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College/Career Transition Program 13 <br />ACCESS safe schools & Support services <br />Santa .eta wo:-kiorce Investment Board'Youth Council <br />will build a relationship with ACCESS teachers to advocate on the students' behalf. This <br />collaborative relationship will allow for frequent credit evaluations to ensure students are <br />enrolled in appropriate classes needed toward graduation. The Transition Specialist will have <br />access to the Eagle System. where all ACCESS student records are archived and updated on a <br />daih° basis. to provide copies of student transcripts. attendance records. and test scores. Each of <br />these reports will help to monitor the participant's progress toward �n-aduation and areas where <br />remedial tutoring —would be most beneficial. The Transition Specialist will also build an essential <br />relationship with the student and their parents. Both of these partnerships will increase school <br />connectedness and ultimately increase the rate of high school graduation. For students who have <br />already graduated. the Transition Specialist will facilitate their enrollment in accredited <br />certificate programs to increase the number of students meeting the second «'IA perfonnance <br />ill work <br />measure of certificate attaininent. For the final «'I_A perfornance measure. students w <br />one-one-one with Title I tutors to practice their basic shills. These tutoring sessions will lead to <br />literacy and numeracy gains as demonstrated b,: each student's individual pre -post TABS test <br />scores. Each of these perfonnance measures will be reported for students Nvho "exit" the <br />College'Career Transition Program during the previous program quarter. Students will "exit" the <br />program based on the initial goal established during their individual senice plan created at <br />enrollment. <br />3. Describe how you will rrrorri.tor program activity and manage for' performance. The <br />Transition Specialist will sense as the liaison between the students. educational institutions. and <br />employers and will be responsible for monitoring the progress of the students on their caseload. <br />The Transition Specialist and Program Coordinator will meet twice a month to monitor program <br />senices and progress toward performance measures. During these meetings. the Program <br />Coordinator will offer, case consultation. supervision. and professional development feedback for <br />the Transition Specialist. Together._ they will conduct continuous evaluation of the Work Plan <br />and program activities to monitor progress. such as number of students served. quality of <br />se: \,ices. and achievement rate of outlined NVIA performance goals. <br />4. Describe how applicant plans to deliver academic assistance to raise the skill level of youth <br />who are basic skill deficient. ACCESS students face many personal barriers that interfere with <br />their abilit< to be fully committed to their education. which include being teen parents. family <br />financial issues. personal/family criminal histon, mental health issues. and safety concerns about <br />attending school. Thee also face educational barriers not limited to be a highly transient student <br />population, very low basic skills/test scores. and a high number of English Language Learners <br />(ELL). ?vearl}T all ACCESS students meet the WI_A definition of "basic skills deficient".. <br />meaninu thev° 1) read. write. or speak English at or below the Str grade level: or 2) are unable to <br />compute/solve problems. read. write. or speak English at a level necessan- to function on the job. <br />ACCESS schools provide mane opportunities for students to attain literacy,/numeracy <br />skills including specialized teaching strategies that are context and standards based. Writing is <br />iliterated into all subjects and teachers provide opportunities for students to practice their <br />speakingipresentation skills. Teachers provide student guidance through feedback in all areas of <br />literacy including allowing for formal and informal peer evaluation. <br />The Transition Specialist will collaborate with ACCESS teachers and Title I Tutors to <br />ensure that each student is recel-ving the appropriate tutorial services to raise their basic shills <br />levels. All outlined services, even job shill tutorials. will be designed to allow students to <br />