Consulting_FinalReport

Incite Incorporated
Drop Out Recovery Project
Final Report
Willamette University Atkinson Graduate School of Management
December 9, 2015
Cherise Hunter, Weaam Alajaji, Ryan Morgan, & Rachel Vermeulen
GSM 6229 – Principles of Management Consulting

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There are more than one million youth between the ages of 16-26 unemployed, disengaged, and
with few options to re-enter high school or the workforce in the United States. Oregon alone has
more than 7,000 students dropout of high school annually. By creating youth workforce
programs for high school students, it will allow them to be more engaged in school and the
workforce. These programs would demonstrate the benefit of developing soft skills such as
teamwork, communication, and critical thinking. We have identified key funding outlets in order
to make these programs a reality for youth in the Salem-Keizer area.

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Table of Contents
Executive Summary ...................................................................................................................... 5
List of Illustrations........................................................................................................................ 6
Course of Action............................................................................................................................ 6
Recommendations ....................................................................................................................... 14
Funding Sources .........................................................................................................................14
Corporate Sponsorship...............................................................................................................15
Volunteer and Mentorship Program...........................................................................................15
Parent Education Outreach........................................................................................................15
Work Experience Programs........................................................................................................16
Analysis ........................................................................................................................................ 16
Data Analysis..............................................................................................................................16
Oregon Dropout Rates................................................................................................................16
Linn County................................................................................................................................17
Marion County...........................................................................................................................17
Polk County................................................................................................................................18
Yamhill County ..........................................................................................................................18
Impact on the Community..........................................................................................................18
Analysis Tools.............................................................................................................................19
Implementation ........................................................................................................................... 26
Appendix A .................................................................................................................................. 29
Exhibit 1: Project Charter:.........................................................................................................29
Exhibit 2: Project Definition.......................................................................................................30
Exhibit 3: Stakeholder Analysis..................................................................................................31
Appendix B: Literature Survey ................................................................................................. 32
Model 1: AVID Model................................................................................................................32
Model 2: 6 Pillars for Dropout Prevention..................................................................................32
Model 3: Re-engaging youth.......................................................................................................32
Model 4: Competency-Based Education Model...........................................................................33
Model 5: Causes of High School Dropout Model.........................................................................33
Appendix C .................................................................................................................................. 34
Exhibit 1: Dropout Rates in Oregon ...........................................................................................34
Exhibit 2: Total number ofstudents 2012-2013...........................................................................35
Exhibit 3: Total number ofstudents 2013-2014...........................................................................35
Exhibit 4: Dropout rates 2012-2013 ............................................................................................36
Exhibit 5: Dropout rates 2013-2014 ............................................................................................36
Exhibit 6: Percent Difference in Dropout Rates..........................................................................36
Exhibit 7: Costs of High Youth Unemployment Rates in America ..............................................37
Appendix D .................................................................................................................................. 37
Exhibit 1: Willamette Academy..................................................................................................37
Exhibit 2: Big Brothers Big Sisters Overview..............................................................................37

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Exhibits ........................................................................................................................................ 38
Exhibit 1: Funding Sources.........................................................................................................38
Exhibit 2: Work Development Programs ....................................................................................39
Workforce Innovation and Opportunity Act...............................................................................39
Exhibit 3: Oregon Workforce Programs.....................................................................................40
Exhibit 4: Private Grants............................................................................................................41
Exhibit 5: NCWD Strategies & Tools..........................................................................................42
Exhibit 6: YG Project Prepare....................................................................................................42
Exhibit 7: YG Loop Discovery Search........................................................................................43
Exhibit 8: Youth Workforce Program Qualifications .................................................................43
Exhibit 9: Youth Workforce Program Documentation ...............................................................43
Exhibit 10: Application for Oregon Workforce Programs ..........................................................44
Bibliography ................................................................................................................................ 46

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Executive Summary
Incite Incorporated is a non-profit organization that aims to provide workforce solutions
for employers facing challenges and employees needing to build job skills. Incite partners with
businesses, community colleges, and economic development agencies. They focus on youth
workforce development in order to improve the job skills of workers between the ages of 16-26
and to re-engage students in the classroom in order to improve high school dropout rates. The
organization primarily serves businesses and schools in Linn, Polk, Marion, and Yamhill
counties.
In order to further youth workforce development programs in the Salem-Keizer area, our
team developed a plan to address funding for the programs, analyzed data that indicates a strong
need for workforce development programs, and researched other youth programs that have
proven to be effective in a similar capacity.
Our team conducted primary and secondary research in order to develop a strategic
implementation plan that will benefit youth in the Salem-Keizer area. We conducted a focus
group with various key players from the Salem-Keizer school district executive administration
including, but not limited to: Assistant Superintendent, Kelly Carlisle; Director of High School
Education, Larry Ramirez; Vice President of Chemeketa Community College, Jim Eustrom; and
Lead Teacher at the Downtown Learning Center, Ron Pahle. We also met with a few graduation
coaches in the district, who are responsible for supporting students who have dropped out of
school. These focus groups uncovered key insights into understanding why students drop out of
school, and provided effective ways to re-engage them in the classroom.
In addition to focus groups, we performed secondary research that confirmed the need for
youth development programs in the Salem-Keizer area. In the 2013-2014 school year, there were
1,492 students from Linn, Marion, Polk, and Yamhill counties who dropped out of high school,
accounting for 21% of total dropouts in the state of Oregon. Each of these students represents a
significant financial burden on the community. According to the Young Invincibles report, “In
this Together: The Hidden Cost of Young Adult Unemployment,” one unemployed 18-to-24-
year-old will cost the federal and respective state government over $4,100 annually. That equals
a total cost of $41.16 billion annually in the United States. Additionally, “the best evidence
warns that lacks of work experience now will lead to dismal consequences for these jobless
young people down the road in the form of repressed wages, decreased employment, and reduced
productivity.” Combined with the high existing dropout rates, these statistics clearly demonstrate
the need for workforce development programs in high schools in the Salem-Keizer school
district.
Our recommendation consists of five parts. First, Incite should apply for federal grants
and partner with corporations in order to find sponsors for students needing funds to attend
school. Second, Incite should develop a volunteer program that pairs students with peer mentors
who can be positive role models. Finally, Incite should create a parent education program that
educates parents on the importance of high school education and tips on how to motivate
students to attend school. If all three of the components are implemented, Incite Incorporated
will be able to establish a strong workforce development program for youth in the Salem-Keizer
area.

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List of Illustrations
Exhibit 1: Funding Sources
Exhibit 2: Workforce Development Programs
Exhibit 3: Oregon Workforce Programs
Exhibit 4: Private Grants
Exhibit 5: NCWD Strategies and Tools
Exhibit 6: YG Project Prepare
Exhibit 7: YG Loop Discovery Project
Exhibit 8: Youth Workforce Program Qualifications
Exhibit 9: Youth Workforce Program Documentation
Exhibit 10: Application for Oregon Workforce Programs
Course of Action
Incite Incorporated is a non-profit organization that is located in Salem, Oregon. Their
main specialization is in the work force. The company works in order to better serve citizens in
finding employment in Salem so that they can make a living.
The CEO of the organization is Tony Frazier. Frazier is very passionate about the
workforce and improving the community of Salem educationally and financially. In order to
complete this object: Frazier has created a project in conjunction Kelly Carlisle, the assistant
Superintendent of the Salem Keizer School District by finding funding sources for student
dropouts in the grades of 9-12. The project was created in order to improve the workforce skills
among students while also increasing the enrollment rate among the District.
Frazier is currently in charge of running and managing Incite, therefore he needed our
help with developing funding sources, successful workforce programs, and identifying models
for Incite to utilize in order to decrease dropout rates.
We began the first phase of the project by first initiating the meeting with our client. The
meeting was scheduled on September 26, 2015 in Frazier’s office. The purpose of the meeting
was to gain data on the research process through obtaining the funding sources. The information

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is needed in order to solve the problem by reducing the student dropout rates. The project is
composed into four different tasks:
1.) Research potential funding sources available for K-12 institutions that can be utilized
for drop-out recovery efforts.
2.) To research and compile drop-out data for State and Mid-Valley Workforce Region in
order to support the case for investments in recovery efforts.
3.) Research to understand workforce development efforts in the local region and how
these efforts support the development of emerging workforce.
4.) Create a document outlining alignment opportunities that include at least 3 models
where work force boards have implemented collaborative funding for dropout
recovery and workforce development practices.
The tasks were distributed to each of us individually. The tasks were to be completed
before the end of the semester which means that we had to set our own deadlines in order to
complete each task on time. As a team, we were well on our way to begin the process of serving
the needs of our client.
After the meeting, we had a ten minute debrief as a team in order to discuss the
deliverables of the project. The first deliverable was the project charter which is an agreement
between us and the client. The meeting was initiated in order to get the charter signed so that we
could be at the same level of agreement with Incite Incorporated. The agreement gave us the
information that we needed in order to begin.
As a team, we first began by making an agreement in order to complete the project. We
completed this by creating a contract among ourselves. In the contract, we all agreed to email our
finished deliverables to one another so that we can guide each other in getting the job done. We

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completed the project in the following steps. We also assigned each other team roles. The roles
were as follows:
1. Leader/Liaison: Responsible for initiating and facilitating meetings among the
client and the team. The meetings were initiated by email and were composed by
a monthly basis with the client and a weekly basis with the team.
 Cherise Hunter
2. Secretary: Responsible for composing notes from the team within our daily
meetings and reminding the team of important deadlines of the project.
 Rachel Vermeulen
3. Members: Responsible for completing tasks by the initial deadline that was set
and attending daily meetings.
 Weaam Alajaji
 Ryan Morgan
As a team, we have divided the project into a step-by-step basis. The first step was to
obtain more information on the problem. In obtaining the information of the dropout rates, we
began the process by scheduling meetings within the Salem Keizer District in order to collect
more insight on its students. There were a total of three meetings that were scheduled. The
meetings have occurred on the following days:
1.) October 8, 2015: Meeting with Kelly Carlisle, the assistant Superinterdents
o Location: Salem Keizer School District
o Purpose: In order to find out more information about the dropout rates and the
recovery program.
o Number of attendees: (3)

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 Kelly Carlisle: Superintendent of Salem Keizer School District
 Cherise Hunter
 Weaam Alajaji
2.) October 30,2015: Meeting with the learning programs and school administrators
o Location: Downtown Learning Center
o Purpose: To see the drop out program in action while building connections
with school administrators.
o Number of attendees: (12)
 Kelly Carlisle: Assistant Superintendent of Salem Keizer School
District
 Larry Ramirez: Director of the High School District
 Jim Eustrom: Vice President of Chemeteka Community College
 Rohn Pahle: Lead Teacher at the Downtown Learning Center
 Tony Frazier: CEO of Incite
 Nicole Pierocki: Intern/ AmeriCorps Volunteer at Incite Incorporated
 Jason Weeks: Principle of Roberts High school
 Cherise Hunter
 Ryan Morgan
 Weaam Alajaji
3.) November 19, 2015: Meeting with the graduate coaches
o Location: Salem Keizer Annex

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o Purpose: Grad coachers and to learn about the dropout rates while gathering
data for the project in completing task two.
o Number of attendees (9):
 Jason Weeks: Principle of Roberts High school
 Grad Coaches (4)
 Cherise Hunter
 Weaam Alajaji
The meetings were very informative and impactful because we meet many leaders who
have worked diligently in order to reduce the drop-out rates one student at a time. After each
meeting, we had a ten minute debrief period in order to determine the next steps of our project
fully developing our plan of action.
As a team, we have continued to work on group in order break down tasks. We decided
to meet as a group every Wednesday after class and every other Friday in order to check our
progress. We decided to break down each task step by step by creating the following action plan:
Task Group Members Deadline
Literature Survey: A
list of models used
in order to find more
information in the
dropout rates of
data.
All: Each member
found 3 models each
within their research
October 14, 2015

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Task 1: Finding
funding sources in
order to obtain more
sources of funding
for the Salem Keizer
District.
Ryan and Cherise October 10,2015
Task 2: Data
Analysis of the
Dropout Rates:
Gathering and
analyzing data on
dropout rates from
students in the past
from 2013-2014
school year.
Rachel and Ryan December 2,2015
Task 3: Workforce
Development
Efforts: Researching
sources on how to
gather information
on how the
workforce is using
strategy in order
Rachel and Weaamm October 10,2015

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prevent drop outs in
other states.
Task 4: 3 Models
tying the workforce
allocation and the
dropout rates
together: Gathering
data on models tying
the two companies
together in reducing
the dropout rates.
Cherise and Weaam December 2,2015
Tasks one and three were done first because after the meeting with Carlisle, we have
acquired the data that was needed in order to get started. We did research and gathering data
making individual contributions towards the project. As a team, we went out of order in the tasks
because the Excel data on the dropout rates was unavailable at the start of the project. So as a
team, we have completed the first set of tasks by October 30, 2015.
After the meeting with the graduate coaches, we learned that the data for task two was
available for access on Oregon Department of Education website: http://www.ode.state.or.us/home/ on
the Excel worksheet for the school year of 2013-2014.
Tasks two and four were complete during Thanksgiving Break in order to meet the
deadline set for December 2,2015.

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As a team, we have also planned a follow-up meeting for December 1,2015 in order to
discuss how to end out our time with the client. We have decided to have a final project complete
for the client on December 3, 2015.
We also scheduled one last initial meeting with Incite which will take place on December
8, 2015.
Results
As a team, we greatly progressed through completing our project for Incite. We each built
professional connections with leaders in and outside of the organization. We have made close
connections with Tony Frazier, Kelly Carlisle, Jason Weeks, and the Grad Coaches. We have
connected with them through important meetings further building up our knowledge in order to
help them further improve the Salem-Keizer School District. We created a beginning foundation
to prevent students from dropping out in years to come.
As a team, we have use the data that that we have gathered in order research in order to
create a resource guide for the drop-out program prevention. As MBA students, we became a
valuable resource for the Salem Keizer Foundation in helping them to solve the issue among its
students.
Relationship with the client:
Now:
Our relationship with the client is very valuable because we have begun the foundation
for them to use resources in order to obtain funding. We have also remained in close contact with
Frazier on our progress in the project while communicating with other stakeholders within the
project. We have also learned that there were many Faculty involved, so our actions were very
impactful in building multiple relationships with the people who were involved in this project.

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Future:
In the future, our project will continue to make an impact for Incite and the Salem Keizer
School District by creating:
 More resources and jobs for students
 Help Oregon schools in gaining more funding for after school programs
 Benefit students and teachers in creating more volunteer opportunities
 Improving the workforce and dropout rates among students
The project is very valuable for the organization of Incite and for all the students in Salem.
As consultants, we have learned to make an impact for the organization while also learning how
to collaborate as a team. The project will be very beneficial for years to come.
Recommendations
We have developed a five-part recommendation in order to improve dropout rates,
increase opportunities for youth, and to positively impact the community.
Funding Sources
The first recommendation is to pursue alternative funding sources. The main
funding sources we recommend are federal, state, and private grants. Based on the requirements
and specifications of each of these grants, we found that Incite will have the most success when
applying for state grants rather than federal grants. Another possible funding sources is private
grants. These are also offered on the state and federal levels. Private and public grants are viable
funding sources for Incite to pursue because there are a large number of grants available for

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workforce development, which Incite is eligible to receive. For specific information on grants,
please see appendix B.
Corporate Sponsorship
In addition to applying for grants, we recommend pursuing corporate sponsorships. This
would allow for sponsors to provide work opportunities and additional funding opportunities for
Incite. Collaborating with Incite and becoming a sponsor could appeal to companies because it
could provide them with the tax benefits of working with a 501(c)3. It would also enhance their
brand and image in the community, in turn creating a “halo effect” within the community and
workplace.
Volunteer and Mentorship Program
Our second recommendation is to develop a volunteer and mentor program for the
Salem-Keizer school district. Based on our primary and secondary research, we found that many
students in the Salem-Keizer area dropout of high school due to the lack of a support system.
Negative influences in the student’s life such as family and neighborhood influences, can be
remedied with more awareness and support from the community. This recommendation aligns
with the mission and vision of Incite because it will not only benefit dropout youth, but it will
also benefit the community as a whole.
Parent Education Outreach
Furthermore, we recommend developing a parent education program. Teenagers need a
positive influence in their lives, most importantly their families. Therefore, by creating a
program for parents to learn about the importance of high school education and motivating their
children, they will be able to decrease overall dropout rates by creating more engaged students.

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Work Experience Programs
Lastly, we recommend collaborating with local businesses to provide high school
students and graduates proper work experience and potential employment opportunities before
they complete their high school degree. The overall goal of this recommendation is to encourage
workforce development in order to build soft skills that are transferrable to all jobs. This can be
done by partnering with companies that can provide internship opportunities to high school
students in order to gain real world experience. During these internships, the student would be
able to learn skills such as teamwork, communication, and professionalism. Companies
providing these internships would benefit from the labor provided, as well as the impact the
program has on the community by reducing the burden of unemployed teenagers. Establishing
these partnerships is extremely important to ensure the future success of current and future high
school graduates.
Analysis
Data Analysis
By analyzing Oregon public schools’ dropout rates and how they compare in each
county, our team has comprised an analysis that highlights the significant changes in dropout
rates, who is affected by opportunity youth, and recommendations to decrease dropout rates and
increase engagement.
Oregon Dropout Rates
In the state of Oregon, there is a total of 178,581 students enrolled in high school. During
the 2013-2014 school year, the dropout rate for high school students was 3.95%. This means
there were 7,055 youth who dropped out of school. This was a slight decrease from the 7,086

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who dropped out in 2012. The percent decrease in dropout rates from 2012 to 2013 was 0.03%.
The counties with the highest dropout rates in 2013 were Crook, Sherman, Coos, Baker, and
Douglas counties. (See Appendix C, Exhibit 1 for full details.)
The five main counties Incite would like to focus their youth development efforts on are:
Linn County, Marion County, Polk County, and Yamhill County. We analyzed the total student
enrollment and dropout rates for school years 2012-2013 and 2013-2014. (See Appendix C for
detailed information).
Linn County
Linn County, located south of the Salem-Keizer area had 7,739 students enrolled in high
school in the 2013-2014 school year. A total of 294 or 3.80% of these students dropped out of
high school during this school year. That is a 0.03% increase from the 3.77% dropout rate in
2012. Linn County has 51 public schools, 11 of those serve students in grades 9-12. It is
important to note that Linn County’s dropout rate is 0.15% below the average dropout rate in the
state of Oregon.
Marion County
Marion County, the primary location of the Salem-Keizer school district had 18,784
students during the 2013-2014 school year. The dropout rate was significantly above average at
5.27%. This means that 990 high school students dropped out during the 2013-2014 school year.
The dropout rate decreased by 0.03% from 2012 to 2013. Marion County is one of the most
populated counties in Oregon. It makes up more than ten percent of the high school student
population, indicating that it is more likely to have a higher dropout rate due to the higher
number of students enrolled.

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Polk County
Polk County is located due West of Marion County. It is smaller than both Linn and
Marion County with a total of 2,194 high school students enrolled. The dropout rate in 2013 was
2.60%, accounting for 57 students. Polk County’s dropout rate decreased by 0.39% from 2012 to
2013. This was the second most significant decrease of the five counties.
Yamhill County
Lastly, Yamhill County, located North of Polk County and Northwest of Marion County.
There are a total of 5,216 students enrolled, with a dropout rate of 2.89% in 2013. This
percentage accounted for 151 students. Yamhill County had the largest decrease in dropout rates
between 2012 and 2013 at 1.13%.
Impact on the Community
The students who dropout of high school are not only at a disadvantage for themselves,
they also pose a problem to the public. According to the Young Invincible report, “On average,
one unemployed 18 to 24-year-old will cost his or her federal state government over $4,100
annually in forgone tax revenue paid and safety net benefits paid out.” (See Appendix C, Exhibit
6). The report also suggests that, “we need a plan that better prepares young people with skills
they need upon entering the workforce. Work-based learning experiences such as apprenticeships
and internships offer a great opportunity to do this.” More detailed information on the impact on
the community, see Appendix C, Exhibit 7).

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Analysis Tools
In the project, we learned about the many factors that have led to the student dropout
rates. We learned about this through our research and by having meetings with the client. In the
process of the project, we have gained a lot of very impactful information including the fact that:
a) Dropouts occur all around the United States mainly among high school students.
b) Many districts are working along the clock to solve these issues including Massachusetts
and Texas.
We also learn about the many different factors that have led to a significant increase among the
student dropout rates. The main factors include:
a) Demographics: Mainly minorities (Latino and African American)
b) Family background: Parent’s influence, single parent households, income, and work
obligations.
Overall, the most important source of information that we have gained is that the main
factor of students dropping out are the parent’s influence. The parents do not motivate their
children to attend school. The parents either do not care, are too financially unstable to, or have
too work countless hours. These students are failing. Schools try to contact the parents about the
failing students but the parents ignore them. The problem does not mainly involve the students
but the school’s interaction with the parents and it needs to be solved before it’s too late for the
students to succeed.
Recommendation:
As a team, we have discovered many solutions in order to fix the problem. We provide
our solutions through gathering three different types of recommendations. Our first
recommendation is to develop mentorship programs in order to help students to stay focused on

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their education. We decided to implement this source through Federal grant programs in order to
obtain the funding to create the programs to serve students. Our second recommendation is to
develop to create volunteer programs in order to help support the Grad coaches. The volunteers
should be parents and community residents. Schools can use this strategy in order to gain more
parent involvement within the school. Our final recommends is to work in creating workforce
involvement opportunities for students in order to promote more student involvement while
helping to reduce the dropout rates. The resource guide is the foundation for the beginning of the
process in obtaining the steps to meet and complete those recommendations.
Models of Analysis:
Model # 1 Force Field Analysis: A useful decision making technique. It helps a company to
make a decision by analyzing the forces that are for and against a change through the push and
pull factors of the situation. The push factors promote the situation while the pull factors create
resistance against it.
Incite Incorporated in working on gathering financial resources in order to prevent the
dropout rates of students in conjunction with the Salem Keizer District. As a company, working
to obtain the resources needed is extremely difficult because of limited time and funding. In the
process, there are many factors that promote this solution (Push) and there are many factors that
are creating resistance against this solution (Pull). Here is the analysis of the factors that are
currently impacting Incite within their actions:
Push Factors:
The push factors create initiative for the reasoning behind the decision. There are many
push factors that are involved in the project. The factors include positive benefits of students,

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student involvement in the workforce, improving the community of Salem, and inspiring the
students to stay in school. The positive benefits of students will involve helping them in the
subjects that they are struggling in, giving them the incentive to stay motivated, in order to
inspire them to figure out their path in life. If students are more involved in their education, then
school enrollment will increase which will improve the reputation among the Salem-Keizer
school District. Incite Incorporated is working in order to help the district in benefitting these
students to obtain their education despite the limited resources that are available to them.
Furthermore, the project will also help the students by giving them more opportunities of
employment. Incite is helping these students gain more opportunities in the workforce by
creating more resources in order to help them stay involved in school so that they can be
successful in life. They are also helping to better the community of Salem by developing the
mechanisms in order to help students gain jobs and educational opportunities.
In the foundational project, another push factor that incite can use is more resources in
order to help the students to stay motivated in school reducing the dropout rates overall. The
final factor that is being pushed is that more students will want to stay in school. This will help to
improve the graduation rate of students in the Salem Keizer District while also helping them to
improve their academic standing. The project will help to push the Salem Keizer District in a
better direction in the reduction of student dropout rates.
Pull Factors:
In the project, the pull factors are parents, volunteers, funding, and demographics. These
factors are creating resistance among the client within the organization. The parents are the main
push factor because they create more resistance among the failing students. A parent’s main role
is to set an examples for students in their education by being a role model. If the parents don’t

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care about the students, then the students won’t care about their education. Parents need to
realize how much of an impact that they will make within their child’s education but they ignore
them. Many students act out in order to get attention from their parents. It creates resistance
among them because they are getting ignored. If the students are getting ignored, they may be
acting out against them which creates more resistance within their academic career.
Another factor is that has created resistance is the lack of volunteer programs. The main
issue behind this is that that there are graduate coaches helping to get the students back in to
school, but there are not enough volunteers to support them with the process. This is due to the
lack of funding available to the schools. The school funds are not enough to hire volunteers to
help them with the organization. The lack of funding also creates resistance because the district
had to cut the programs that gave the students support when needed. The students who dropout
are left with no resources into helping them to become involved in school. This results in the
students forgetting about the importance of their education altogether.
The final form of resistance is demographics because most of the students feel labelled by
society by race and socio-economic status. The students are labelled as statistics which has
greatly unmotivated them to return back to school The issue alone had deeply affected the
students within the process of the dropout rates which is greatly hurting the Salem Keizer School
District in the long run. They need to analyze these push factors in order to help improve their
organization before it is too late to help these students academically.
Model # 2 Langdon’s Language of Work Model: An extension of framework that provides an
analysis of the gap between the actual and desired performance of the organization.
Business Unit (Organizations Involved and the what of the Organization)

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 Incite Incorporated: Specializes in the workforce practices by helping the citizens of
Salem through employment. They are the initiators of the Drop out Recovery Project in
gaining resources for student who are at risk.
 Salem Keizer School District: Specializes in having many different schools throughout
the state of Oregon ranging in grades K-12. The district is currently suffering from a huge
amount of loss of the dropout rates among students and limited funding of programs. The
funding is definitely needed in order to allocate the resources in order to prevent the
dropout rates.
Core Processes (The How of the Organization);
In conjunction in solving the dropout rates, Incite Incorporated and the Salem Keizer
District has created a project by gathering funding sources in order to help to serve the students
and improve the community. So far, they have looked at different schools throughout the United
States and compared their strategies analyzing what they need to work on in order to solve the
problem. On school that they have looked at is in Kent, Washington. This school has
implemented the same project at a store front but not by a school. Both companies have uses
their core process by separating the project in to four different tasks gathering data on the
students. They worked in order to implement a solution but were unable to achieve it due to the
busyness of their own tasks. The output that they want to produce in the project is reducing the
dropout rates in the future. The tasks were handed to us in completing the project.
Individuals Involved:
 Tony Frazier: CEO of Incite

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 Kelly Carlisle: Super-Intendent of the Salem Keizer School District
 Jason Weeks: Principle of the Roberts High School
 Larry Ramirez: Director of the High School District
 Ron Pahle: Lead Teacher at the Downtown Learning Center
 Jim Eustrom: Vice President of Chemeteka Community College
 Nicole Pierocki: Intern/ AmeriCorps Volunteer at Incite Incorporated
 Grad Coachers
Work Groups:
Professional:
 Administrators who gathered the data for the project
 Incite Incorporated
 Salem Keizer School District
Support:
 Graduate Coaches: Worked side-by-side with the students who have dropped out or at
risk of dropping out.
 Teachers and Faculty: Guide the students educationally through education.
Facilitative:
 Tony Frazier and Kelly Carlisle: Created the project as a team in order to improve the
student’s education.
Executive:
 Jason Weeks: Knew how to access the Excel data in the project.

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Model # 3 5 Steps to Conclusions and Recommendations: An overview of the results and
analysis that was gathered through the findings of the project. The results were set in five steps.
1.) Observe and assert: As a team, we each observed the practices the occurred within each
meeting that we attended. In the first meeting, we observed how passionate Frazier was in
implementing the project. He was very insightful in gathering the data that we collected
in the process. We were well on our way to getting started. In the second meeting, we
observed Carlisle in his insights of gathering data from students within the past few
years. We also had the opportunity to see the Faculty in action working with the students
who are in danger of failing which created our plan of assertion.
As a team, we asserted a plan in order to complete deadlines that was set. We
implemented this process through communication and support by scheduling meetings
and send kind reminders in order to get the tasks done.
2.) Test for validity: As a team, we also tested for validity by creating a work structure
within our meetings in completing the tasks. We split each task in teams and worked to
complete the deadlines testing our research through gathering primary and secondary
data.
3.) Develop evidence: As a team, we developed evidence through detailed note taking and
research. In our research, we have developed evidence to gather details in composing our
conclusion by developing the overall recommendations of the project.
4.) Draw Conclusions: We drew conclusions through our meetings of discussion and
research. From our conclusions, we developed a three recommendation in order to help
solve the needs of the clients.

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5.) Make Recommendations: As a team we made a total of three recommendations which
are:
a. Funding sources: For the implementation of afterschool/ mentorship programs. Re
recommend this through the implementation of the Federal Grant program.
b. Volunteer/Parent Education: In order to get more parents involved within their
child’s education and to gather more support for the school’s grad coaches.
c. Workforce opportunities To get students more involved in school by motivating
more workforce opportunities.
Implementation
In regards to implementation of funding sources, Incite can apply to the grants outlined in
Appendix A. Additionally, they can sign up for grant alerts through government and private
websites. This will allow Incite to increase their chances of applying to grants that are most
related to the mission and vision of their organization.
In order for Incite to secure corporate sponsors, they will need to reach out to companies
in the Salem-Keizer area who are willing to have high school students and recent graduates
intern or work full-time in order to gain necessary workforce skills. Second, they will need to
develop a value proposition for these potential corporate sponsors. As stated in the
recommendation, companies will enhance their brand and image in the community by
collaborating with Incite, and they will also be able to obtain tax benefits. After a sponsor is
selected, it is vital that all expectation, obligations, and deliverables are discussed and put in a
contractual agreement in order to ensure that both parties agree to the same terms and conditions.

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To begin the volunteer and mentorship program, we recommend Incite starts by reaching
out to local universities and successful recent high school graduates. These students can be great
role models for current high school students because they can empathize with individuals who
may have or may be thinking about dropping out of school. They can show the short term and
long term benefits of staying in school. This positive influence outside of the classroom has an
ability to decrease dropout rates. A clear example of the volunteer program is Willamette
Academy (See Appendix D, Exhibit 1). This program was developed to help first-generation
college students. It can be used as a model to incorporate reading, writing, math, and science
volunteers in the schools.
There are many successful youth mentorship programs in the United States, however, a
clear example is the Big Brothers and Big Sisters program that operates throughout the U.S. (See
Appendix D, Exhibit 2). The success rate outlined in the appendix demonstrates how a mentor
who provides a positive influence in a child’s life can be significantly influential over the course
of their high school career.
In addition to the volunteer and mentorship programs, we recommend developing a
parent education program. The first step is to reach out to parents through school databases and
holding regular seminars for parents to attend. In order to do this, Incite will need to be educate
parents on the importance of motivating their children to stay in school. This education can
consist of the short term and long term benefits of a high school benefits. It can also teach
parents about post-graduation opportunities for students. It is important to acknowledge that
student engagement begins with the family. If the parents are not involved in the process of
motivating and guiding their student, they are more likely to dropout of school.

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By implementing each of these recommendations, Incite will not help with decreasing
dropout rates in the near future, it will lead to a continued decrease in dropout rates in the years
to come.

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Appendix A
Exhibit 1: Project Charter:
GSM 6229-01: Principles of Management Consulting
FIELD PROJECT PROPOSAL
DATE 9/25/2015
GROUP
MEMBERS
1. Cherise Hunter
2. Rachel Vermeulen
3. Ryan Morgan
4. Weaam Alajaji
BUSINESS /
ORGANIZATION
Incite Inc.
Tony Frazier CEO
PROJECT
PROPOSAL
Create a proposal for partnership with the Salem Keizer School District
in an effort to assist re-engaging young people in education and work
experience, that includes:
1. Research potential funding sources available to K-12 institution
that can be utilized for drop out recovery efforts.
2. Research and compile drop out data for the state and Mid-valley
Workforce Region (Linn, Marion, Polk, and Yamhill Counties) to
support a case for investments in recovery efforts.
3. Research to understand workforce development efforts in the
local region and how those efforts support development of the
emerging workforce (WIOA Legislation)
4. Create a document outlining alignment opportunities that includes
at least 3 models where workforce boards have implemented
collaborative funding for drop out recovery and workforce
development purposes.

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Exhibit 2: Project Definition
PROJECT DEFINITITION
PROJECT NAME Consulting project for Incite INC
PROJECT
MANAGER
Tony Frazier
CONCEPT
Finding Federal Funding Sources and other work development programs that
have proven to be successful.
OBJECTIVES
1. Project plan – research for funding resources,data,and plan of action.
2. Force field Analysis and Stakeholder Analysis with detailed descriptions
and suggestions for overcoming resistance.
3. Work breakdown structures.
4. Implementation plan.
DELIVERABLES
1. Research potential funding sources available to K-12 institution that can be
utilized for drop out recovery efforts.
2. Research and compile drop out data for the state and Mid-valley Workforce
Region (Linn, Marion, Polk, and Yamhill Counties) to support a case for
investments in recovery efforts.
3. Research to understand workforce development efforts in the local region
and how those efforts support development of the emerging workforce
(WIOA Legislation).
4. Create a document outlining alignment opportunities that includes at least 3
models where workforce boards have implemented collaborative funding
for drop out recovery and workforce development purposes.
METRICS
Economy: develop funding program using different resources.
Efficiency: create a program can ensure students graduating and provide
training courses.
Effectiveness: link the graduate students statistic data with WIOA
opportunities
PRIORITIES
1. Research for finding resources.
2. Collecting drop out students data for the four counties (Linn, Marion, Polk,
and Yamhill Counties).
ASSUMPTIONS
1- The funding resources that help Incite to create a job opportunity fore the
youth.
2- Finding the reasons that cause student drop off.
3- Finding WOIA in Oregon.

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Exhibit 3: Stakeholder Analysis
STAKEHOLDER ANALYSIS
Project Position
Stakeholder Name Pro Anti Neutral Reason(s) for Position Strategies to Gain Support
Tony Frazier  Incite CEO Open Communication
Kelly K. Carlisle 
Assistant Superintendent
Salem Keizer Public
School
Open Communication
Jim Eustrom 
Executive Dean, Student
Development & Learning
Resources
Open Communication
Jason Weeks 
Robert High School
Principal
Open Communication
Larry Famirez 
Director, High School
Education
Secondary Education
Open Communication
Veronica Rosas  Program Associate Open Communication
Ron Pahle  Lead Teacher Open Communication

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Appendix B: Literature Survey
Through secondary research we found five useful models that have proven to be successful for
opportunity youth. These models are: the AVID model, the 6 Pillars for Dropout Prevention, Re-
Engaging youth through education, Competency-Based Education Model, and Causes of High
School Drop-Out Model.1
Model 1: AVID Model
This model is designed to make college accessible to all students who are traditionally
underrepresented in higher education. This approach uses research‐based strategies and
provides more than 30,000 coaches annually with training and methodologies that help students
exceed education abstracts, develop critical thinking, and literacy. In order to
prepare students for return to study AVID trains their coach’s to use proven practices,
and build relationships with students this will ensure the success of education process.
Incite would be able to use this model to incorporate analytical skills and training into
youth curriculum in order to re-engage them in the classroom as well as help develop work sills.
Model 2: 6 Pillars for Dropout Prevention
This model was created by workforce organization called Jobs of the Future in which different
pillars were created in order to prevent dropout prevention among high school students.
The model was very effective because it was used in many school districts throughout the United
States including Texas and South Carolina. The strategies implemented will help in developing
key ideas for dropout prevention and also give a foundation to help solve the issue for years to
come. The 6 Pillars Are:
1. Reinforce the right to a public education
2. Count and Account for Drop Outs
3. Use graduation and off-track rates to trigger a transformative reform
4. Invent new models in order to reinforce educational policy
5. Accelerate Preparation for post-secondary success
6. Provide stable funding for systemic reform
The model is also affective because it gives a breakdown of what each pillar is, what factors
are needed for the model to work, and what programs that it applies to. The document also shows
what states used these pillars by displaying how it helps in their strategy. It will help to test these
pillars within the dropout rates first in order to see which one is the most effective in solving the
problem in the future.
Model 3: Re-engaging youth
The model of re-engagement was implemented in order to help re-engage students by
getting them more involved in their education. The model was created by the Massachusetts
school district and provides recommendations in order to help reduce the issue in the future. It
will help with the project because it has tips that will help students focus on school while also
involving the teachers/faculty as well. It also analyses the prevention rate of drop-outs with also
1 Please note these models are in no particular order.

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can help with the issue in the Salem-Keizer District as well. The tips to re-engage students and
prevent the rates are: 1. Maintain a focus of the student’s future after high school despite their
financial setbacks: Most students leave high school because of financial obligations. In response,
dropout recovery programs focus on the youth’s future after graduation by using real world,
career-oriented curricula. 2. To allow individualized and flexible academic programs: To address
the returning student’s needs, recovery programs offer flexible schedules and year around
learning at each student’s individual level. 3. To take a needs based and supportive approach:
Drop-out recovery programs use needs based assessments to properly identify and serve
returning youth through a case management model. 4. Integrate a link to the community
organization: Recovery programs use extensive support programs and wrap around services
typically through partnerships that ensure that all students learn. The model will be very useful in
helping to prevent the issue because it will enforce the schools to engage students in learning
over time.
Model 4: Competency-Based Education Model
The competency-based model offers students personalized learning opportunities such as
project-based and community-based learning, credit recovery competency-based learning
systems, and online blended learning. These strategies based on cred can be earned or awarded in
flexible ways that helps save both money and time.
Incite could use this model to partner with Chemeketa Community College to create a
program where students have the ability to take courses to finish their degree on their own
schedule. They would also be able to incorporate an online learning component to this program.
Model 5: Causes of High School Dropout Model
This model analyzes the different factors that can cause students to dropout of school.
The continued analysis of each of these factors by schools and school districts will lead to a
decrease in student dropout rates, in turn increasing the graduation rate. Primary factors involved
in dropout rates are: demographics, family factors, adult responsibilities, and educational
experiences.
After interviewing three of Salem-Keizer’s graduation coaches, our team discovered two
main causes of dropout rates in the area are: lack of parent education and motivation, and
demographics. Overall, a principal factor hindering students from attending school is lack of
motivation. Many students are unaware of the benefits a high school diploma can provide to
them in the long run, and therefore in the short term a job is a more appealing opportunity. Incite
can collaborate with the Salem-Keizer school district in order to routinely analyze the data and
track patterns in dropout rates. (See Appendix E for additional models).

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Appendix C
Exhibit 1: Dropout Rates in Oregon
School
Year Total # of students
Dropout
Count
Dropout Rate
%
Grade
Group County
2013-2014 178,581 7,055 3.95 9-12 State
2013-2014 1,001 63 3.95 9-12 Baker
2013-2014 2,998 42 3.95 9-12 Benton
2013-2014 19,951 697 3.95 9-12 Clackamas
2013-2014 1,497 57 3.95 9-12 Clatsop
2013-2014 2,595 54 3.95 9-12 Columbia
2013-2014 2,987 202 3.95 9-12 Coos
2013-2014 1,256 178 3.95 9-12 Crook
2013-2014 780 41 3.95 9-12 Curry
2013-2014 8,179 229 3.95 9-12 Deschutes
2013-2014 4,764 340 3.95 9-12 Douglas
2013-2014 95 2 3.95 9-12 Gilliam
2013-2014 299 6 3.95 9-12 Grant
2013-2014 345 15 3.95 9-12 Harney
2013-2014 1,308 29 3.95 9-12 Hood River
2013-2014 9,005 371 3.95 9-12 Jackson
2013-2014 1,006 52 3.95 9-12 Jefferson
2013-2014 3,493 189 3.95 9-12 Josephine
2013-2014 3,097 102 3.95 9-12 Klamath
2013-2014 350 9 3.95 9-12 Lake
2013-2014 14,452 578 3.95 9-12 Lane
2013-2014 1,592 75 3.95 9-12 Lincoln
2013-2014 7,739 294 3.95 9-12 Linn
2013-2014 1,537 81 3.95 9-12 Malheur
2013-2014 18,784 990 3.95 9-12 Marion
2013-2014 720 25 3.95 9-12 Morrow
2013-2014 27,075 1,160 3.95 9-12 Multnomah
2013-2014 2,194 57 3.95 9-12 Polk
2013-2014 79 6 3.95 9-12 Sherman
2013-2014 976 22 3.95 9-12 Tillamook
2013-2014 4,115 164 3.95 9-12 Umatilla
2013-2014 1,149 15 3.95 9-12 Union
2013-2014 266 0 3.95 9-12 Wallowa
2013-2014 1,083 65 3.95 9-12 Wasco
2013-2014 26,523 692 3.95 9-12 Washington
2013-2014 75 2 3.95 9-12 Wheeler
2013-2014 5,216 151 3.95 9-12 Yamhill

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Exhibit 2: Total number of students 2012-2013
Exhibit 3: Total number of students 2013-2014
22%
56%
6%
16%
TOTAL NUMBER OF STUDENTS 2012-2013
Linn Marion Polk Yamhill
23%
55%
7%
15%
TOTAL NUMBER OF STUDENTS 2013-2014
Linn Marion Polk Yamhill

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Exhibit 4: Dropout rates 2012-2013
School Year County
Total number
of students
Dropout
Count
Dropout
Rate
2013-2014 Linn 7,739 294 3.80%
2013-2014 Marion 18,784 990 5.27%
2013-2014 Polk 2,194 57 2.60%
2013-2014 Yamhill 5,216 151 2.89%
2013-2014 State 178,581 7,055 3.95%
Exhibit 5: Dropout rates 2013-2014
School Year County Total # of students
Dropout
Count Dropout Rate
2012-2013 Linn 7,356 277 3.77%
2012-2013 Marion 18,879 1,000 5.30%
2012-2013 Polk 2,105 63 2.99%
2012-2013 Yamhill 5,154 207 4.02%
2012-2013 State 178,225 7,086 3.98%
Exhibit 6: Percent Difference in Dropout Rates
County
Percent Difference in Dropout Rate 2012 &
2013
Linn 0.03%
Marion -0.03%
Polk -0.39%
Yamhill -1.13%
State -0.03%
-1.20%
-1.00%
-0.80%
-0.60%
-0.40%
-0.20%
0.00%
0.20%
Linn Marion Polk Yamhill State
PercentDifferencein DropoutRate 2012 & 2013

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Exhibit 7: Costs of High Youth Unemployment Rates in America
Appendix D
Exhibit 1: Willamette Academy
Mission
Willamette Academy reaches out to historically under-represented communities by empowering
youth who have the desire and potential to advance to higher education.
This academic program is designed to address a number of factors that may discourage certain
students from attending college or otherwise impede their academic progress. We are committed
to helping our students achieve at a level that will enable them to attend the four-year college or
university of their choice.
Our Programs
To carry our the mission and accomplish its goals, the Academy’s supports center on three
interrelated programs, considered to be its backbone or pillars. These are:
1) Ongoing academic support and tracking, with particular attention paid to college-
preparatory skills including those pertaining to writing, reading, math, science, and
technology;
2) Family and school support that promote the participation of parents, teachers, and
counselors in students’ academic lives;
3) Support and assistance in the college application process and obtaining financial aid.
Exhibit 2: Big Brothers Big Sisters Overview
Our Impact
Each time Big Brothers Big Sisters pairs a child with a role model, we start something
incredible: a one-to-one relationship built on trust and friendship that can blossom into a future
of unlimited potential. And thanks to the first-ever nationwide impact study of a mentoring
organization, we have the facts to prove it.
The Results
Researchers found that after 18 months of spending time with their Bigs, the Little Brothers and
Little Sisters, compared to those children not in our program, were:

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 46% less likely to begin using illegal drugs
 27% less likely to begin using alcohol
 52% less likely to skip school
 37% less likely to skip a class
 33% less likely to hit someone
They also found that the Littles were more confident of their performance in schoolwork and
getting along better with their families.
Exhibits
Exhibit 1: Funding Sources
In order for Incite to be able to fund new initiatives for youth and in order to continue to
fund these new programs, they will need additional funding. Our team has identified multiple
funding sources for Incite to utilize in order to achieve their goals.
For the majority of funding sources that we determined Incite may be eligible for, the
majority are in the form of federal grants. Without knowing Incite’s current eligibility status, the
first step would be to register the organization through Grants.gov. This is a process that takes
approximately 3-5 business days to become approved and will help identify specific grants that
Incite is eligible to receive. One great resources that is available to find potential federal grant
funding sources is the https://www.cfda.gov/ database. This website database contains a
comprehensive list of potential federal grants that can be separated out by keyword phrase,
agency type, and assistance type. This resource helps to identify specific programs that Incite
may be qualified to apply for.
However, we found it is more likely that a not for profit will receive grants more often at
the state rather than the federal level. Grants at the federal and state level are constantly being
given out and updated, so it is important to constantly staying updated on what grants are
available. http://sos.oregon.gov/archives/Pages/shrab-grantslist.aspx is a website that offers
detailed descriptions of state grants. In order to be eligible for state level grants, a not for profit
organization must be registered through the secretary of state and potentially the Department of
Justice within the state of Oregon. This process includes an annual renewal with the state,
registration of tax information (proof of 501(c) (3)), and fulfilling insurance requirements. This
is most likely a process that Incite has already been through before, but are essential to address
when applying for state grants.
Another potential option for funding sources of this program would be through private
grants. There is a lot potential for funding in this area because of the high volume of grants that
are offered. Just in the Community and Economic Development category, there are close to 100
grants that Incite may be eligible to receive in the state of Oregon. However, large corporations
throughout the state offer the majority of these grants and they may be very competitive to
receive. Other examples of private grants include: After-School Advantage Grants, AIAA
Foundation, Annie E. Cassie Foundation, and many more. (See Appendix B, Exhibit 1).

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Exhibit 2: Work Development Programs
In order to engage students in the most effective way possible, youth workforce
development programs are an important aspect of developing students’ interest in academics, as
well as knowledge of the importance of completing their high school education. To find the most
effective structure for youth work development programs, we analyzed two successful youth
programs throughout the United States.
Workforce Innovation and Opportunity Act
According to the National Collaborative on Workforce and Disability (NCWD), “work
experiences are a critical component of preparing youth for transition to adulthood.” This can be
seen in numerous jobs throughout the United States. Although students are gaining the
knowledge in the classroom, they are not learning the soft skills necessary to obtain a job after
high school. Youth who decide to dropout of high school also are at-risk for lacking these soft
skills because they are not commonly found in public school curriculum. In order to help combat
this problem, the NCWD has identified key strategies that will help engage students not only in
the classroom, but in the workplace as well (See Appendix C, Exhibit 1).
Youth Guidance (YG) is located in Chicago, Illinois. It was founded in 1924, and
currently serves over 14,000 students in more than 70 public schools in the Chicago area. It has
proven to provide outcome-driven, school-based results to low-income, at risk youth through
strategically created programs. Their mission is to “create and implement school-based programs
that enable at-risk children to overcome obstacles, focus on their education and, ultimately, to
succeed in school and in life.”
YG’s Project Prepare program is focused on preparing high school students for post-
secondary education, and future work opportunities. The program is 12 months, and the
curriculum focuses on important skills such as career awareness, job training, and job placement
(See Appendix C. Exhibit 2 for full details). The program currently serves over 300 students
between the ages of 15 and 19 in five high schools throughout the Chicago area.
In addition, as part of the Project Prepare program, in 1989 YG created the YG Loop
Discovery Search. This program educated inner-city youth on the Chicago “Loop” business
district. The program serves more than 1,000 youth throughout Chicago school districts. This
experience provides the students with the ability to gain skills such as critical thinking, time
management, and decision making (See Appendix C, Exhibit 3 for more information).
Another successful work development program targeted at youth is the Youth Workforce
Program located in Vancouver, Washington. The school district acknowledges that high school
graduates lack the soft skills to get hired right after graduation, and in order to solve this issue,
they have developed a program where youth are able to gain real world experience. The program
is 9 to 18 months, and the skills gained prove valuable in either post-secondary education or the
real world workplace. The Youth Workforce Program’s Workforce Development Specialists
work individually with each of the students to understand their goals and interests in order to
tailor the program to their needs. During the program the youth are exposed to different career
paths, businesses, job opportunities, and leadership development. In order to join the program,
the youth must be between the ages of 16 and 24 years old, be low income or disable, and meet
at least one of the other specified criteria (See Appendix C, Exhibit 4). In addition to these

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criteria, the youth must provide multiple official documents in order to apply (See Appendix C,
Exhibit 5).
The Youth Workforce Program in Educational Service District 112 in Vancouver,
Washington is funded by the Southwest Washington Workforce Development Council
(SWWDC). Their mission is “to provide economic development through a trained and
productive workforce…” which articulates the goals of the Vancouver school district’s youth
development program.
Each of these programs provides a better understanding of the necessary structure and
qualifications needed in order to create a successful youth work development program.
In order to engage students in the most effective way possible, youth workforce development
programs are an important aspect of developing students’ interest in academics, as well as
knowledge of the importance of completing their high school education. To find the most
effective structure for youth work development programs, we analyzed successful youth
programs throughout the United States.
Exhibit 3: Oregon Workforce Programs
Oregon provides seven local workforce investment sites. Every local workforce has a board
of directors supervise WIOA services that they can afford in their local areas. These main roles for
LWIB’s coordinate program are to serve and provide opportunities for job seekers and business
customers by creating a network of Work Source Oregon centers.
By working closely with Oregon Employment Department and local Work Source Oregon
Centers, Community Services Consortium (CSC) offers job search assistance to the people who
live in Linn, Benton and Lincoln counties that were unemployed, especially youth who just start
out their careers and also to people who are dislocated from long-term employment.
Community Services Consortium (CSC) determines one main goal, which is assisting all
job seekers to secure employment and promote job skills. CSC provides services such as
developing resumes, practicing interviews and identifying job guide. Also CSC provides training
programs to prepare the jobseekers for the challenge of job by building confidence and care. CSC
is trying to help job seekers find their interests.
It provides financial aid, information and referral services, and confidential financial
counseling for the unemployed who are struggling with finance issues such as paying their
mortgages or rent.
In order to start a job search, applicants should first complete the registration process
including creating Profile on iMatch Skills, and meeting with a Work Source Oregon staff member
and the process should be under the collaboration with their Work Source Oregon Center. (See
Appendix C, Exhibit 6).
The next step for CSC is to start reviewing WIN skills to determine whether the applicants
are eligible for the National Career Readiness Certification (NCRC Certificate), which is required
to many Oregon employers. CSC is trying to collect as much information as possible about the
applicants’ work history and skills to ensure finding the right jobs.
CSC continues to prepare the applicants by providing workshops that concentrate on the
tools of job search, such as completing a job application, developing a resume, and practicing for
a job interview. Furthermore, CSC and its staff help the applicants to explore what their next steps
should be after a job loss by offering career exploration, which contains computer-based
assessments. Additionally, CSC staff attempt to support the applicants by referring them to other
CSC services such as Housing, Energy Assistance and their Youth Programs and also to other

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service organizations such as Vocational Rehabilitation, the Department of Human Services, and
other community resources.
CSC provides a program called “hire first, train later” program on-the-Job training help the
applicants to learn and get the necessary skills and job experience by sending the applicants to
particular occupation with a private sector employer. In order to motivate the new applicants and
make them like the job experience, CSC offers wage assistance to the new applicants and that will
help improve the applicants’ productivity. At last this will get the applicants to successful
completion of the training. Finally, Workforce Innovation and Opportunity Act funds CSC’s
vocational scholarship. Applicants will be eligible for this scholarship depending on the
availability of the scholarship. The maximum fund for this year is $2,500 and the winner could
utilize the Scholarship money for tuition fees, books, and supplies.
Other attempts for WIOA is the @LIKE project that aims to reconnect drop-off young
adults from education. Using strategies that have positive effect on drop-off young adults to
concentrate on program alignment through various stakeholders to serve drop-off young adults
with the utmost barriers.
@LIKE is a Workforce Innovation Fund project serving drop-off youth with the ages
between18 and 24 in Riverside, San Bernardino and Imperial Counties in California. This project
is authorized by the Full-Year Continuing Appropriations Act, 2011 (P.L. 112-10) to assist
innovative approaches that concentrate on design and delivery of employment and training
services that result in long-term improvements in outcomes for job seekers and cost-effectiveness
that will impact positively on the performance of the public workforce system.
In early 2013, the first generation of the young adults enrolled in @LIKE , the main goal
for this project is to enroll 60% of the young adults in the age range of 22-24 and this will extend
the upper age limit for youth from 21 to 24 with the newly-passed Workforce Investment and
Opportunity Act (WIOA). Furthermore, this project offers early lessons that concentrate on the
recruiting challenges, additionally; they provide services to an older young adult to help them find
job opportunities.
Exhibit 4: Private Grants
# Program Title Agency/Office Types of
Assistance
Date
Modified
Date
Published
17.259 WIA/WIOA Youth
Activities
Department of Labor /
Employment Training
Administration
A - Formula
Grants
8/20/15
5:01
1/1/01 0:00
17.274 Youthbuild Department of Labor /
Employment Training
Administration
B -
PROJECT
GRANTS
8/21/15
5:00
1/1/07 0:00
84.060 Indian
Education_Grants
to Local
Educational
Agencies
Department of Education /
Office of Elementary and
Secondary Education
A -
FORMULA
GRANTS
8/22/15
5:00
1/1/80 0:00
84.360 High School
Graduation
Initiative
Office of Elementary and
Secondary Education
B -
PROJECT
GRANTS
8/29/15
5:01
1/1/02 0:00

Final Report
42
84.411 Investing in
Innovation (i3)
Fund
Office of Innovation and
Improvement
B - Project
Grants
8/29/15
5:01
5/15/11
5:00
Exhibit 5: NCWD Strategies & Tools
Exhibit 6: YG Project Prepare
National Collaborative on Workforce and Disability (NCWD)
Strategies & Tools for Providing Work Experiences
 Programs prepare youth for work experiences through training and guidance in soft skills.
 Some programs also train youth in technical skills, or hard skills, needed for specific
career pathways or work settings.
 Program staff devote significant time to developing and maintaining relationships with
employers.
 Programs clearly communicate what is expected of employers, youth, and families before
the start of a work experience.
 Programs carefully match youth to work experience opportunities based on individual
interests and skills.
 Programs provide on-going support to youth and employers throughout the work
experience.
Program Project Prepare
Timeline 12 months
Curriculum Career Awareness
Job Readiness Training
Job Placement
Retention and Follow-Up Service
Financial Literacy Education
College Application Seminars
Part-Time Employment Opportunities
Counseling
Case Management
Schools Served Harper High School
Kelvyn Park High School
Marshall High School
Roberto Clemente Community Academy
Wells Community Academy

Final Report
43
Exhibit 7: YG Loop Discovery Search
Program YG Loop Discovery Search
Students served 1,000
Skills gained Teamwork
Critical thinking
Time Management
Decision Making
Conflict Management
Navigation
http://www.youth-guidance.org/here/?t2t_feature=youth-workforce-development
Exhibit 8: Youth Workforce Program Qualifications
Program: Youth Workforce Program
Location: Vancouver, WA
Qualifications necessary:
1) 16 – 24 years old
2) Low income or disabled
3) And one of the following
a. Basic skills deficient
b. Pregnant or Parenting
c. Homeless
d. Foster Youth
e. Drug or Alcohol Affected
f. Juvenile Justice Involved
g. Limited English
h. School Drop-Out or Truant
Exhibit 9: Youth Workforce Program Documentation
Program: Youth Workforce Program
Location: Vancouver, WA
Required Application Documents
1) Proof of income (past 6 months)
2) Photo ID (State or School ID)
3) Proof of age (if it isn’t on your photo ID)
4) Proof of address (if it isn’t on your photo ID)
5) Proof of citizenship
6) Original signed Social Security card
7) Proof of selective service registration (for males 18 or older)

Final Report
44
Exhibit 10: Application for Oregon Workforce Programs
tep 1-Application will be reviewed for Required Documents and Disqualifiers
A: Required Scholarship Documentation (CSC Scholarship Application page 10 )
Customer must provide a copy of the following:




 ou submitted one
B: Disqualifiers for Scholarship (CSC Scholarship Application-bottom of page 10)
 
 
to
complete training.
 
employment
opportunities in Linn, Benton or Lincoln County.
 
opportunities.
  tificate, or significant work experience in an occupation
in which OLMIS data indicates a highly positive outlook and applicant has no barriers
preventing a return to work in this occupation.
  ading to employment.
 
Scholarship is
exhausted.
 
Trade Act representative for training assistance.
 
not be a barrier to gain employment in new occupation.
 
 
_________________________________________________________________

Final Report
45

Final Report
46
Bibliography
2014, January. IN THIS TOGETHER: (n.d.): n. pag. Young Invincibles, Jan. 2014. Web. 1 Dec.
2015.
"Competency-Based Learning or Personalized Learning." Competency-Based Learning or
Personalized Learning. Accessed November 26, 2015.
"Dropout Rates in Oregon High Schools - Oregon Department of Education." Dropout Rates in
Oregon High Schools - Oregon Department of Education. Oregon Department of Education, n.d.
Web. 24 Nov. 2015.
Forgotten Ideals." Economic and Political Weekly 44.34 (2009): 6. Rennie Center for Education
and Research, 2012. Web. 1 Nov. 2015.
"Inside WA." Willamette Academy:. Willamette University, n.d. Web. 01 Dec. 2015.
Stark, Patrick, and Amber Noel. "High School Dropout, Graduation, and Completion Rates."
(2011): n. pag. National Center for Education Statistics, June 2015. Web. 20 Nov. 2015.
"We Are Here to Start Something." Big Impact—proven Results - Big Brothers Big Sisters. Big
Brothers Big Sisters, n.d. Web. 01 Dec. 2015.

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