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Competency Area IX: Program Design and Delivery
List of Competencies
Note: The letter "D" indicates a competency specific to youth with disabilities
- IX.1 Knowledge of workforce development system, including technology of workforce development (service management, performance measures, and assessment)
- IX.2 Ability to work with groups, foster teamwork, and develop leadership and teamwork among youth
- IX.3 Ability to manage programs and budgets
- IX.4 Ability to design programs using best practices (considering age, stage, and cultural appropriateness)
- IX.5 Service management skills, including how to set measurable goals
with tangible outcomes
- IX.6 Ability to evaluate and adjust programs based on outcome measurement
and data
- IX.7D Ability to access resources from special education, vocational rehabilitation, community rehabilitation programs, disability income support work incentives, and other disability-specific programs
- IX.8D Knowledge of universal access and design, reasonable accommodation, auxiliary aids, and services
IX.1 Knowledge of workforce development system, including technology of workforce development (service management, performance measures, and assessment)
Learning Objectives
- IX1.1 List and describe the components of the national and local workforce development (WD) systems and the types of technology-based data systems they use.
Note: The workforce development system includes all national, state, and local level organizations that plan and allocate resources (both public and private), provide administrative oversight, and operate programs in order to assist individuals an employers in obtaining education, training, job placement, and job recruitment.
Selected Activities
- Research and map the local WD system and then demonstrate learning by identifying all the services that might be appropriate for a youth from the foster care system
- Find training programs that can help workers get the skills you identified
Demonstration of Learning - Show What You Know!
- Participants working in a placement or internship location document training or proficiency at their offices
Resources Developed by NCWD/Youth and Partners
Other Resources
- Porter, M. (2002). Workforce Development in the Global Economy.
- Ganzglass, E., Jensen, M., Ridley, N., Simon, M., and Thompson, C. (2001). Transforming State Workforce Development Systems.
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IX.2 Ability to work with groups, foster teamwork, and develop leadership and teamwork among youth
Learning Objectives
- IX.2.1 Facilitate and support collaborative group teamwork, leadership development and fellowship with organizational youth
Selected Activities
- Group problem-solving activities
- Peer tutoring activities that enhance the skills of the tutor and the student
Demonstration of Learning - Show What You Know!
- Have a group work on a small task:
- Watch the dynamics - who talks to who, who looks at who
- Explore ways you can help the group work more interactively
- Write down your results
- Develop a youth advisory board for your organization including a training and leadership development plan for the youth
Resources Developed by NCWD/Youth and Partners
Other Resources
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IX.3 Ability to manage programs and budgets
Learning Objectives
- IX.3.1 Develop program plans such that the program meets the needs of the organization and community while simultaneously managing and recording budgetary requirements
Selected Activities
- Find the program plan for your organization.
- If it exists, examine how it traces to budgets
- If it does not exist, describe the three highest priorities item in your organization and lay out a simple plan/budget
- Examine a case study or problem-based learning activity where participants have to analyze where the case study went wrong, or examine a true-to-life problem that often occurs with program or budget management (a program instructor quits, all the bids for program services come in over budget, you incur an unexpected expense, etc.)
Demonstration of Learning - Show What You Know!
- Create/expand the program plan for your organization
- Compare lessons learned in the case study or project-based learning activity to what goes on in your organization and to make recommendations for improvements or changes
Resources Developed by NCWD/Youth and Partners
Other Resources
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IX.4 Ability to design programs using best practices (considering age, stage, and cultural appropriateness)
Learning Objectives
- IX.4.1 Identify and analyze best practices in order to design or refine a program
Selected Activities
- Choose an activity, curriculum unit, or workforce activity - research three best practices in this area
- Compare your organization's practices with national quality standards in your areas of interest
- Teams design a mentoring program for groups of youth with different profiles—ages, cultural diversity, disability status, risk factors, etc. Teams would need to determine what the goals of the program would be (increase self esteem, increase their awareness of career options and resources, etc.), identify best practices in mentoring, and then research developmental characteristics of the youth at the assigned age, culturally competent activities, accommodations for youth with disabilities, etc.
Demonstration of Learning - Show What You Know!
- Write a brief informational paper examining how to integrate these best practices
- Have the program critiqued by an “expert” in the field and then have the teams adjust the program based on the critique
Resources Developed by NCWD/Yout21 November, 2006ng Youth with Disabilities. (2005). Best Practice Guide.
National Collaborative on Workforce and Disability for Youth (n.d.). Paving the Way to Work: A Guide to Career-Focused Mentoring.
National Collaborative on Workforce and Disability for Youth (n.d.). Pro-Bank - Promising Practices for Youth with Disabilities.
National Youth Employment Coalition (n.d.). Promising and Effective Practices Network (PEPNet) website.
O’Sullivan, K. (Ed.) (2005). PEPNet Guide to Quality Standards in Youth Programs: Linking Youth to Work and Education for a Successful Transition to Adulthood. Washington, DC: National Youth Employment Coalition.
Other Resources
- ADEC - Action on Disability within Ethnic Communities (n.d.). Cross cultural training for disability service providers.
- Council for Exceptional Children, Information Center on Disabilities and Gifted Education (2003). Identifying Learning Disabilities (LD) in Culturally Diverse Students.
- Harrison, L. (n.d.). Accessible Web-based Distance Education: Principles and Best Practices.
- Queensland Government, Disability Services Queensland (n.d.). Action Plan 2. Providing appropriate and accessible services and programs.
- Smith-Davis, J. and Littlejohn, W.R. Related Services For School-Aged Children With Disabilities.
- Southwest Educational Development Laboratory, National Center for the Dissemination of Disability Research (2001). Lift Every Voice: Modernizing Disability Policies and Programs to Serve a Diverse Nation. In Research Exchange Newsletter, Vol. 6, No. 2.
- Stoecklin, V. and White, R. (n.d.). Designing Quality Child Care Facilities.
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IX.5 Service management skills, including how to set measurable goals with tangible outcomes
Learning Objectives
- IX.5.1 Establish appropriate goals and priorities for the program, communicate goals and priorities to others, and update goals as needed.
Selected Activities
- Include the goals and expected outcomes in the mentoring program design in IX.4, describing how you communicate the goals and outcomes to stakeholders, and how you would update them as the program progresses
- Prepare a SMART Goals brief
- Undertake some of the exercises in From Data to Results
- Describe the difference between measurable and non-measurable goals
Demonstration of Learning - Show What You Know!
- Examine the goals and expected outcomes that exist at your organization and determine if the outcomes truly measure achievement of goals. Make the case in a brief whitepaper, or make suggestions for improvements
Resources Developed by NCWD/Youth and Partners
Other Resources
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IX.6 Ability to evaluate and adjust programs based on outcome measurement and data
Learning Objectives
- IX.6.1 Use multiple methods to collect, analyze, interpret assessment/evaluation data and make appropriate changes to programs based on evaluation feedback
Selected Activities
- Develop a logic model for a program, describe the type of data you would collect and how you would monitor it to make adjustments
- Undertake some of the exercises in From Data to Results
- Collect outcome data from your organization. Place in usable format
Demonstration of Learning - Show What You Know!
- Take a case study describing the data that is being collected from a program and decide what changes are needed for the program
- Collect and analyze a set of data from your organization. Suggest some possible improvements based on your analysis
Resources Developed by NCWD/Youth and Partners
Other Resources
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IX.7.D Ability to access resources from special education, vocational rehabilitation, community rehabilitation programs, disability income support work incentives, and other disability-specific programs
Learning Objectives
- IX.7.D.1 Explore, list, describe and maintain a variety of updated resources from special education, vocational rehabilitation, community rehabilitation programs, disability income support work incentives, and other disability-specific programs
Selected Activities
- Identify the different disability-related resources in your area; create a resource map
Demonstration of Learning - Show What You Know!
- Answer a list of questions about where to find certain services or resources in your area based on your map
Resources Developed by NCWD/Youth and Partners
Other Resources
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IX.8.D Knowledge of universal access and design, reasonable accommodation, auxiliary aids, and services
Learning Objectives
- IX.8.D.1 Identify and analyze universal access and design resources, reasonable accommodation, auxiliary aids, and services that accommodate individual youth needs
- IX.8.D.1 Apply universal access and design resources, reasonable accommodation, auxiliary aids, and services that accommodate individual youth with diverse backgrounds, characteristics and abilities
Selected Activities
- Research sources of information on universal design, including state guidelines, publisher and program guidelines, etc. and then “apply” them to case studies of youth with disabilities who want to participate in various program activities
- Analyze a website for how well in meets Accessible Web Design Standards
- Read Small Employers and Reasonable Accommodation and discuss how a small employer can make an accessible workplace
Demonstration of Learning - Show What You Know!
- Make suggestions to improve the accessibility of your organizational website
- Make a presentation on ways to make your workplace more accessible
Resources Developed by NCWD/Youth and Partners
Other Resources
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