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Youth Entrepreneurship Program at RSCCD. A majority of the graduation age (seniors) in-school interns and out-of-school participants will be encouraged to continue their education at the community college or college level upon completion of all their high school graduation or GED requirements. Caring mentors and teachers cannot solve all of a student's future employment problems. Through this "Seeds to Trees Digital Media Technology Academy" program, students will be encouraged to seek training in technologically sophisticated fields. Santa Ana Public Library is committed to providing the brightest possible future for our young people. It is vital for them to have opportunities to develop skills that will provide them a path into growing industries. An examination of the occupational outlook for California and the nation for the next decade suggests that technology related skills can provide that path. According to the California Occupational Employment projections for 2010-2012, the majority of industries in California are expected to grow only 3.8 percent over the next two years. Yet, jobs in information, communications and technology fields will grow 7 percent over that time period, according to the most recent study of California's job situation by BW Research and California Community Colleges Economic and Workforce Development Centers of Excellence and the Mid-Pacific ICT Center. Occupations such as Film and Video Editors, Multi-Media Artists, and Animators are expected to grow because of the rising demand for films for home entertainment options such as cable, satellite, and Netflix. In the longer term, the Bureau of Labor Statistics' latest Occupational Outlook (ligpL/hzN,,!Ai,.bli.gov/oco/ocOS090.11tin ) suggests that video and web design-related employment will grow between 8 and 24 percent in the next ten years (please refer to attachment #22 for more detailed breakdown). And these projections cannot anticipate the growth of new professions that may develop from these paths in the future. E. Goals/Objectives and Performance Levels: All the services provided by the Seeds to Trees Digital Media Technology program will serve to encourage participants towards fulfillment of the WIA performance goals. Since the project provides interns with an insight into a higher education training experience, we anticipate that out of the 20 students we will enroll in the program, 13 (65%) will attain placement in post secondary education and/or employment. During the course of the program, participants will be receiving several certifications reflecting varying degrees of Digital Media Technology expertise from an accredited institution of higher learning (RSCCD). Due to this, it is anticipated that at minimum 12 (61 %) youth will receive certification upon completion of program levels. These youth will possess one, two or all of the following certificates: 1) Digital Media Technology Pre- Production Certificate, 2) Digital Media Technician Certificate 3) Digital Media Technology Apprentice Certificate. In addition to these certificates, we anticipate that 4 (61% ) of our youth participants who did not possess a GED certificate or high school diploma will also acquire a GED certificate or high school diploma upon completion of the program in June 2013. Our program has a strong hands-on, one-on-one tutoring component, and this will create an increase in literacy and numeracy proficiency among at least 8 (40%) of our youth participants. For our current 2011-2012 WIA youth program, we had set our performance measures at 65% (13 youth) for placement in employment and education, 61% (12 youth) for degree or certificate attainment and 40% (8 youth) for literacy numeracy gains. Thus far, 30% (6 youth) have had placement in employment and/or education, 100% (20 youth) have received their Digital Media Technology Pre-Production Certificate, and although we have not TABE tested yet for literacy numeracy gains, 70% (14 youth) have reported academic improvement since program enrollment in a recent survey (Attachment D2). We will monitor program activities and manage for performance via youth surveys (attachment #23), tutor mentor weekly progress notes, and lead case manager bi-monthly youth meeting progress reports that will help us manage the progress of our youth participants, and allow us to adequately meet their tutoring and Exhibit A 25B-29