ࡱ> 7 jbjbjUU v7|7|Wl8.Bq="^<<<<<<<$? ;Al=@= += < <  e(47|8 "78DA=0q=7A)A8 Arizona Department of Education AIMS Intervention and Dropout Prevention Program Toolkit PROGRAM PROFILES Jobs for Arizonas GraduatesContact informationGraciela Candia, President Jason Moore, State Program Manager Jobs for Arizonas Graduates PO Box 10937 Scottsdale, AZ 85271 480-441-1807  HYPERLINK "http://www.JAG.org" www.JAG.orgDescriptionJobs for Arizona Graduates (JAG) is a state-wide affiliate of Jobs for Americas Graduates, Inc., a nationally-based program that integrates drop-out prevention and curriculum on leadership and workplace readiness. The national JAG program was founded in 1980 and serves 29 states. The Arizona JAG affiliate, begun in 1981, is based on the national model and served as a prototype for the ADE AIMS Implementation and Dropout Prevention program legislation. JAG serves students in grades 712 who are considered at risk for not graduating from high school or making the successful transition to an entry-level job or post-secondary education. Students are selected for the program can participate for up to four years. They attend a JAG class period every day for elective credit and can drop into the JAG classroom on their free time and after school. Through its formal relationship with the national program, the Arizona JAG program has access to JAG model curriculum resources, professional development, and technical assistance for program implementation. At the same time, the JAG program can be adapted to meet the schools needs (many schools have a senior career program, for example, and JAG does not compete with these). JAG-Arizona has received funding from the ADE AIMS IDP grant program for four years. In 2006, JAG-Arizona reached 805 students in 12 high schools across the state. JAG-Arizona receives approximately 40% of its funds from the AIMS Implementation and Dropout Prevention program. The remaining funding comes from community partners such as United Way (Valley of the Sun), corporate funding, partners, school districts, and the national JAG program. Each district signs an agreement with JAG to support the program and pays approximately 40% of the cost for its students. District funding pays the site coordinators salary and benefits and provides transportation costs. Students in the program are responsible for raising approximately 10% of their funding through activities such as school fairs, car washes, and other service work. The JAG program consists of three components: Multi-year dropout prevention (grades 9 12) School-to-Career (grade 12) Out-of-School (for dropouts and alternative schools) JAG services to students are provided by full-time, JAG Program Coordinator at participating school sites. These are certified teachers who have completed national training in the program and use program curriculum and materials. At most, a Program Coordinator teaches 2 sections, which allows them to be available to the students throughout the school day. At each site, school administrators use their JAG Program Coordinators to address the academic needs of their students in different ways, but some of the common strategies are: coordinating make-up work for students when absent; surprise home visits and driving students to school; weekly monitoring of grades in all classes, which lead to one on ones with struggling students; attending difficult classes with the students; and tutoring students before and after school and at lunch. Once a JAG student is dropped from a class (despite our efforts before hand), the student meets individually with the Program Coordinator to focus on other classes. Additionally, at most JAG sites, the JAG class (particularly sophomore class) is purposely scheduled to allow the schools home-base or AIMS weekly objective to be delivered to the JAG students by the JAG coordinator.Program designGoalsThe goal of the program is to ensure that at-risk students who join JAG graduate with their cohort and are placed in either employment, the military, or post-secondary education by the end of the 12-month transition period after graduation from high school. The program also assists non-graduates and non-completers to earn a GED or a high school diploma.PhilosophyAccording to the national Jobs for America Internet site, the JAG Model Programs deliver a unique set of services to targeted youth in high school, including 12 months of post-graduation follow-up services, that will result in the graduate pursuing a postsecondary education and/or entering the workforce in a quality job leading to a career.Criteria for successThe program tracks four performance outcomes for each year, including 80% positive outcome (employment, postsecondary enrollment, or full-time military) at the end of the 12-month post-graduation follow-up 60% employment rate (full or part time, including military) 60% full-time placement rate (jobs, military, or post-secondary) 80% full-time placement rate 90% continued contact (at least monthly) For Seniors: 90% graduation rate 40% further education rate $8.00 of higher average wage For Non-seniors: 100% return to school For all students: 60% of participants decrease the number of days absent from school in comparison to the year prior. 60% of participants pass more classes in comparison to the year prior. 50% of participants increase their GPA in comparison to the year prior. 50% of sophomores pass 2 or more sections of the AIMS test. 70% of participants improve their AIMS scores. 100% of senior participants will pass all 3 sections of AIMS. 90 % of participants graduate on time or during the 12-month follow-up phase. Computerized tracking of participants served, services delivered, and performance outcomes, provides JAG with a vehicle for holding programs accountable for achieving JAG Model outcomes. JAG accredits state and local affiliates based upon their ability to fully implement the JAG Model. Site reviews are conducted by trained staff and an Accreditation Report is provided to stakeholders ( HYPERLINK "http://www.jag.org/model.htm" www.jag.org/model.htm).Distribution of activities30% Improvement in academic achievement 10% AIMS test-taking skills or practice testing 30% Workplace skills preparation 30% Leadership and civic duty (e.g., community service)What contributes most to student success?OneJAG-Arizona program manager, Jason Moore, describes several factors that contribute to the success of students. Programs that have been established longer, that follow the JAG curriculum most closely, and that have the support of the school administration and culture show the greatest gains for JAG outcomes (student re-enrollment, graduation, and placement in jobs or higher education). Schools who adopt JAG successfully see it as a holistic intervention, not just an elective class. Many factors contribute to JAG success with students. I believe the students would tell you that their JAG Program Coordinator's (teacher) attention and caring is the reason they do better in school and life once in JAG. So I would say JAG's ratio of 40 students to 1 Program Coordinator contributes most to our student success. After that, I'd identify the JAG Model itself or, in other words, the job description of the Program Coordinator, because they fill a role on campus for these 40 at-risk students that no one else can (state manager).StudentsBackgroundStudents are accepted into the JAG program based on a number of academic or socio-cultural risk factors that indicate they may have difficulty graduating with their cohort. JAG has different programs for middle school and high school students, so the age of students ranges from pre-teen to young adult. Student demographics vary by district. JAG students come from the main student body at a site and attend all core academic classes with their peers. The state manager reports that slightly more than half of all students are young womenin general, he thinks that they may be more comfortable with the social and leadership aspects of the program.RecruitmentOnce a JAG Program is established on campus, students ask to join the program and counselors and staff make recommendations. At most sites, Program Coordinators interview 60-80 students and then work with their In-School Advisory Board to select the 40 who will be enrolled in the Program. The main purpose of the Advisory Board is to assure that the JAG Program is working with the students who will most benefit from the Program. The Program Coordinator and the In-School Advisory Board look at a variety of factors when determining which students to invite into the JAG Program. Some of those factors are: low academic performance, absenteeism issues, discipline issues, low AIMS scores, troubled or unstable home environments, lack of maturity or confidence, no general connection to the school, and former dropouts. The state manager for JAG-Arizona says: We only take 40 students so that the Coordinator can support each of them as an individual. We look for students who want the program as well as need it.Setting goalsGoal setting and achievement are also key themes of the JAG program. One coordinator explains: [JAG creates] a class environment that allows students to be held accountable for their actions and also allows students to be key players in developing what their program will look like from start to finish. Students develop their own class program, plan the activities, events, and field trips, and have a voice in the curriculum they would like to experience. They evaluate their progress at different points of the year...and at their Career Development Conference at the end of the year. Another describes some of the coordinator supports for student goal setting: Students start out being aware of where they are in the way of credits and what their goals are. We make an individual graduation plan and stick to it. I meet with various teachers to make sure my students are on line with their goals and are doing what is needed in classes. We provide tutors and tuition for night school and summer school and work with students on an individual basis on what they particularly need. We also put them in contact with community agencies they need, and job opportunities.Taking responsibility for learningEach student in a JAG class has an assigned role for the year, such as president, treasurer, fundraiser, PR chair, career chair, career or civic member, and historian. The Program Coordinator works with students in the development of an Individualized Graduation and Career Plan (IG/CP) within the first month of the school year. Every student has an IG/CP, which is a working document that is reviewed and updated at least twice a year. The development of the IG/CP is done as a group and in individual meetings with each student. The IG/CP is started before the end of the first month of school, and portions of it are completed as instructed lessons. Coordinators provide students with copies of their transcripts, and the class is taught how to read them and how to track their own progress. Through this process, students have discovered that they are not enrolled in the proper classes, and it empowers them as they enroll in classes in future semesters. Students then develop action plans to address credit deficiencies, remediation and/or tutoring in difficult subjects, and agree to have all their grades checked either weekly, bi-weekly, or monthly, depending upon their needs. The AIMS section of the IG/CP tracks student progress and has an action plan section where the students and the Program Coordinator outline strategies to assure passing marks on the AIMS. The other sections of the IG/CP document short, mid and long term academic and personal goals, results from personality/interests assessments, preferred career paths, work history, hours completed in service learning projects and progress in post secondary enrollment process. These sections become more important as the student progresses through high school. During senior year, the career plan and post-secondary sections drive the connections/networking the Program Coordinator does with employers and colleges on the students behalf. During the follow-up phase, these sections are revisited as the now-graduates pursue their career and post-secondary goals.Motivation and incentivesAccording to the state program manager, student motivation is the core focus of the JAG program. At its core, the goal of the JAG Program is to engage the student individually, with a holistic approach so that they feel a part of something special and, thus, then choose to stay in the Program and choose to re-enroll in the following years. The JAG Coordinator only works with 35-45 students each year so they have the time to support students whether they are struggling academically or with issues outside of school. Once the JAG Coordinator is able to help remove any outside school barriers the students might face outside of school, the student is able to concentrate on their class work. The ratio between JAG Coordinator and students and the type of individual services provided by the Coordinator allow strong and trusting relationships to be developed with the students and many times the parents, as well. (JAG-Arizona state coordinator). The program focus on jobs and careers also provides a strong motivation for at-risk students to participate. Staff reinforce curriculum by having speakers come to class to validate that having goals, a career plan, and a project vision are needed to be successful. As one coordinator says, Everything we do is life-based so it makes sense to students, and they know they will need this information for their future. This provides a greater buy-in. The curriculum is also interest-based. I provide a lot of student choice so they have more investment.PerspectivesOne striking aspect of visiting a JAG classroom is that individual students immediately come over to each new visitor and introduce themselves with a handshake and smile. Students in each grade level repeatedly said that JAG had taught them to set and meet their goals, to imagine that they can get a good job or attend college, and to keep up with their schoolwork along the way. During the site visit, we spoke with many students about their experiences in the JAG program at Desert View High School. Lis a senior who is in the program for the first year. I wish I had been in the program before this. As the Civics Chair for her class, she most enjoys community service activities, loves children, and has begun a pen pal program with students at the Boys & Girls Club. She says the Site Coordinators are different from other teachers, she feels closer to them and knows they will help with whatever she needs to do to stay on-track. JAG helped her fight senioritis and keep up her grades and attendance. Cis a senior, in JAG for the first year. He described how the Site Coordinator helped him get focused on school, grades, and getting a job someday. My future, I think about that, what I want to do. I want to make the best of it.Institutional supportPlanning and decision makingJAG affiliates benefit from the national leadership of over thirty public and private sector chief executives, including ten Governors and several corporate executives, who serve on the JAG Board of Directors ( HYPERLINK "http://www.jag.org" www.jag.org). JAG has five, full-day planning and decision-making meetings each year. JAG management meets with school administrators twice formally during the year.Staff and staff effectivenessThe JAG program manager at the state, along with local site coordinators, works with school personnel to recruit and hire JAG staff. The program looks for teachers who hold a holistic perspective: They have to care about teaching a person, not a subject. As the state program manager says: JAG Management and School Partners work together to identify the right individual. The program works, but only if you've got the right person. Basically, [we hire] teachers who want to do more than just teach students, they need to want to help and lift up students. Currently, four JAG Program Coordinators have education guidance certification in addition to their teaching credentials. JAG Coordinators become an asset to their campus in so many ways. The guidance counselors depend on them to monitor the daily attitude and progress of students, and other teachers on campus look for them to provide academic remediation and to set up tutoring for struggling students. Administrators look for JAG Coordinators to assist them in resolving discipline issues with JAG students. JAG Coordinators work together between themselves (even though at many sites they are alone) via telephone, email and our staff meetings to share lessons and ideas and provide general support. JAG pays particular attention to motivating its staff. As the Arizona state coordinator says: Just as our Coordinators care about our students, JAG management cares about our coordinators [with] monthly, quarterly and end of the year recognition. All recognition includes gifts or financial rewards. But it should be said that the students themselves, while sometimes difficult to work with, motivate our staff more than anything else.Professional developmentThe national JAG program provides the initial training and ongoing professional development in the JAG model and services to managers, supervisors, and specialists at the state and local level. All JAG Program Coordinators attend a 3-day JAG New Coordinator training facilitated by JAG's National Organization. JAG Management also provides model refresher training throughout the year. This year JAG trainings included: crisis management (how to help a student), the ADE AIMS website, and IDEA website. Additionally, since Program Coordinators are school staff, they participate in all their schools trainings and profession development meetings. One JAG Program Coordinator notes that professional development on implementing AIMS requirements into the JAG curriculum has helped his students success. Students learn in a variety of ways, so I try to incorporate different teaching techniques to produce higher learning. Another JAG site coordinator reports that collaboration time with other coordinators has been the most effective professional development opportunity.Continuity across grade levelsStudents may join JAG in grade 7 and continue as long as there is a program at the school they attend. At Desert View, the staff will pilot a summer school class, paid for by JAG, for incoming 9th graders selected based on need. Students completing their 9th grade in the JAG program spend a day at the end of the year hosting 8th graders, orienting them to the high school and JAG program.Program evaluationJAG program evaluation is managed at both the national and local level. A Board of Directors, managers, and Program Coordinators coordinate local evaluations with school administrators. At the end of every program year, all JAG staff participates in two days of training and a yearly review where policies and procedures are evaluated and discussed. Programs are held accountable for all JAG students on the roster after the first quarter of the school year. Even if students drop out of the program, the JAG site coordinators do their best to maintain contact and follow-up with them. The national JAG program funds and manages a database that any JAG program manager can access for data on their programs outcomes. JAG programs must meet strict national outcomes, including 60% of participants decrease the number of days absent from school in comparison to the year prior. 60% of participants pass more classes in comparison to the year prior. 50% of participants increase their GPA in comparison to the year prior. 50% of sophomores pass 2 or more sections of the AIMS test. 70% of participants improve their AIMS scores. 100% of senior participants will pass all 3 sections of AIMS. 90 % of participants graduate on time or during the 12-month follow-up phase.Program environmentAttendanceThe state JAG coordinator believes that the holistic approach of JAG works best in improving attendance. Other strategies include Creating a connection to the school - a positive reason to come other than just for the classes and homework, Removal of barriers, and Tracking attendance, daily and weekly, and confronting students about ditching. A Program Coordinator notes that the high expectations and peer support in the daily classroom interaction leads to peer pressure to attend school. We recognize them when they are here and when they are gone. We emphasize the importance of being where you are supposed to be. Another staff member adds: The rewards and benefits of working together as an accomplished leadership team [lead to improved attendance]. The activities teach lessons beyond the focal point of a traditional classroom setting. Responsibility, leadership, commitment are important components that students learn.Safety and disciplineSafety: JAG classes follow the policies and procedures of the school in which they operate. JAG Programs operate as a part of the campus safe environment expectations. JAG itself contributes to a safe campus because JAG Programs become a family-like group of students, and they contribute to the campus through their Career Association Activities, according to the state manager. Behavior: The curriculum requires students to reflect on their actions and behavior and how it affects them and others. Particular competencies include practicing effective human relationships, demonstrating a positive attitude, providing constructive feedback, negotiating solutions to conflicts, and understanding group dynamics.Support and caringCaring: JAG also fosters relationships among students, and between students and the JAG staff. A site coordinator said: We have an open ear and treat [students] with respect and high expectations. Students have sought the Program Coordinator for emotional support from crisis, domestic problems, and school barriers. The student response to the supportive component in JAG has inspired other students Another site coordinator says, This is my biggest strength, as I have a genuine caring environment for the students. I give this aspect my utmost priority.Student-teacher relationshipsWith a ratio of 40-to-1, JAG Program Coordinators can individualize services for students. The state program manager says, 90% of JAG students will tell you that the JAG Program Coordinator knows them and cares more about them than anyone else on campus and many times any adult in their life. Site coordinators echo the importance of building a relationship with each student. The relationship I have with the students is key to the success of the program...We build relationships with students by becoming familiar with their individual strengths and weaknesses. The teachers/ coordinators for this program are also mentors and have a vested interest in the students success. The program allows for the relationships to continue from year to year or...continue a year after graduation....They know I believe in them as they should believe in themselves. Another coordinator suggests, the role is above that of a traditional high school teacher and includes after-hour time, individual tracking/support for the student, and one-on-one communication daily. The State Program Manager concurs. JAG believes our Programs makes school more relevant and knows first hand the importance of that one meaningful relationship with an adult on campus. For the great majority of the students, the JAG Coordinator is that one meaningful relationship. Its not because there arent other caring, well-meaning teachers on campus, but because the JAG Coordinator is the teacher with the time and the job description to help motivate, problem solve, tutor, confide in, connect to a job, help complete that college application and inspire.Parent and family involvementThe site coordinator(s) build relationships with students families through multiple outreach activities. As a coordinator, we communicate with students and families about issues affecting their son/daughter...Parents are invited to school to attend open houses and meet teachers at the start of the year. Events such as...[holiday] dinners, community service learning projects, and end-of-year banquets allow parents to meet coordinators and become familiar with the program Parents sign a commitment form when students join the JAG program. The site coordinator maintains regular contact with parents and will also call if necessary. Family nights and ceremonies all include parents.Partnerships and linkagesAs a business-community/schools partnership, JAG provides a wide network of supports and services for students to enter the workforce or continue to higher education. These serve the partners as well as the students. As the State Program Manager says, Scottsdale Healthcare is a perfect example of how the business community can support and benefit by collaborating with programs like JAG. They provide financial support, through JAG, towards our Arcadia, Cactus Shadows, Coronado and Paradise Valley Programs. They consider this support as a part of their responsibility to the community to help address the shortage of healthcare professionals. To Scottsdale Healthcare, the JAG classes are recruitment pools, and, over the last three years, they have hired a substantial number of JAG graduates. Similarly, American Express has also collaborated with JAG in this way in the past and just recommitted to do so again. These are just several of our corporate supporters; others include: Arizona Public Service, General Dynamics, Wells Fargo, and Paramount Windows. JAG also continues to fulfill the expectations of our partnerships with USA Funds, the Arizona College Scholarship Foundation, and the Arizona Private School Association who provide thousands of dollars of scholarships awarded to our graduates. According to a site coordinator, guest speaker presentations, student engagement/involvement in partnership activities, and continuous exposure to partners all contribute to student success. At the same time, the interaction between partners and students helps develop relationships in the community. What is the most effective JAG strategy for establishing partnerships? Letting the students demonstrate the effectiveness of the Program.Prevention and social servicesSome of the JAG Coordinators are certified counselors as well as teachers. They are often the individuals on campus who the JAG students come to first. If the services required are general in nature or centered on academics or career or employment, they help the student. If the services require specific knowledge, they refer the student to their guidance counselor and, many times, other community resources. As a coordinator says: Most student issues are general in nature and just having that one person on campus to talk to is extremely important.AcademicsAIMS InterventionAn important focus of the JAG-Arizona program is the emphasis on remediation and tutoring to ensure students develop the skills they need to pass AIMS. Students receive intensive one-on-one academic support, remediation, and tutoring from both the Program Coordinator and their peers. Core content and academic standards are stressed throughout the program. Program Coordinators incorporate and highlight the skills and the processes measured by the AIMS test. Some examples of applied skill activities include: writing resumes, cover letters, reports, thank-you letters, job applications, evaluations, essays, and self-assessments. In one module, the students analyze a 2-page summary from a personality/career interest assessment, then research the career paths suggested, and write a research paper on the three careers in which they are most interested. As a follow-up assignment, the students could be asked to create a budget based on what they would earn and owe at age 28 if they pursued the careers researched, making judgments and comparisons of which path would be the most in demand and the most lucrative. Math is integrated in lessons on budgeting and calculating GPA. Students read articles, make presentations, and give speeches. They write in journals every day. One site coordinator attributes test taking/study tips, time management techniques, and note-taking processes as three academic strategies that contribute to students success.CurriculumEighty-five modules serve as the base for the JAG Curriculum ( HYPERLINK "http://www.jag.org/model_competencies.htm" http://www.jag.org/model_competencies.htm). Each module contains 10-25 pages of content outline, approximately 8 lesson plans and activities, one reading recall/analysis, and journal writing and mathematical assignments. Over the course of many years, JAG has assembled volumes of additional lesson plans, activities, and assignments from the national network, the purchase of support curriculum, and through sharing of best practices within the staff. Additionally, the Career Associates use curricular resources and best practices specific to their campus. The JAG curriculum addresses the need for relevance of classroom lessons to students interests and lives. According to the State Program Manager, The JAG curriculum, developed over 20 years in close conjunction with business leaders and teachers working with the students most likely to dropout, adds personal relevance for self-discovery, job survival, and help with how to excel in the workplace. Credit recovery is not a focus of JAG. Students who fall behind in academic credits may have their JAG elective replaced by an academic subject course. They are still eligible to participate in JAG activities and work with the Program Coordinator.Instructional strategiesThe JAG program includes both classroom and work-based learning experiences. These include Classroom instruction to develop 37 employability competencies (up to 86 work/life competencies in a 4-year program), Adult mentoring, advisement, and support for career and life decisions, Connection to professional counseling services to address serious barriers, such as mental health or substance abuse, Summer employment training and job placement that support the year-long learning, Student-led leadership development, Job and post-secondary education placement services, including employer marketing and job development activities, 12-month follow-up support after graduation for employment or post-secondary placement, and Linkages to other school and community resources. As a regularly scheduled class, a substantial portion of the intervention occurs within the class, whether it is through direct instruction or Career Association activities. The remaining portion of JAG academic intervention occurs in one-on-one or small group settings with the students throughout and before and after the school day. At most, a JAG coordinator teaches 2 sections, which allows him or her to be available to the students throughout the school day. At each site, school administrators use their JAG Program Coordinators to address the academic needs of their students in different ways. Some of the common strategies include: coordinating make-up work for students when absent, surprise home visits and driving students to school, weekly monitoring of grades in all classes, oneon-one sessions with struggling students, attending difficult classes with the students, and tutoring students before and after school and at lunch. If a JAG student is dropped from a class (despite efforts beforehand), the student meets individually with the Program Coordinator to focus on other classes. At most JAG sites, the JAG class (particularly sophomore class) is purposely scheduled to allow the schools home-base or AIMS weekly objective to be delivered to the JAG students by the JAG coordinator. JAG lessons are delivered using a variety of strategies to address the different learning styles of students. Skills Lessons may include illustrated presentation, demonstration, brainstorming (concept formation and attainment), case study, role-play, discussion, and team or group presentations (jigsaw and other cooperative learning techniques). Program Coordinators utilize a variety of assignment types to incorporate the learning styles of their students. Assignments vary from filling out applications online and on paper, to researching a topic and writing a research paper, to crafting a 5-paragraph essay based on a self-assessment, or outlining a solution to a problem scenario. Students, for example, may be asked to create questions, schedule and conduct an interview with an individual in a career field of their interest, and then summarize and present their findings to the class orally and formally in writing. One-to-one and small group strategies have helped students become successful as individuals and as team members. Students are continually placed in situations that allow them to voice opinions and come to an agreed solution even when there is disagreement. They are learning to be tolerant and respectful of each other. JAG Site CoordinatorAssessment strategiesStudents earn regular elective credit for their JAG class period. Their grade is based on curriculum mastery, Career Association participation, community service hours, class attendance, and class work. The Arizona JAG program has access to the JAG National Data Management System, a web-based outcomes tracking and reporting system. Each JAG Program Coordinator uses the system daily to report and access student progress. Students benefit from having weekly and monthly benchmarks, according to one site coordinator. Academic growth of each student is measured by a pre-test at the beginning of school and a post-test at the end of the spring semester. As According to one site coordinator, This instrument is helpful in measuring student progress. On the other hand, it is difficult to measure the level of maturity students attain at the end of the school year. Another Program Coordinator emphasizes the importance of having students chart their own progress. Students make a scrapbook/portfolio to highlight all of the things that are being done during the year to share with others. It provides evidence and is very important so we can win the award of best program in the state. I evaluate essays, discussion, actual tests, participation, and, of course, attitude. Getting to know my students and watching them in action helps me know if they are grasping what I am teaching.ResourcesEach JAG program has access to the academic resources and facilities available at their school site. Classrooms are dedicated to the JAG program and typically have spaces around the room and computers where students can come during their free periods or lunch to work.TechnologySeveral site coordinators describe the importance of computer technology for students in the program. Students have access to all school resources and are expected to use basic, office-based software as well as word-processing for academic assignments. Through their on-the-job and Career Association activities, students learn the role of technology in the workplace and the importance of developing strong technology skills. Technology available to students varies by location, but often includes classroom computers, video, DVD, and CD ROM materials, digital cameras, laptops, computer labs, Internet access, and television.Vocational, leadership, workplace, and life skillsCommunity service and service learningStudents in each JAG class form a civic committee and choose at least 3 community service activities each year, for a total of at least 10 hours (most students complete more). Students in the current year recruit for next years students by speaking to groups and going into classrooms. As one Program Coordinator says, Letting them choose what they will be doing makes them more apt to be a part of it. It creates a buy in. Another adds: This year, the most affecting service-learning projects were the ones which directly helped our community, for instance, the Life Skills projects [where students worked with special education students]. My students learned the meaning of community and helping their peers. The key was that my students saw the direct reward/impact of helping these individuals. See more information under the Career Association description in Vocational/Workplace/Career below.MentoringJAG Coordinators work with employers and other community networking groups to mentor students. Also, the JAG Coordinator and the student can develop a mentoring-like relationship. As one Program Coordinator says, The mentorship of the coordinator is certainly the most effective. The students build a relationship and trust. Students are also mentored by older JAG students, listen to guest speakers, and have job shadow opportunities. Coordinators may play a mentoring role for students outside of academic and career activities. Some have guided students through family reunification, domestic violence interventions, homelessness, boyfriend/girlfriend issues, and decision-making. Some of the Coordinators have their certification as school or youth counselors, and all have training in how to successfully mentor at-risk students. As one staff member says, All of it, everything I do is for them, finding colleges, resumes, help with jobs, answering questions, helping them find money, or just helping them find some work clothes.Vocation/CareerJAG is a student-led leadership program. Students plan, implement, and execute activities for the four components of the work program: leadership development, social awareness, fundraising activities, and service learning. As described by the state program manager, The Career Association is not extracurricular; rather it is inter-curricular, and is a vehicle for mastery of leadership, civic, social and career competencies. There is an Arizona Career Association chapter for each program. The JAG Program Coordinators act as advisors to the association as students meet on a regular basisduring class most often, but also during lunch, after school, and on evenings and weekends to ensure the success of their Program of Work. Students work together at each program site to develop their plan collaboratively, which includes at least two activities/projects each in the areas of leadership, social, civic (service learning) and career development. The students decide upon these activities in the beginning of the year beginning with brainstorming, followed by research, then through the building of consensus, and finally by voting to adopt the Program of Work. Once this is developed, students campaign for leadership offices, such as President, Treasurer, Secretary, Historian and four Vice President positions who also serve as committee chairs for the four committees (leadership, civic, career and social) that are formed. The state program manager reports that while students are expected to complete no less than 10 hours of volunteering in service learning projects, many average nearly 20 hours per school year. In the 2005-2006 school year, as a state, the students of Jobs for Arizona's Graduates compiled over 6742 hours or 13hrs/student organizing and planning service learning projects. Examples of these projects include: blood drives, organizing career fairs, campus and a high school orientation day for incoming 8th graders, recycling programs, tutoring of elementary students, adoption of senior living homes, food and clothing drives, delivered presentations to school boards, hosted Town Hall meetings and delivered reality budgeting events for the students in Economic and Free Enterprise classes. Additionally, the Career Association participates in and supports existing campaigns and causes, such as The March of Dimes and the Special Olympics. For vocational skill development and work skills, the Program Coordinators work with employers to provide job shadowing, worksite tours, and internship opportunities. At the end of each school year, students in all JAG programs convene at a local and then state-level Career Development Conference (the one in Tucson had about 500 students in 2007). Each student group presents their portfolio/photo album, the results of their work in class, and their club activities. Awards and scholarships to college are presented at the conference, which is also attended by employers and community partners of JAG. According to one site coordinator, The Career Association is the tool that has the greatest impact on the students. They have someone else counting on them.Transitional servicesPlacement in higher educationFollow-up services with graduating seniors start in June of their graduation year. The site coordinator contacts them at minimum once per month, not to track them but to offer/provide services. Over the last 6 years, the further education rate was 46%, and for the graduating class of 2006 it was 50%. Coordinators develop contacts with admissions counselors at local colleges and universities and follow-up to verify student enrollment. They then help the student identify and make contact with campus services as needed. The placement of students in higher education is primarily developed while students are still enrolled in high school. Evaluating their individual graduation plan and discussing their career path is an activity that helps in reinforcing that higher education is important and necessary. JAG senior programs provide unique and value-added services to program participants during the 12-month, follow-up phase after graduation. Monthly contact is made with both graduates and non-graduates. The same person that was responsible for the in-school instruction of program participants, the JAG Program Coordinator, provides follow-up services. JAG Program Coordinators exceed the minimum number of 12 contacts during the follow-up phase, two of which are in person. Other contacts are via phone or email; typically, the participant and the coordinator speak 15-20 times during the 12 months. First they are made aware of what needs to be done to be successful. Then they are given opportunities to plan for themselves. They are to meet with me any time they have problems in other classes or with other teachers. They are provided opportunities for scholarships if they are interested in moving forward in the world of education. I expect them to do their best to be ready to go to college. I help them do the FAFSA, resumes, and school registration, and continually monitor their attendance and discipline problems Site coordinatorPlacement in jobsProgram Coordinators and site coordinators works with the state program staff to create a network of employers, which the students can tap into with the help of the Program Coordinator. This network contributes most to the success of JAG job placement for graduates. Follow-up for job placement starts immediately after graduation. The site coordinator contacts students, at minimum, once per month, not to track them but to offer/provide services. At least two of the meetings during the transition year are face-to-face with the students and another 2 are with the student and the employer. The coordinator also speaks privately with the employer for a 3-month review of student performance. Services can include job placement, summer internships, career planning and action toward career goals. A site coordinator describes the follow-up services: As a mentor, I help students with whatever they needfinding resources for school work or finding a job, helping them be ready to be a good employee. Activities include resume preparation, interview lessons, mock interviews, soft skills/employability skills, cover letters, teamwork, and career exploration assessments. I send out an email newsletter to my students every time I get more job info. These students are able to see if they want to go for it, and then they work with me on the job information. They know they can call me because I always have something available.Site visit informationClaire Brown and Elisabeth Roberts from LeCroy & Milligan Associates visited the program at Desert View High School, Tucson, in May of 2007.Staff interviewedJason Moore, State Program Manager Teresa Andujar, Site Coordinator/Instructor James Merino, Site Coordinator/Instructor  HYPERLINK "..\\exsiteprofiles.doc" Return to Arizona Exemplary Program Profiles ADE, AIMS Intervention and Dropout Prevention Program Toolkit July 2007  PAGE 1 [l*+KLMXY-@.@N@O@P@[@\@LL/M1MwMyMRTU_t`tttttt\]cdͯ0J j0JUjbUjEU CJOJQJH*jU0J>*B*aJphjU0JjU jU5B*OJQJ\^Jph5B* OJQJ\^Jph!jB* CJUmHnHphu2"K[lmn*Z<$If$IfX$$Ifl%h&0h&64 la$If$a$iZ[g08 y &l6~~~  & F$If$If$Ifk$$Ifl0%0 80h&64 la @60$IfX$$Ifl%h&0h&64 la$Ifk$$Ifl0%0 80h&64 la pq|27T}~  & F$If$Ifk$$Ifl0%0 80h&64 la$Ifs>m9$If^`9 9$If^`9  & F$If$If  & F$If  ;\4$If$If$Ifk$$Ifl0%0 80h&64 la D0(k$$Ifl0%0 80h&64 la$If$IfX$$Ifl%h&0h&64 la q#\ $If$IfX$$Ifl%h&0h&64 la$Ifq#r#~#/%x'y''),,B,,.0<4=4x $If$Ifk$$Ifl0%0 80h&64 la=4W48::;:H:;@<>>&?'?=?\$Ifk$$Ifl0%0 80h&64 la$If$If =?>?[?@@A0(k$$Ifl0%0 80h&64 la$If$IfX$$Ifl%h&0h&64 laABC FGGGHcJLL/LMMM)O8,$Ifk$$Ifl0%0 80h&64 la$If)OPP:QQQR4RsRRRRnTh$Ifk$$Ifl0%0 80h&64 la9$If^`9 9$If^`9$If RRRgSSS>TTUV$If & Fx$Ifx$If$IfX$$Ifl%h&0h&64 laVVV XmYnYY[[[[\2__4b5b  @ $If$Ifk$$Ifl0%0 80h&64 la5bSb2deeee@jkklDnEnOn, ,$Ifk$$Ifl0%0 80h&64 la$If$If OnPnbn/prdst$If$IfX$$Ifl%h&0h&64 latt!tv\xTyUynyy@zzzP{t{{B|4$If$Ifk$$Ifl0%0 80h&64 laB|t|}&1lJ`$Ifk$$Ifl0%0 80h&64 la$If&'2ݎڏ $If$Ifk$$Ifl0%0 80h&64 la$Ifڏۏ($If$IfX$$Ifl%h&0h&64 laOXhh1\$If$If$Ifk$$Ifl0%0 80h&64 la 8Deݫ$If$IfX$$Ifl%h&0h&64 laݫޫ`$If$If$Ifk$$Ifl0%0 80h&64 la/0B<00k$$Ifl0%0 80h&64 la$If$IfX$$Ifl%h&0h&64 laBeghijk$$Ifl0%0 80h&64 la$If defj j0JU0JmHnHu$&P1h/ =!"#$%FGX_ ZZq~6I|WJFIFLEAD Technologies Inc. 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