Laserfiche WebLink
<br />. <br /> <br />. <br /> <br />Training Supervisor. A WIA Coordinator will be hired to work with, monitor, coordinate <br />services and components, and to ensure the overall success of participants. OCCC <br />Teachers, Outreach Specialist, Transition Specialist, and other support staff will also be <br />on-site and may provide supervision and training as appropriate. <br /> <br />What is the frequency of adult interaction with WIA participant? <br />OCCC's adult staff will interact with WIA participants on a daily basis. <br /> <br />Goals/Objectives and Performance Levels <br />How many WIA youth wiII the program sl)rve this year? <br />We propose to serve 50 youth, ages 16-21 during Program year 02-03. <br /> <br />Which WIA program element wiII you offer? <br />We propose to offer all 1 0 WIA program elements with primary focus on Elements #1 , 2, <br />3, 4, 5, 6, 8, and 9. Element #6, Leadership Development Opportunities, will be offered <br />via participation in OCCC's Corpsmember Council and/or OCCC Crew Leadership <br />opportunities with appropriate training. Element #10, Comprehensive Guidance and <br />Counseling, will be coordinated and provided by the OCCC Director of Corpsmember <br />Development and other assigned staff via referrals to OCCC's network of organizations <br />and professionals that provide counseling and supportive services for anger <br />management, substance abuse, stress management :and other individual needs as <br />'appropriate. <br /> <br />How wiII service(s) be deemed necessary? <br />The OCCC WIA Coordinator and OCCC Outreach Specialist in tandem with the Santa <br />Ana WORK Center, wili conduct an objective assessment interview as part of the intake <br />and assessment process to insure the development of an appropriate service plan for <br />each individual Santa Ana WIA-eligible youth. <br /> <br />The objective assessment will include the following: <br />Basic Skills: Grade level assessmentlscore(s); administration of the TABE or <br />STAR test to determine grade level equivalencies; writing samples and basic <br />math/reading tests to establish base line data and work samples; development of <br />an academic remediation plan or other educational achievement goals (e.g., high <br />school completion, GED preparation, etc.) <br />. Education: Years in school; level of education; and an assessment of <br />communication skills (i.e., verbal and written) and special needs <br />. Work History: Employer/company name, job title, wage, and reason for leaving <br />for paid, volunteer and internship work experiences. <br />Barriers to Employment: Lack of child care; child abuse; housing difficulties; <br />lack of family support; legal problems; on probation; must move soon; soon to be <br />parent; lack of motivation; lack of self confidence; discrimination; family violence; <br />foster child; single parent; low self-esteem; lack of food; homeless; problems with <br />children; inadequate clothing; runaway; alcohol or drug abuse; depression; heavy <br />family responsibilities; living in halfway house or shelter; family counseling needs; <br />personal counseling needs; and other barriers to acquiring and sustaining viable <br />employment. <br />. Occupational Interest: Conservation, recycling, construction, manual labor, <br />work outdoors, etc. The OCCC uses the COPS/COPES/CAPS to determine <br /> <br />15 <br />