What information do outside audiences, including funders, require?What additional information would help the initiative understand its efforts better and help indecision making?

ES2 Outcome Data: The initiative establishes measurable objectives that reflect its goals and collects andcommunicates solid information about the results of its activities.

What outcomes are you currently measuring? Why have you chosen to measure these outcomes? Howdo they relate to your mission and goals?Do you collect information from stakeholders? How?Are you now producing measures that correspond to each of the outcomes you are interested in? Whydo you use the measures you do?Are there objectives or outcomes which seem important but hard to measure?Do you measure youth development outcomes?What program outcomes are reported? To whom?How are participants better off as a result of your program? Write down and discuss the results(numbers) for your most recent program year in each outcome area. Prepare a chart similar to the charton p. 37 (using your own appropriate outcomes) so that your impacts are understandable to those insideand outside your agency.

E53 Comparative Measures: The initiative seeks sources of comparative information and data.

How might the outcomes from this initiative compare with other interventions?Are there outside standards or benchmarks you can apply in gauging the impacts of your program?What available sources of information would permit the initiative to make useful comparisons of yourresults with similar youth programs?Have you had internal or external evaluation(s)?What are some resources you could tap intofunding, community resources, otherstoconduct evaluation and/or utilize comparative information?

PEPNet BuilderRemember: Upon completing the Self Assessment, submit the PEPNet Builder Certification Form (p. 47).

4 0*NATIONAL YOUTH EmPLOYMENT COMMON

ES2: Sample Program Outcomes ChartThe following is a sample demonstrating how oneprogram may complete an outcomes chart. Pleasenote this is only an example that may be helpful toyou as you think about how to demonstrate mea-surable outcomes. The outcomes, measures and

numbers you list will be particular to your initiativeand should relate to the mission, purpose, andactivities of your initiative. Make sure outcomes,measures and numbers you list are clearly under-standable to someone who does not know yourprogram.

These do not represent expected outcomes or milestones.

Outcome Measures for Program Period (fill in: 01/01/01- 06/01/01)

Number of Participants served During this Period: 222 Optional CommentsOutcomes Planned Actual How Measured

Completion ofprogram

85% 90% Entrance and graduationdates entered into spread-sheet tracking mechanism

Employed uponprogramcompletion

75% 60% 120 of 200 programcompleters reported employ-ment (100 private sector, 11government, 9 non-profit)upon completion

45% full time, 30%part time (25% ofthat in comb. withed)

Enrolled in postsecondarytraining oreducation at exit

40% ofthoseleaving w/a diploma

40% 80 of 200 programcompleters enrolled in postsecondary programs

25% part time incombination w/employment

High schooldiploma

55% ofthoseenteringw/outdiploma

50% HS Diploma granted 125 did not haveGED or diploma onentrance. 63 at-tained diploma

Leadershippositions

25% 20% 30 of 150 "Teen Peers"participants advanced toleadership and trainingpositions

Retention inpositive activity(ed/training and/or job) after oneyear.

80% 70% Contact from students (calls,drop-bys) and calls to thosenot contacting us. 70 of 100program completers (01/01/99-06/01/99).

Could not reach 10youth

Rehabilitatesingle-familydwellings

15 homes 10homes

Ten homes have beenrehabilitated and are on themarket or occupied.

Additional 9 cur-rently under con-struction.

Other(s) Remember, depending onyour initiative you will likelyhave different outcomes thanthose listed in this sample.

PEPNET 2002 CIUTEIUA WORKBOOK

414 1

42

Self Assessment MatrixThis is a tool to help you capture information asyou work through the PEPNet Self Assessmentquestions. This matrix is an internal document thatwill assist your initiative in completing the SelfAssessmentno one outside your organizationneeds to see your results. We suggest using thismatrix as a tool for your benefitcut and paste,reprint and reorganize the matrix to make it mostuseful to your specific needs (it is also availableelectronically on the Improvement Process page atwww.nyec.org/pepnet).

This tool contains a chart for each of the fivePEPNet categories, with each chart containing thePEPNet criteria for that category. There is space tonote 1) a score of 1-4 if you decide you want torate your effectiveness in each criterion, 2) evi-

dence of strengths and weaknesses identified foreach criterion and 3) steps you plan to take forcontinuous improvement regarding that criterion.This matrix is not intended to stand alone; rather itis a companion tool to help organize yourthoughts and capture your results as you completethe Self Assessment. This tool will provide muchof the information requested on the Builder Certifi-cation Form. It will also provide information youcan draw from when completing a PEPNet Appli-cation.

Alternately, if you would like to start with a quickassessment to begin thinking about yourprogram's strengths and weaknesses, PEPNet hasdevised a 30-minute Self Assessment Exerciseavailable to download at www.nyec.org/pepnet/reports.

Category 1: Purpose and Activities

Criteria Rating(1-4)

Evidence of Strengths Evidence of Weaknesses Planned or proposed improvements

PA1 Presents aclear andconsistent mission

PA2 Logical andvisible relationshipbetween theinitiative's mission,activities and theyouth it serves

PA3 Missionshapes structureand offerings

4 4..0*NATIONAL YouTHEmPLOYMENT COALITION

Category 2: Organization and Management



OM I Maintains astrong, engaged,continuous andcompetentleadership

0M2 Incorporatesstaff developmentas a managementstrategy

0M3 Leveragesresources throughcollaboration

0M4 Is committedto a continuousimprovementstrategy

0M5 Attractsstable and diversefunding

PEPNET 2002 CRITERIA WommooK 43

4 3

44

Category 3 Youth Development



YD1 Nurturessustainedrelationshipsbetween youth andcaring,knowledgeableadults

YD2 Engagesyouth in theirdevelopment andsets highexpectations forthem

YD3 Tailorsprogramexperience for eachyouth and alsoprovides age and/or stage appropri-ate services for itsparticipants

YD4 Encouragespositiverelationships withfamily and peers

YD5 Providesyouth withsupportive servicesand opportunitiesbeyond educationand training

YD6 Helps youthdevelop a sense ofgroup membershipwhile fostering asense of identityand self

*NATIONAL YOUTH EMPLOY/KENT COALITION

Category 4: Workforce Development



WD I Nurturescareer awarenessand embeds careerplanning andreadinessthroughout theprogram

WD2 Ensures thatemployers areactively engagedin the initiative

WD3 Relatesacademic learningto real-life workissues andsituations; stressesactive learning;engages youth inchallengingacademicpreparation

WD4 Documentsand communicatescompetenciesgained by youngpeople

WD 5 Providesextended servicesand support

PEPNET 2002 CRTIERIA WORKBOOK 45

Category 5: Evidence of Success



ES1 Collectsinformation oncurrent operations,services andparticipants

ES2 Establishesmeasurableobjectives thatreflect goals andcollects andcommunicatessolid informationabout the results ofits activities

ES3 Seeks sourcesof comparativeinformation anddata

46

Thanks to Terry Grobe and the Commonwealth Corporation's Massachusetts Best Practices Network (a state networkmodeled after PEPNet); the format for this document was drawn from their Self Assessment Matrix.

*NATIONAL Youm ENWI,OYDAENI'T COALI'nON

PEPNet Builder Certification Form

PEPNet Builders are youth employment/development programs that have completed the PEPNet SelfAssessment as part of their commitment to continuous improvement.

Please place this form on top of your submission.

Name of Initiative

Name of Legal Entity responsible for Initiative, if different1

Address

City, State/Province, Zip

Contact Person and Title

Telephone Email

F ax Web site (if applicable)

Our program has completed its PEPNet Self Assessment and wishes to be designated a PEPNet Builder aswe engage in continuous improvement. I certify that the information provided in this certification is trueand available for public dissemination.

Signed Date

Please respond to the following five questions and return two copies of your submission to NYEC.Your answers will certify that you undertook Self Assessment and formulated continuous improvementplan(s) as a result. NYEC staff will review your response within one month of receipt; if complete, you willreceive PEPNet Builder designation.

National Youth Employment Coalition1836 Jefferson Place, NWWashington, DC 20036

1 Note: if your organization houses several programs you may apply for Builder status for the entire organization or for the programsseparately your choice. However, to receive Builder status for any given entity, that entity must have undertaken the PEPNetSel f Assessment.

PEPNET 2002 CErrEEIA WORKBOOK 47

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48

1.Process and format. Describe how you implemented the PEPNet Self Assessment in your program. Besure to include who participated (staff, youth, board, other stakeholders) and how, and how long theprocess took.

2.Findings. Describe 2-3 major findings (improvement areas and/or strengths) that resulted from thePEPNet Self Assessment.

4 8*NATIONALYOUTH EmPLOYMENT COALITION

3.Plans. How do you plan to use the results of the PEPNet Self Assessment for continuous improvement?Which of the five PEPNet categories will you be concentrating on? How do you plan to communicateyour Self Assessment results to stakeholders and others?

4.Please attach a one paragraph description of your initiative.

5. Appendix: 1NYEC and PEPNet are engaged in continuous improvement. We ask you, as a stakeholder,for input regarding the Self Assessment procedure and materials. This response will have no bearing onyour Builder designation.] How was the PEPNet Self Assessment (and other PEPNet materials, if you usedthem) helpful to you? How could it be improved?

PEPNET 2002 CRIMRIA WORKBOOK 49

4 9

Récognition

At the Delaware Valley Job Corps Center,youth learn ingredients that make

successful careers.

Parents and youth learn about teambuildingat the Genesee County AdolescentVocational Exploration Program.

YouthDevelopment

Evidenceo f

orkforceSucces.



Practices Network

PEPNET 2002 CRITERIA WOIUMOOK 51

Notice of Intent to Apply The PEPNet Application is available on thePEPNet website at www.nyec.org/pepnet or byfax request at (202) 659-0399.

(Required.) We have used the Pre-Application Exercise' and have decided to submit a PEPNetApplication for Recognition in 2002 (due April 18, 2002).

(Optional.) We wish to take advantage of the "buddy" option and receive one "advice" phone calland someone to read and comment on our application before we submit it. We understand thatNYEC can only guarantee that we will receive a buddy if we submit this form by Jan. 15, 2002;later requests may not be matched.2

Name of Legal Entity Responsible for Initiative

Name of Initiative

Address

City, State/Province, Zip

Contact Name and Title

Telephone Fax

E-Mail

Return this form to NYEC no later than March 25 in order to apply in 2002.

Fax: (202) 659-0399Email: [email protected]

National Youth Employment Coalition1836 Jefferson Place, NWWashington, DC 20036

' The Pre-Application Exercise, an internal document to gauge your readiness to submit a PEPNetApplication, is available at wwwnyec.org/pepnet on the Improvement Process page or by fax request(202) 659-0399. All PEPNet Builders will receive this document from NYEC after receiving Builderdesignation.

2 Thanks to Terry Grobe and the Commonwealth Corporation's Massachusetts Best Practices Network forproviding the inspiration for this new feature of PEPNet.

PEPNET 2002 CErrEmA WORKBOOK 53

5

Process for Applyingfor RecognitionEach spring, NYEC invites programs to apply fornational recognition. All applicants receivedetailed comments from a panel of volunteer peerreviewers. The highest level of PEPNet recogni-tion is the prestigious PEPNet Award, for appli-cants illustrating effectiveness across all fivePEPNet Criteria categories. Applicants whodemonstrate effectiveness in Purpose and Activi-ties plus two other categories may receive thedesignation of PEPNet Promising Program.

Eligibility

Any initiative involved in youth employmentand youth development serving young peopleages 14-25 is eligible to apply for recognition.However, NYEC urges untested programs towait until they have a track record and evidenceof success before applying.

Organizations with multiple initiatives maysubmit PEPNet applications for one or moreinitiative.

Applicants chosen for public recognition byPEPNet must be willing to serve as aninformation source on effective practice. Thismay include hosting visits, participating inworkshops, answering phone inquiries andproviding additional written materials.

Suggested Timetable

Fall - Conduct PEPNet Self Assessment(although not required, this is highly recom-mended) and use information in your SelfAssessment Matrix (pp. 42-46) in writing yourapplication.Complete the Pre-Application Exercise togauge your readiness to submit a PEPNetApplication.*Submit Notice of Intent to Apply ASAP and nolater than March 25, 2002.January - mid-February - Prepare Applica-tion.**February - Give Application to outsidereader for review (recommended).***

PEPNET 2002 CRrrEmA WORKBOOK

March - April - Receive comments backfrom reader and revise the Application.April 18. 2002 Submit Application bydeadline.August - Announcement of PEPNet Awards.Receive feedback from Peer Review PanelSeptember - PEPNet Awards Ceremony inWashington, DC.

* The Pre-Application Exercise is available atwww.nyec.org/pepnet on the Improvement Process pageor by fax request (202) 659-0399. All PEPNet Buildersreceive this document from NYEC after attaining Builderdesignation.

** The PEPNet Application for Recognition will beavailable in November and can be downloaded from theImprovement Process page of our website (www.nyec.org/pepnet) or requested by fax at (202) 659-0399.

*** Through its "buddy" option, NYEC will put you intouch with a PEPNet reviewer or Awardee who hasparticipated in the review process. This buddy willprovide one "advice" phone call and someone to readand comment on your application (with a 2-weekturnaround period). Indicate your interest in this optionon the Notice of Intent to Apply and submit that form toNYEC by January 15 if you wish to take advantage ofthis option. If you do not use the buddy option, we stillstrongly encourage you to have an outside reader reviewyour Application (see p. 59 for details).

Demonstrating Evidenceof Effectiveness

The PEPNet Application for Recognition is aseries of questions pertaining to the PEPNetCritiefia. The complete PEPNet Application isavailable for downloading in Word andWordPerfect from www.nyec.org/pepnet. Alsoavailable by fax request (202-659-0399).

Initiatives must demonstrate evidence of effec-tiveness in all five PEPNet categories to receivethe PEPNet Award. However, we recognize thatsome programs are doing more in some specificcriteria areas than in others. Reviewers look at thewhole program, its cohesion and its impact.Initiatives that demonstrate evidence of effective-ness in Purpose and Activities plus two otherPEPNet categories will be considered for Promis-ing Program status.

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The reviewers are looking for evidence of effec-tiveness in each category. This means you need toprovide specific examples of what your programdoes. Evidence is measurable or observable(tools, numbers, activities, processes) and consti-tutes "proof' that the initiative is meeting thecriterion. Look at these specific examples pro-vided by 2001 PEPNet Awardees in segmentsfrom their applications:

Purpose and Activities

PA2: The referred young adults come to usvoluntarily, talk to our recruiter during astructured program orientation session...anddecide if the LACC is where they want to be.They complete an application at the end of theorientation session. Interviews are scheduledand positions filled every two months. Theselection process is primarily based on ayoung person's motivation to make a positivechange in his/her life. A group of 30 youngpeople who can demonstrate a willingness towork hard and learn the practical environ-mental community improvement skills we canoffer them is chosen to participate in a de-tailed orientation and residential trainingweek in the natural environment. Those notselected to participate in the program areencouraged to re-apply in two months or arereferred to other schools or youth develop-ment agencies.- Los Angeles Conservation Corps Young

Adult Services Division, Los Angeles, CA

PAl: In addition to teaching personal skillsand exposing young people to work andlearning opportunities, we also attempt to giveour Corpsmembers the tools they need totackle larger societal issues. The Youth Corps'emphasis on Corpsmember leadership,problem-driven community service projectsand civic involvement is consistent with TheWork Group's commitment to constructivesocial change. In a recent year, one cycle ofCorpsmembers tackled the issue ofhomelessness by convening a mock citycouncil meeting where they presented severalrecommendations addressing homelessness toa number of community leaders.- The Work Group's Youth Corps Program,

Pennsauken, NY

56

Organization and Management

0M4: Continuous improvement is part of thestructure of our program. Youth fill out evalu-ation forms after Mental Toughness and aftermajor events such as Hitting the Wall Retreat.After lessons, staff ask youth to participate ina plus/delta where youth give feedback onwhat they found useful and what can beimproved. Staff also ask youth for honestopinions about the lesson. All staff havewritten curriculum and incorporate thefeedback into future classes. Staff meet withsupervisors bi-weekly to discuss any issues orproblems. The youth leadership body meetsweekly with management staff to discussprogram changes. Staff may discuss anyneeded changes or issues at monhly staffdevelopment days. There is also an annualstaff retreat and an annual youth retreat. Wealso have committees broken down by section(construction, education, leadership) in order

for staff and youth to have time to focus onimproving particular areas.- YouthBuild McLean County,

Bloomington, IL

0M2: At the start of each year, a monthlyinservice plan is developed based on staffinterests and program needs. Staff is alsoprovided with opportunities to attend work-shops, continuing education programs andadvanced degree programs. Flexibility inindividual staff schedules as well as tuitionreimbursement is provided as incentive forthese opportunities... Staff often move topositions of increased responsibility, as well assalary and title acknowledgement as theydevelop new skills.- Career Development Program, Bay Cove

Academy, Brookline, MA

Youth Development

YD2: Fresh Start is structured to teach respon-sibility for oneself and one's actions. Theinitiative operates on a normal businessschedule and youth are expected to be punc-tual and attend regularly. Beginning in 1998, anew and very successful attendance policy was

5 3

*NATIONAL YOUTH EmPLOYMENT COALITION

instituted as a result of poor attendance andtardiness in previous years. The new policyallows students to earn personal days, muchlike the workplace. Since the institution ofthis policy, the Fresh Start attendance ratehas risen to over 90 percent.- Fresh Start, Living Classrooms

Foundation, Baltimore, MD

YD2: A key standard in this initiative is aphased transfer of responsibility and author-ity to youth from adult staff A good examplewhere this has occurred is in the YouthAppeals Board. Youth, rather than adultstaff now conduct a hearing when a peerfiles a grievance claiming that staff improp-erly changed their status to a lower level foran infraction of the student rules of conduct.All decisions are final from the appealsboard, indicating the empowerment of youthin this area of program management.- Gulf Coast Trades Center,

New Waverly, TX

Workforce Development

WD3: CS2 teams have taken leadership rolesin, and secured funding for, whole-schoolrestructuring efforts that promote high aca-demic achievement as well as youth develop-ment and career development; as examples: a)in the last two years, in Barnstable andChicopee, and at the O'Bryant High School inBoston, CS2 organized and facilitated substan-tial work at developing career pathways andacademies; b) Brockton, Boston, Chicopee,and New Bedford all received funding andparticipated in the Massachusetts Departmentof Education Career Majors Initiative, aneffort to help high schools develop career-related pathways or majors and infuse career-related examples into existing curriculum...

Communities and Schools for CareerSuccess, Commonwealth Corporation,Northampton, MA

WD5: We do a two-year follow-up for ouremployment [program] graduates. Thisfollow-up also includes field visits, events toreunite past graduates, replacement services

PEPNET 2002 CRITEIUA WORKBOOK

and continued referral services for additionalassistance. Although follow-up is a contractualobligation for only two years, the IsaacsCenter has and always will continue to assistany person who walks in the door.- Youth Leadership and Employment

Program, Stanley M. IsaacsNeighborhood Center, New York, NY

Evidence of Success

ES1: For qualitative data, we created a systemsimilar to a medical form. Each member has afile divided into six sections. The first is enroll-ment data, such as selective service enrollment,TABE scores, and proof of age and address.The second section includes goal planningdocumentation, any case notes and other goal-related information. The third section includesinformation pertaining to pre-placement activi-ties, attendance sheets, progress reports, etc.The fourth section is comprised of educationalskills attainments, pretests, internship dataforms, individualized training account andvoluneer work data forms, and performancereviews. The fifth section is dedicated to em-ployment and long-term training data includingjob placement reports, referrals to job develop-ers, progress reports, etc. Section six housesinformation regarding members' youth develop-ment, cultural and recreational activities. Staffare responsible for maintaining their appropri-ate section of the file, but overall accountabilityfalls on the case managers.- FEGS/Youth Opportunity Center,

Bronx, NY

ES3: Transition services for youth with disabili-ties are fairly new. Longitudinal studies of thepast ten years of services have identified bestpractices and identified areas of continuedstudy We have internally compared our pro-gram to PD. Kohler's best practices in Tax-onomy for Transition Programming: LinkingResearch and Practice and found many similari-ties to the design of our program. After alsolooking at programs recognized by the Transi-tion Alliance we felt we were in the samecategory.- Job Link Program, Linking Employment,

Abilities and Potential (LEAP),Cleveland, OH

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While a strong application will have evidence that is measurable or observable, weak applications haveabstract terms, general language, and "boilerplate" responses too generic to be useful to PEPNet Reviewers.

Weak Language Stronger Language(Note that these are partial responses,meant only for comparison. These are notmeant to be examples of complete re-sponses for the Criteria listed.)

Why is it Stronger?(Listed below are questions thatReviewers may have had based on theweak responses that were answered inthe stronger responses)

PA3: The Career Initiativeprovides opportunities forOTYP youth to engage incareer training as mandatedby OTSD. This initiativeallows students registered atseven OTSD high schools toaccess services through thiscomponent of OTYP in theclassroom, the workplace, andindividually. 54% of alleligible OTSD studentsparticipated in the initiative'scareer development opportu-nities during the 00-01 aca-demic year.

PA3: Our Town School District(OTSD) runs OTYP (Our TownYouth Program) in seven of thecity's nine urban high schools.All youth (6,800) at these sevenhigh schools are eligible forOTYP's Career Initiative. TheCareer Initiative offers careerdevelopment classes (6 classesper school were attended by37% of eligible students in the00-01 year); after-school intern-ships (17% of eligible studentsparticipated); and study-hourcareer mentoring (49% ofeligible students participated).

PA3: What do the acronymsOTSD and OTYP stand for? Isthe Career Initiative offered toall OTSD students? How manyyouth are eligible? How manyyouth take advantage of theInitiative? What are the specifictypes of offerings in the Initia-tive?

0M2: We provide numerousopportunities for staff develop-ment throughout the schoolyear. These opportunitiesallow staff to improve theirknowledge and experiencearound key elements of youthdevelopment. Twelve staffmembers attended trainingsduring the past academic year.

0M2: Once each quarter, eachstaff person is encouraged totake Y2 day to attend staff devel-opment sessions, made availableby the District. This academicyear, these opportunities allowedstaff to learn about: mentoring (4staff attended), gangs (7 staff),high stakes testing (2 staff), andteen pregnancy (9 staff).

0M2: How often are staffoffered professional develop-ment opportunities? How longdo these trainings last? Howmany staff have taken advan-tage of these trainings? Whatspecific topics have beencovered this year?

YD2: Our Youth LeadershipCouncil allows members totake an active role in decisionmaking throughout the organi-zation. Youth leaders, selectedto serve on the YLC for one-year terms, have made valu-able contributions to the dailyfunctioning of the organiza-tion. These Youth Leaders areoften invited to attend BoardMeetings and are integral tothe organizational decisionmaking process.

YD2: Each cycle, 18 youth areelected by their peers to serve aone-year term on the YouthLeadership Council, whichmeets monthly. This year, youthleaders have developed a pro-posal to change the morningschedule to include 30 moreminutes each week of one-on-one counseling. They have alsobeen instrumental in leveragingthe municipality for a new busstop in front of the TrainingCenter. Three youth attendedBoard Meetings this year tovoice the members' opinions ona new attendance policy.

YD2: How many youth are onthe YLC? How are youthselected for the YLC? Howoften does the YLC meet?What specific actions has theYLC taken? How, specifically,have youth contributed to the"organizational decisionmaking process"?

*NATIONAL Youm EMPLOYMENT COALITION

WD3: Each student is provided WD3: Each student is provided WD3: How many students takethe opportunity to acquire the opportunity to acquire hands advantage of this option? Ishands on experience through on experience through the this part-time or full-timethe internship program. Thisincludes a 6-week paid work

internship program. This year,62% of all students (75 students)

employment? What types ofjobs have youth been placed

based learning opportunity at took advantage of a 6-week paid in? How many local employ-various local employers full-time internship as office ers have participated? Whothroughout the metropolitan assistants, maintenance assis- pays the hourly wage?area. Each youth participant is tants, and cashiers. 53 employ-paid $7.85/hour. ers sponsored internships. The

program paid each participant$7.85/hour.

Some Additional Tips'

Drawing from reviewer suggestions, here are someadditional tips that can help as you prepare yourapplication:

Do not make assumptions. Write theapplication to an audience that does not knowyour acronyms, program standards, history oractivities. Reviewers opt out of readingapplications with which they believe they couldhave a conflict of interest, so the reviewersreading your application will not be familiarwith your initiative.

Take the time needed to do the job. This is notsomething you can leave until the last minuteand do well.

Use the PEPNet '01 Reviewer ManuaL Readthe PEPNet 2001 Reviewer Manual to informyour preparation of your application. TheManual may change slightly in 2002, but mostof it will remain the same. Reading this manualwill ensure that you know what reviewers willbe asked to look for as they assessapplications there are no secrets to thisprocess. You will want to particularly focus onPart III, the Reviewer Guidelines for applicationcontent, as this directs reviewers on assessinghow your application meets the PEPNet criteria.The Manual is available on the ImprovementProcess section of the PEPNet web site,

Special thanks to Karine Kanikkeberg and Kathy Hegarty,PEPNet '00 Review Team Leaders; much of this section isdrawn from the tips they developedfrom their teamsexperiences.

PEPNET 2002 CRIMRIA WORKBOOK

www.nyec.org/pepnet. Make sure youdownload the regular manual.

Have someone outside the agency read theapplication. Remember, reviewers will notknow your program. Several PEPNet Awardeeshave found it helpful to have someone outsidethe initiative read the application so thatquestions a "stranger" might have can beidentified and answered. If you utilize anoutside reader, we suggest you ask that personto review your draft application for content,organization and clarity, asking questions suchas: Will reviewers be able to understand thiseasily? Does it provide evidence of all thePEPNet criteria for someone who does notknow this program? Does it read well andmake sense as a whole?

Use your allocated space wisely. Attachingflyers and pictures is nice, but does notsubstitute for hard facts and specific evidenceof how you are meeting the PEPNet criteria.

Provide data and statistics that reflect currentinformation. Use the most current data thatyou have, not data from years ago.

Read the Application and do what it says!Follow instructions carefully, utilizebackground information (like these tips)provided, answer the questions asked, andsubmit all required materials. This soundssimple, but it's a surprisingly common problem.

5059

Peer Review

After a PEPNet Application is submitted, itundergoes initial screening to ensure that theapplication falls within format specifications. Avolunteer panel then reviews each applicationto determine if it meets the PEPNet Criteria.Panel members are youth employmentpractitioners, researchers and policy makerswho know and understand youth programming.

Each review panel consists of three or fourreviewers who have attended a PEPNetReviewer Training Session. Each panel memberfirst reviews the application individually. Thepanel members then meet to develop aconsensus regarding the recommendation forthe PEPNet Award or Promising Program status,and to prepare comments to be sent to theapplicant. The comments address both theclarity and the content of responses andprovide suggestions for improvement.

Four outcomes are possible when results fromthe Application are announced in August. Allapplicants receive detailed feedback, regardlessof the results. Options:

60

Initiative not recognized.Promising Program Designation. Reviewersfind the applicant meets PEPNet criteria in 3of the 5 categories.PEPNet Awardee Recognition. Reviewersfind the application meets all 5 PEPNetcategories. Awardees are invited to anational event in September in Washington,DC to receive recognition.PEPNet Renewal Awardee Recognition.Awardees apply to renew their award every4 years. Renewals answer the samequestions as regular applicants, plus briefappendices to add to PEPNet's informationbase.

Benefits of Recognition

External ValidationExternal validation from peers and internationalrecognition of effectiveness. Awardees tell usthis has been a major morale boost for staff,youth and the community.Acknowledgment as an exemplar of effectivepractice, part of PEPNet's prestigious effectivepractices network. Awardees use the PEPNetrecognition extensively in their fundingproposals.

Promotion, Publicity, VisibilityAttend PEPNet Awards Ceremony inWashington, DC. (NYEC pays for one staffperson and one young person from eachAwarded initiative to attend.)Opportunities to promote the initiative throughPEPNet's activities and network. For example,Awardees have testified before Congress,hosted study tours and forums for nationalpolicy makers and made presentations atprofessional conferences.Recognition in numerous national and localpublications.

Improve the FieldContribute to the PEPNet Knowledge Base.Serve as models, trainers and examples indemonstrating "what works" and helping otherinitiatives improve their effectiveness.

The PEPNet Application is available on thePEPNet website at www.nyec.org/pepnet or byfax request at (202) 659-0399.

57*NATIONAL YOUTH EMPLOYM11NT COMTUON

Appendices

Sharing tips at the Career DevelopmentProgram of Bay Cove Academy.

Refurbishing homes -- and inspiring youngpeople -- at the YouthBuild Philadelphia

Charter School.

YouthDevelopment

Evidenceof

Succes


Practices NetworkPEPNET 2002 CRITERIA WORKBOOK 61

Recommended ResourcesNational Youth Employment Coalition, Washington, DC. www.nyec.org (202) 659-1064.

PEPNet Knowledge Base, see p. 2.New Leaders Academy Resources: www.nyec.org/New_Leaders_Resources.htmInstitutional Racism Resources: www.nyec.org/voicesofdiversity

American Youth Policy Forum, Washington, DC. www.aypf.org (202) 775-9731.Publications Include: Compendia of Evaluations of Youth Programs and Practices: Some Things (andMore Things) That DO Make a Difference for Youth, Vol. I and II; Raising Minority AcademicAchievement; A Guide for the Powerless; The Forgotten Half Revisited.

Forum for Youth Investment, Takoma Park, MD. www.forumforyouthinvestment.org (301) 270-6250.Powerful Pathways: Framing Options and Opportunities for Vulnerable Youth. A Discussion Paper ofthe Youth Transition Funders Group. 2001.

Leonard Resource Group, Inc., Alexandria, VA. www.lrginc.org (703) 548-8535.Sources of Funding for Youth Services. In cooperation with the U.S. Department of Labor, ETA, Officeof Youth Services. 2001.

National Institute of Standards and Technology, Gaithersburg, MD.www.quality.nist.gov (301) 975-2036.

Baldrige National Quality Program, 2001 Education Criteria for Performance Excellence. 2001.

Public/Private Ventures, Philadelphia, PA. www.ppv.org (215) 557-4400.Youth Development: Issues, Challenges and Directions. 2000.Getting In, Staying On, Moving Up: A Practitioner's Approach to Employment Retention.

Sar Levitan Center for Social Policy Studies, Baltimore, MD. www.levitan.org (410) 516-7169.The 21st Century Challenge: Moving the Youth Agenda Forward.Confronting the Youth Demographic Challenge: The Labor Market Prospects of Out-of-SchoolYoung Adults. 2000.

Wallace Reader's Digest Fund, New York, NY. www.wallacefunds.org (212) 251-9700.New Rules, New Roles: Preparing All Young People for a Changing World. A Report on CareerExploration and Preparation for Young People. 2000.

Youth Development and Research Fund, Gaithersburg, MD. www.teamyouth.com (301) 216-2050.The Young Adult's Guide to "Making It." 1997.

Specifically For WIA Youth Councils:

WIA Youth Policy Councils: Key to the Future for a Generation of Challenge. Sar Levitan Center forSocial Policy Studies, Baltimore, MD. www.levitan.org (410) 516-7169. 1999.Youth Council Toolkit. New York Association of Training and Employment Professionals, Albany, NY.www.nyatep.org (518) 465-1473. 1999.Youth Council Guide to Creating a Youth Development System Under WIA. John J. Heldrich Center forWorkforce Development, New Brunswick, NJ. www.heldrich.rutgers.edu (732) 932-4100. 2000.The Intermediary Guidebook. School-to-Work Intermediary Project, a joint venture of: Jobs for theFuture and New Ways to Work. www.intermediarynetwork.org (617) 728-4446 or(415) 995-9860. 2000.

PEPNET 2002 CitrTERIA WORKBOOK 63

64

PEPNet Awardees 1997-2001Visit www.nyec.org/pepnet/listprac for a 2-3 page case study of each PEPNet Awardee.

Academy for Career Excellence (ACE), New York, NY, Jobs for Youth, Inc., New York

Baltimore City Fire Cadet Program, Baltimore, MD, Mayor 's Office of Employment Development

BladeRunners Program, Vancouver, British Columbia, Community Development Unit, Province of British

Columbia, Canada

Career Academy, Baltimore, MD, Mayor 's Office of Employment Development

Career Development Program, Brookline, MA, Bay Cove Academy

Career Exploration Project, New York, NY, Center for Alternative Sentencing and Employment

Services (CASES)

Casa Verde Builders, Austin, TX, American YouthWorks

Cassadaga Job Corps Center, Cassadaga, NY, Global Associates

Central County Occupational Center/Program, San Jose, CA

CITE of Rochester/Monroe County, Rochester, NY, Arbor; Inc.

Civic Works, Baltimore, MD

Columbus Works, Inc., Columbus, OH

Communities and Schools for Career Success, Boston, MA, Commonwealth Corporation

Community Youth Corps, Norwalk, CA, Workforce Investment Board of Southeast Los Angeles County

Crispus Attucks YouthBuild, York, PA, Crispus Attucks Community Development Corporation

David L. Carrasco Job Corps Center, El Paso, TX, Texas Educational Foundation, Inc.

Delaware Valley Job Corps Center, Callicoon, NY, Career Systems Development Corporation

Diploma Plus, Boston, MA, Commonwealth Corporation

F.E.G.S. /Youth Opportunity Center, Bronx, NY

F.E.G.S. Education & Career Services, New York, NY

Fresh Start, Baltimore, MD, Living Classrooms Foundation

Genesee County Adolescent Vocational Exploration Program, Batavia, NY, Genesee County Job

Development Bureau

Goodwill Toronto's Community Youth Program, Toronto, Ontario, Canada

Gulf Coast Trades Center, New Waverly, TX

Job Link, Cleveland, OH, Linking Employment, Abilities and Potential (LEAP)

Juma Ventures, San Francisco, CA

Lansing Area Manufacturing Partnership, Lansing, MI, UAW General Motors, and Ingham

Intermediate School District

Linking Learning to Life, Burlington, VT

Los Angeles Conservation Corps' Young Adult Services Division, Los Angeles, CA

Mayor's Youth Employment and Education Program, San Francisco, CA

Milwaukee Community Service Corps, Milwaukee, WI

MY TURN, Inc. (Massachusetts Youth Teenage Unemployment Reduction Network), Brockton, MA

Go*NATIONAL YouTH EMPLOYMEIsIT COALITION

Ohio Civilian Conservation Corps, eight locations across OH, Ohio Department of Natural Resources

Pittsburgh Job Corps Center, Pittsburgh, PA, Res-Care, Inc.

Project Future, Philadelphia, PA, Metropolitan Career Center

Project Opportunity, Alexandria, VA, Bryant Adult/Alternative High School, Fairfax County

Public Schools

Re-Integration of Offenders - Youth (RIO-Y) Project, Austin, TX, Texas Youth Commission

San Jose Job Corps Center, San Jose, CASummer Works! Project-based Learning & Career Development, Bakersfield, CA, Kern High School

District - Career Resource Division

Summer Works! School-based, Work-based & Service-learning, Bakersfield, CA, Employers Training

Resource (JTPA) and Kern High School District-Career Resource Division

Texaco STARS Program, Bakersfield, CA, Texaco North American Production, Kern River Unit

Work Appreciation for Youth (WAY), Dobbs Feny, NY, The Children's Village, Inc.

The Work Group's Youth Corps Program, Pennsauken, NJ

YouthBuild Detroit, Detroit, MI, Young Detroit Builders

YouthBuild McLean County, Bloomington, IL

YouthBuild Philadelphia Charter School (Philadelphia Youth For Change Charter School),

Philadelphia, PA

Youthbuild Phoenix, Phoenix, AZ, City ofPhoenix Human Services Department

YouthBuild Rockford, Rockford, IL, Comprehensive Community Solutions

Youth Connections of Southeast Minnesota, Rochester, MN, Southeast Minnesota Workforce

Development, Inc.

Youth Leadership and Employment Program, New York, NY, Stanley M Isaacs Neighborhood Center

Past PEPNet AwardeesArizona CALL-A-TEEN, Phoenix, AZ

Bucks County "Treasures and the Law," Doylestown, PA, Bucks County Office of Employment

and Training

Career Link Academy, Seattle, WA, South Seattle Community College

Denison Job Corps Center, Denison, IA, Management & Training Corporation

Hubert H. Humphrey Job Corps Center, St. Paul, MN

Manufacturing Technology Partnership, Flint, MI, UAW/General Motors Flint Metal Center

McKesson Summer Youth Development Program, San Francisco, CA, McKesson Corporation

Moving Up Career Advancement Program, New York, NY, Vocational Foundation, Inc.

STRIVE/East Harlem Employment Service, New York, NY

URI/GAP JTPA Summer Employment Initiative, Providence, RI, URI/Providence School

Partnership ProgramYouth Internship Program, New York, NY, Young Adult Learning Academy


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National Youth Employment CoalitionContributing Membersas of 09/01

Abt Associates, Inc.Academy for Educational DevelopmentAlternative Learning Partnerships Division/

Illinois State Board of EducationCenter for Employment TrainingCorporation for Public ManagementCovenant House New YorkGoodwill IndustriesGreater Long Beach Workforce

Development BoardGulf Coast Trades CenterInstitute for Educational LeadershipNew Ways to WorkRes CareSan Diego Workforce PartnershipSouth Bay Workforce Investment BoardSpirit of Detroit Youth Opportunity MovementStrumpf Associates: Center for Strategic ChangeTransCenter for Youth, Inc.West Orange County Regional One Stop CenterWorkplace, Inc., The

Regular Membersas of 09/01

Advocates for Children of New YorkAlternative Schools NetworkAmerican YouthWorksApplied Technology SystemsARBOR, Inc.Arizona Call-A-Teen Youth ResourcesBaltimore Mayor's Office of Employment Development,

Youth Services DivisionBicycle Action Project, Inc.Boston Workforce Development CoalitionBoys and Girls Clubs of AmericaBrandeis UniversityBroward Employment & Training AdministrationBryant Adult/Alternative High SchoolBuckeye Community Hope FoundationBucks County Office of Employment & TrainingBuffalo and Erie County Workforce Development

ConsortiumCalifornia Indian Manpower ConsortiumCalifornia Workforce AssociationCareer Education Options Program/Shoreline

Community CollegeCareer Link Academy/South Seattle Community CollegeCenter for Alternative Sentencing & Employment

Services (CASES)Center for Law and Social Policy (CLASP)Central County Occupational Center/Program

66

Children's Defense FundCitizens Advice Bureau/Girls ClubCity of Oklahoma City Workforce Development

Youth ServicesCity of Richmond YouthWORKSCity of SeattleColumbus WorksCommonwealth CorporationCommunities In Schools of PhiladelphiaCommunity Planning & Advocacy Council, TheCommunity Youth CorpsComprehensive Community Solutions, Inc.

(YouthBuild Rockford)Connecticut Voices for ChildrenContra Costa County Office of Youth

Development ServicesCook Inlet Tribal Council, Inc.Council of Chief State School OfficersCounty of KernCounty of Riverside EDA-Job TrainingCovenant House CaliforniaCovenant House InternationalDecision Information Resources, Inc.Department of Community Colleges and Workforce

Development, State of OregonDepartment of Economic Opportunity, City of JerseyEarle C. Clements Job Corps CenterEconomic Development and Community Resources, Salt

Lake CountyEmpire State Organization of Youth Employment

ServicesEmployers' Training ResourceEmployment & Training CentersEnterprise for High School StudentsE.W. CommunicationsFamily Institute / La Guardia CCFEGSFresh Air FundFund for the City of New YorkGeneral Board of Church & Society of the United

Methodist ChurchGirls Inc.Good Shepherd ServicesGoodwill Industries of Central Indiana, Inc.Goodwill Industries of PittsburghGreater Omaha Workforce DevelopmentHome Builders InstituteHouston WorksHubert H. Humphrey Job Corps CenterJobs for the FutureJohn J. Heldrich Center for Workforce DevelopmentJosephine County Alcohol and Drug ProgramJuma VenturesKern High School DistrictKRA Corporation

*NATIONAL YOUTFI EMPLOYMENT COALITION

National Youth Employment Coalition

Regular Members(continued)

Larkin Street Youth CenterLA WorksLiving Classrooms FoundationLos Angeles Conservation CorpsMCCOY, Inc.Manpower Demonstration Research CorporationMarriott Foundation for People with DisabilitiesMayor's Office of Community Services (Philadelphia)Metropolitan Career CenterMINACTMinnesota Youth ProgramsMobile Consortium/Private Industry CouncilMY TURN, Inc.National Academy FoundationNational Alliance of BusinessNational Association of Community Action AgenciesNational Association of Workforce BoardsNational Association of Service and Conservation CorpsNational Center on Secondary Education &

Transition, University of MinnesotaNational Center for Strategic Nonprofit Planning

and Community LeadershipNational Center for Youth LawNational Center on Education and the EconomyNational Child Labor CommitteeNational Council of La RazaNational League of CitiesNational Mentoring PartnershipNational Network for YouthNational Puerto Rican ForumNational Urban LeagueNew York Association of Training & Employment

ProfessionalsNew York City Job and Career CenterNew York Citywide School to Work AllianceNorthwest Workforce Development CouncilNueva Esperanza, Inc.Oakland Private Industry CouncilOICs of AmericaOIC WestOhio Department of Natural Resources - Civilian

Conservation CorpsOpportunities For A Better TomorrowPalm Beach County Workforce Development Board, Inc.Pima County Workforce Development BoardPhoenix Youth ServicesPrince George's County Private Industry CouncilProject Empower - YO LouisvillePhiladelphia Workforce Development CorporationPhiladelphia Youth Network, Inc.Public/Private VenturesRichmond Career Advancement CenterRocky Mountain Youth CorpsSan Bernardino County JESDSan Diego Workforce Partnership

PEPNET 2002 CIUTE1UA WORKBOOK

San Francisco Youth Employment CoalitionSanta Cruz County Career WorksSar Levitan Center at John Hopkins UniversitySchool and Main, The Health Institute, Inc.SE Works Neighborhood Jobs CenterSoutheast Minnesota Private Industry CouncilSouthend Community Services, Inc.Southern Bronx Overall Economic Development

CorporationStanley M. Isaacs Neighborhood CenterState of New Hampshire, Department of EducationState of Nevada, Employment, Training & RehabilitationSTEP, Inc.STRIVE - East Harlem Employment ServiceSunnyside Community ServicesT.L. Hill GroupTampa Metropolitan YMCA - Youth OpportunityTechnical Assistance and Training CorporationTexas Youth CommissionTraining and Development CorporationUnited Neighborhood Houses of New York, Inc.Urban League of Greater MadisonU.S. Conference of MayorsU.S. Department of Labor, Region I/NYVocational Foundation, IncValpar International CorporationWAVE, Inc.West Alabama Regional Skills ConsortiumWest Central Job PartnershipWest County Community ServicesWestatW.K. Kellogg FoundationWomen in Community ServiceWork Advantage-Tarrant County Workforce

Development BoardWorkforce Development Board of Contra Costa CountyWorkforce Development Board of Flagler and

Volusia CountiesWorkforce Development Board of the Treasure CoastWorkforce Development Consortium, Youth OpportunityWorkforce Strategy CenterWork Group, TheWork Opportunities UnlimitedWorkforce Florida, Inc.Worksystems, Inc.YMCA of the USAYMCA of Metropolitan MilwaukeeYoung Adult Learning AcademyYouth and Family ServicesYouthbuild Phoenix, City of PhoenixYouthBuild USAYouth Development and Research FundYouth GuidanceYouth Resource Development Corporation

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AcknowledgementsThe National Youth Employment Coalition would like to thank the following fortheir support of PEPNet:

NYEC Executive Committee (facing page)

PEPNet's Funders: the U.S. Department of Labor, Employment and Training Administration, the FordFoundation, the Charles Stewart Mott Foundation and the Pinkerton Foundation

The PEPNet Awardees (pp. 64-65)

NYEC's Members (pp. 66-67)

The PEPNet Working Group (facing page)

All PEPNet Applicants and Reviewers

Ellen Wernick, Senior Consultant and Susan Kim, Designer

All of those who are using PEPNet's resources,in a quest for more effective and successful youth programming

NYEC StaffDavid E. Brown, Executive Director

Mindy Larson, Paul Masiarchin, Wendolyn McKoy, Kate O'Sullivan, Kiva Harris Slade, Adrienne Smith,Mary Sykes, Ma la Thakur, Maria Fonti Vallecillo, Karen Wilson

*NATIONAL You'll EMPLOYMENT COALITION

PEPNet Working Group 2000-2001Howard Knoll, U.S. Department of Labor, ETA, Region I, New York, NY

Chair, PEPNet Working Group

Maryann Amore, MPA Associates, Philadelphia, PAMike Buzbee, Gulf Coast Trades Center, New Waverly, TXMarie Coon, Career Link Academy, Seattle, WAMary Davisson, Kern High School District, Bakersfield, CAEd De Jesus, Youth Development and Research Fund, Gaithersburg, MDMichael Duplechain, National Association of Service and Conservation Corps, Washington, DCGlenn Eagleson, New Ways to Work, San Francisco, CALori Godorov, The Work Group, Camden, NJKathy Hegarty, MY TURN, Inc., Brockton, MAJo Ann Jastrzab, Abt Associates, Inc., Cambridge, MAKaren Johnson, National Conference of State Legislators, Washington, DCKarine Kanikkeberg, Kern High School District, Bakersfield, CABarbara Kaufmann, Institute for Educational Leadership, Washington, DCKerry Knodle, Youth Build Rockford, Rockford, ILBernice Lever, Arizona CALL-A-TEEN, Phoenix, AZKeith MacAllum, Academy for Educational Development, Washington, DCDavid MacKenzie, Hubert Humphrey Job Corps Center, St. Paul, MNGail Randolph, Philadelphia, PASally Prouty, Ohio Civilian Conservation Corps, Columbus, OHBob Rath, Southend Community Services, Inc., Hartford, CTLane Roos, Texas Youth Commission, Austin, TXNancy Rose, U.S. Department of Labor, Washington, DCTracy Schmidt, National Conference of State Legislators, Washington, DCTom Smith, Consultant, Philadelphia, PAEllen Wernick, EW Communications, Washington, DCJoan Wills, Institute for Educational Leadership, Washington, DCEphraim Weisstein, Corporation for Business, Work and Learning, Boston, MA

NYEC Executive Committee 2001Steve Trippe, Chair

Executive Director, New Ways to WorkJoseph Scantlebury,Vice Chair

Executive Director, STRIVE - New YorkLori Strumpf, Vice Chair

Director and President, Strumpf Associates: Centerfor Strategic Change

Glenda Partee, SecretaryCo-Director, American Youth Policy Forum

Thomas Flood, TreasurerExecutive Vice President, Corporation for PublicManagement

Joan Wills, Immediate Past ChairDirector, Center for Workforce DevelopmentInstitute for Educational Leadership

65

Members At-LargeTim Barnicle

Director, Workforce Development ProgramNational Center On Education & The Economy

Ivan CharnerVice President, Academy for Educational DevelopmentDirector, National Institute for Work and Learning

Howard KnollRegional Director - Youth ServicesU.S. Department of Labor, Region I

Robert LewisonConsultant, Metro United Methodist Urban Ministry

Felicia MillerProgram Director, Youth Programs & Employer Engagement,Riverside County Economic Development Agency

Monte PerezDirector, Education Programs, YouthBuild USA

Sally ProutyChief, Ohio Department of Natural Resources, CivilianConservation Corps

Deborah ReesePresident, The Work Group

P. NATIONAL YOUTHrill1 ti36 Jefferson Place, NM., WashingtoTEL: (202) 659-1064 FAX: (202) 659

This document is avada

MPLOYMENT COALITIONDC 200360399 E-MA1L: [email protected] 3831TC

le on-line from www.nyec.org

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