Performance Partnership Pilot Applications Invited

Federal agencies have released a third call for proposals to improve education, employment, and other key outcomes for disconnected youth.

While our nation has seen progress over the last few years, there still remain over five million 14-to-24-year-olds in the U.S. who are out of school and not working. In many cases, these youth face additional challenges including being low-income, homeless, in foster care, or involved in the justice system. In response, seven federal agencies are, for the third time, jointly inviting state, local, and tribal communities to apply to become a Performance Partnership Pilot (P3) to test innovative, outcome-focused strategies to achieving better outcomes for these youth, as well as youth at risk of becoming disconnected from critical social institutions and supports.

The P3 initiative allows pilots to receive customized flexibility from the participating agencies—including the U.S. Departments of Education, Labor, Health and Human Services, Justice, the Corporation for National and Community Service, the Institute for Museum and Library Services, and now also the Department of Housing and Urban Development—to overcome barriers and align program and reporting requirements across programs. This flexibility enables communities to pursue the most innovative and effective ways to use their existing funds that they already receive from the federal government to improve outcomes for the neediest youth.

This third round of pilots will build on innovative work underway by existing pilots. In October 2015, the Department of Education announced the first round of nine pilots on behalf of all the participating agencies. From supporting young moms and their young children with a two-generation approach to helping foster care youth transition successfully from high school to college and career, these pilots will serve a total of roughly 10,000 disconnected youth from urban, rural, and tribal communities around the country. Applications for the second round of pilots closed on June 27, 2016, and agencies expect to designate pilots by the end of the year.

Early pilots are seeing the value of the P3 model. “It takes more than a single agency or funding source to help young people in tough situations get back on track,” said Los Angeles Mayor Eric Garcetti. “The Performance Partnership Pilot gives L.A. the flexibility to break down boundaries and test new ideas for putting kids on a path to success.”

This third round of pilots again offers up to 10 state, local or tribal communities the opportunity to propose bold new ideas for how they would use P3 flexibility to transform the way they deliver services and improve outcomes for their disconnected youth. Additionally, this round will newly permit communities to use their Continuum of Care and Emergency Solutions Grants Program funds, funded through the Department of Housing and Urban Development, in the pilots.

Stakeholders on the front lines of service delivery have let us know that flexibility, such as better aligning the multiple systems that serve youth, is sometimes needed to achieve powerful outcomes. P3 responds directly to on-the-ground challenges by offering broad new flexibility in exchange for better outcomes. While this competition offers small start-up grants that can fund administrative expenses, data collection, evaluation or other activities that support effective implementation of a pilot, P3 primarily focuses on creating flexibility. Partner organizations already working together on the ground can propose true seamless service delivery systems that maximize outcomes for disconnected youth by seeking waivers across multiple funding streams that they already receive.

This round of P3 includes several priorities to test this authority in diverse environments across America and support broader learning in the field. For example, acknowledging the diverse needs of communities, the competition allows separate categories of consideration for applicants that propose to serve disconnected youth in rural communities, in tribal communities, or in communities that recently have experienced civil unrest. In addition, applicants can earn bonus points in the selection process by proposing to rigorously evaluate at least one component of their pilot, proposing to implement work-based learning opportunities, or proposing projects that would specifically serve youth who are neither employed nor in school.

You can find more information about the third round of P3 application requirements and selection criteria in the Federal Register Notice Inviting Applications (NIA).

Photo of Johan Uvin
Posted by
Deputy Assistant Secretary, OCTAE

Supporting Student Success: Discussions about Adult Education and Developmental Education Reform in Community Colleges

Earning a postsecondary degree or credential has become a prerequisite for the growing jobs of the new economy.  President Obama has challenged every American to commit to at least one year of higher education or postsecondary training to better prepare themselves for the challenges they will face in the ever-evolving workforce.  OCTAE is committed to supporting community college students and, in turn, strengthening the coordination and alignment between adult education and developmental education programs at community college campuses to better prepare students for the 21st century job market.  The Supporting Student Success: Adult Education and Remedial Education Reform in Community Colleges initiative is a technical assistance activity, funded by OCTAE to support the President and the Department’s goals.

As part of Supporting Student Success, OCTAE, through the support of the Manhattan Strategy Group is hosting three Community of Practice (CoP) discussions this fall.  The CoPs will be hosted on the LINCS online platform.  To comment in the discussions, free membership to LINCS is required, but no membership is necessary to read the discussion. Make sure you are subscribed to Postsecondary Completion LINCS Community of Practice group for more information. Learn more about LINCS here. We highly encourage you to join the CoPs by signing up prior to the start of the discussion.

Get involved! The CoP discussion of best practices listed below will be led by current practitioners of adult education and developmental education programming.

  • Building Bridges Between Adult Basic Education and Developmental Education: October 17-21, 2016
    • This discussion is designed to present strategies and models for collaboration and communication between Adult Basic Education (ABE) and Developmental Education (Dev Ed) programs based on work being done at Amarillo (TX) College and Gateway (CT) Community College.
  • Intensive Skill and College Readiness Programs at Community Colleges: November 7-11, 2016
    • This discussion will lead with the presentation of two programs, St. Louis (MO) Community College’s Academic Academy and Gateway Community College’s Academic Bootcamp. They will provide information about their opportunities surrounding skill development, college and work readiness competency development, and career guidance.
  • Re-Visioning Student Instruction and Support: December 1-8, 2016
    • This discussion is designed to present national programming which incorporates intensive support services. Individuals from St. Louis Community College and Amarillo College will begin by sharing some of their practices which include, but is not limited to: face-to-face advising, online media instruction, and community based supports integrated into training.Erin Berg

Guest blogger: Erin Berg, OCTAE Community College Program Specialist

Hearing the Student Voice – Why Work-Based Learning Matters

Dequan Wilkins poses with Deputy Assistant Secretary for Career, Technical, and Adult Education Johan Uvin and his mentors, Natasha Muhammad and Stephanie Amponsah, from the Baltimore-based Urban Alliance.

Dequan Wilkins poses with OCTAE’s Deputy Assistant Secretary, Johan Uvin, and his mentors, Natasha Muhammad and Stephanie Amponsah, from the Baltimore-based Urban Alliance.

Dequan Wilkins, graduate of Friendship Academy of Engineering and Technology in Baltimore, Maryland, provided opening remarks for the U.S. Department of Education’s Strengthening Work-Based Learning in Education and Transition to Careers Workshop, co-hosted with the Organisation for Co-operative Economic Development (OECD) in Baltimore, Maryland, from July 26-27, 2016.  As a child and young adult growing up in Baltimore’s foster care system, Dequan recounted his “once-in-a-lifetime opportunity” to obtain an internship at the Episcopal Community Services of Maryland (ECSM) Culinary Arts program and how this work-based learning experience transformed his pathway from school to work.  He connected with a workplace mentor, learned the requisite technical and employability skills, obtained an industry-recognized certification (ServSafe), and was ultimately hired as a Sous Chef.  Dequan is passionate about culinary arts and is looking forward to creating his own bakery.

Maalik Groves, Shanelle Lockhart, Chloe Starcher, and Dequan Wilkins served as panelists for Youth Voices session moderated by Director John Ladd, Office of Apprenticeship, U.S. Department of Labor.

Maalik Groves, Shanelle Lockhart, Chloe Starcher, and Dequan Wilkins served as panelists for Youth Voices session moderated by John Ladd, Administrator, Office of Apprenticeship, U.S. Department of Labor.

Three other students—Maalik Groves and Shanelle Lockhart from the Urban Technology Project in Philadelphia, Pennsylvania, and Chloe Starcher, an apprentice at Joint Apprenticeship and Training Committee (JATC) 24 in Baltimore, Maryland—provided similar stories of how work-based learning, as part of their career and technical education programs, enabled them to connect their academic and technical learning and test out their career interests in real life work settings.  Each told of the importance of a caring adult who mentored them, guided them, and helped them master critical employability skills that would help them navigate and excel in the world of work.

These student stories set a perfect context for the two-day meeting that featured international policies and practices for developing and scaling up work-based learning opportunities in the U.S. and abroad.  The full agenda, discussion papers, and speaker bios are available for review at sites.ed.gov/OCTAE/WBL2016.  A U.S. report on work-based learning will be available early Winter 2016 and an international report on work-based learning will be available in 2017.  Stay tuned to the Perkins Collaborative Resource Network (PCRN) at cte.ed.gov for these reports.

Posted by
Robin A. Utz, Branch Chief College and Career Transitions, Division of Academic and Technical Education (DATE)
Posted by
Director, Division of Academic and Technical Education

Equity in Apprenticeship Request for Proposals Announced

The Department of Labor (DOL) announced the Equity in Apprenticeship Request for Proposals (RFP) to increase apprenticeship opportunities for underrepresented populations.  This RFP seeks to award multiple contracts to national intermediaries to develop national or regional “Opportunity” partnerships.  These “Opportunity” partnerships will work to increase gender, racial, ethnic and other demographic diversity and inclusion in apprenticeships.

Links to the announcement and the DOL news release on this effort are below:

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