RES 1997-2418 - Contract with MCC/Job Clearinghouse for school-to-work transition training A2e0 2hr /97rteme,,e4
°MAHA,N
`4 Job Training of Greater Omaha
RECE"� - 2421 N 24th St
1^`'` "fi7 Omaha,NE G8110-2282
"CC.1''`jam g-� u {I{ �� t 1 8 (402) 110-2282
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Telefax(402)444-3755
A° 4.
�4.ED FE110t. ry 1.� j�I . �'t i�, Diane L.Thomas
+ i; , Pe'w � Director
City of Omaha a � � °
Hal Daub,Mayor
Honorable President
and Members of the City Council:
The document before you is a cost reimbursable contract between the City of Omaha/Job
Training of Greater Omaha and Metropolitan Community Coi!ege/Job Clearinghouse to provide
school-to-work transition training to 25 in-school JTPA eligible youth ages 16-21, from July 1,
1997 through June 30, 1998, in an amount not to exceed $33,570. The objective is to assist
youth to develop needed workplace skills and a successful transition from high school into
entry-level, career-path employment.
During the above period, the contractor will provide workshops in basic skills, job shadowing,
pre-employment/work maturity skills, career focused guidance, and mentoring support. The
participants will be exposed to various post-secondary educational options. Ninety percent
(90%) of the students will complete the program and graduate from high school.
is
The contractor has on file a current Annual Contract Compliance Report Form (CC-1). As
City policy, the Human Relations Director will review the contractor to ensure compliance with
the Contract Compliance Ordinance. -
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Your favorable consideration of this document will be appreciated.
Respectfully submitted, Approved:
7/7/9-7
Diane Thomas, Director Date George av , Director Date
Job Training of Greater Omaha Human elations -�''
Approved: Referred to City Council
for Consideration
7 • 17?-/
Louis A. D'Ercole ba e Mayor's Office/Titl ate
Finance Director N�ry
e
AGREEMENT
This Agreement is made and entered into the 1st day of July, 1997,by and between the City
of Omaha Job Training of Greater Omaha (hereinafter referred to as"JTGO") and Metropolitan
Community College/Job Clearinghouse (hereinafter referred to as "Contractor").
RECITALS
WHEREAS, the City applied to the Nebraska Department of Education for funding for a
project entitled "School to Work Transition-- Job'Clearing House"; and,
WHEREAS, on June 16, 1997, the Nebraska Department of Education awarded JTGO a
grant in the amount of$39,976.00; and,
WHEREAS,Metropolitan Community College/Job Clearing House submitted a proposal to
provide school to work transition training to 25 Job Training Partnership Act participants for a
contract price,not to exceed$33,570.00; and,
NOW, THEREFORE, in consideration of the mutual covenants and agreements herein
contained, JTGO and the Contractor mutually undertake and agree as follows:
1. DUTIES OF THE CONTRACTOR
The Contractor agrees to do the following along with all other obligations expressed or
implied in this agreement:
A. The Contractor shall perform the services set forth in the document attached hereto
as Exhibit "A" and by this reference incorporated herein as though fully set forth entitled
"Metropolitan Community College/Job Clearinghouse: School-To-Work Transition Program. This
is the sole source,cost reimbursable contract,to provide school-to-work transition training to 25 Job
Training Partnership Act eligible youth. Contractor will take all reasonable means to insure the
following goals are met:
1. Twenty-five high school seniors will be enrolled in the program during the
program year.
2. Participants served-25
3. Participants completing - 23
4. Participants attaining employment competency - 23
5. Participants placed - 23
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B. The Contractor shall submit to JTGO written reports on the progress of the
Contractor's project. Such written reports will be due fifteen-days following the end of each calendar
quarter. All written reports shall be addressed to Diane Thomas, Director, JTGO, 2421-23 North
24th Street, Omaha,NE 68110.
C. The Contractor assures that it shall be liable to repay all funds provided by this grant
agreement which are determined to be a wrongful expenditure of funds due to: (1)willful disregard
of the Job Training Partnership Act and its implementing regulations, (2)willful disregard of state
and local laws,rules or regulations,(3)gross negligence,or(4)failure to observe accepted standards
of administration.
D. The Contractor assures that it will fully comply with 41 CFR 29-70 and retain all
records,books of account, and other documents related to the Agreement for a period of three years.
If prior to the expiration of the three-year retention period, litigation or an audit has begun, the
records, books of account, and documents relating to the grant agreement will be retained until the
litigation is complete and audit findings are resolved.
E. The Contractor assures that it will fully comply with Title VI and VII of the Civil
Rights Act of 1964, Title IX of the Education amendments of 1972, Section 504 of the
Rehabilitation Act of 1983,and the Age Discrimination Act of 1975. The Contractor further assures
that no person associated with this grant shall be excluded from participation in, denied the benefits
of, subjected to discrimination under, or denied employment because of race, color, religion, sex,
national origin, age, handicap, political affiliation or belief and that all programs under this grant
shall be open to all citizens and nations of the United States, lawfully admitted permanent resident
aliens,lawfully admitted refugees,parolees and other individuals authorized by the Attorney General
to work in the Untied States.
F. The Contractor assures that it will give the City of Omaha/Job Training of Greater
Omaha, Nebraska Department of Education and the Nebraska Department of Labor or its
representatives the access to and the right to examine all documents related to this Agreement.
G. The Contractor assures that it will comply with federal, state or local laws governing
applicable licensing, taxation and insurance requirements.
H. The Contractor assures it will comply with the Hazardous Occupations Orders issued
pursuant to the Fair Labor Standards Act and set forth as 29 CRF 570.50 with respect to the
employment of youths under 18 years of age and the Child Labor Standards of 29 CFR 570.31.
I. The Contractor shall not discriminate against any employee or applicant for
employment because of race, religion, color, sex, national origin, age, handicap or political
affiliation. The Grantee shall take affirmative action to insure that applicants are employed and that
employees are treated during employment,without regard to their race,religion, color, sex, national
origin, age, handicap or political affiliation. As used herein the word "treated" shall mean and
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include, without limitation, the following: recruited (whether advertising or by other means)
compensated; selected for training, including apprenticeship; promoted; upgraded; demoted;
downgraded;transferred; laid off; and,terminated. (Such action shall include, but not be limited to
the following: Employment, upgrading, demotion, or transfer, recruitment or recruitment
advertising; layoff or termination; rates of pay or other forms of compensation; and selection for
training including apprenticeship.) The Grantee agrees to and shall post in conspicuous places,
available to employees and applicants for employment, notices setting forth the provisions of this
nondiscrimination clause.
J. The Contractor will, in all solicitations or advertisements for employees placed by
or on behalf of JTGO, state that all qualified applicants will receive consideration for employment
without regard to race, religion, color, sex, national origin, age,handicap or political affiliation.
K. The Contractor shall send forth to each labor union or representative of worker with
which he has a collective bargaining agreement or other contract or understanding notice advising
the labor union or worker's representative of the Grantee's commitment under Section 202 of
Executive Order 11246 of September 24, 1965, as amended, and shall post copies of the Notice in
conspicuous places available to employees and applicants for employment.
L. The Contractor shall, in accordance with Omaha Municipal Code Section 10-162,
maintaining records and accounts, including property,personnel, and financial records, to assure an
account of all contract expenses;make such records and accounts available for audit purposes to the
finance director, or any authorized Job Training of Greater Omaha representative; to retain such
records and accounts for a period of five years; submit to Job Training of Greater Omaha progress
reports on a quarterly basis of all activities and functions for which funds of the city are received;
submit to the Job Training of Greater Omaha a contract completion report; and be subject to all
federal and local legislation prohibiting discrimination including title VI of the Civil Rights Act,the
fair employment practices ordinance (sections 13-88 through 13-103) and the provisions of the
Home Rule Charter of the City of Omaha, 1956.
2. COMPENSATION
A. In consideration of timely performance hereunder,the City agrees to pay an amount
not to exceed the sum of$33,570.00.
B. In order to receive payments hereunder, Metropolitan Community College/Job
Clearinghouse shall submit to the City an itemized statement and/or voucher reflecting the amounts
claimed to be due and owing provided,however,that no amounts shall be paid nor become due and
owing until the City has received,verified, approved and accepted said voucher or statement. Said
statements or vouchers shall be issued on or after the first day of each calendar month and shall
include only amounts claimed for performance rendered during the immediately preceding month.
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C. In no event shall the City become obligated to make any payments nor shall any
claims or rights accrue hereunder, at any time, for performance that has not already been rendered
in timely compliance with the terms and conditions of this contract. No claims or rights shall accrue
nor shall any amount become due and owing hereunder unless and until Metropolitan Community
College/Job Clearinghouse shall have first performed and thereafter submitted its statement and/or
voucher. All final reports must be submitted before final payment is made. Final reimbursement
requests must be submitted to JTGO on or before July 31, 1998.
D. It is understood and agreed that this contract is subject to and conditioned upon the
availability and receipt by the City of Omaha Job Training Partnership Act funds.
3. TERM
This agreement shall become effective on the date executed by all of the parties hereto; and,
shall terminate not later than June 30, 1998. Either party may immediately terminate this agreement
upon mailing written notice thereof to the other party; provided that in the event of such early
termination,the Contractor shall immediately return to JTGO all unexpended funds advanced to the
Contractor under this agreement.
4. INDEMNITY
The Contractor covenants and agrees to indemnify and hold harmless the City of Omaha, its
officers, agents and employees, its successors and assigns, individually or collectively, from and
against all liability for any fines,claims, suits,demands,actions or causes of action of any kind and
nature for personal injury or death, or property damage in any way arising out of or resulting from
the acts of the Contractor's own employees or agents, and the Contractor further agrees to pay all
expenses in defending against any claims made against the City of Omaha based on the acts of the
Contractor's employees or agents. The Contractor and City of Omaha shall give prompt and timely
written notice of any claim made or suit instituted which, in any way, directly or indirectly,
contingently or otherwise,affects or might affect the other parties.
5. CONFLICT OF INTEREST
The Contractor assures that no individual under its employment will exercise any function
or responsibility in connection with JTPA funded projects or programs if they have a personal
financial interest,direct or indirect, in this agreement nor will the Contractor hire any person having
such conflicting interests. The Contractor further assures that no council or board member will be
allowed to vote on any Job Training Partnership Act (JTPA) projects or programs under this
agreement where the member has personal financial interest direct or indirect.
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6. CAPTIONS
Captions used in the agreement are for convenience and are not used in the construction of
this agreement.
7. APPLICABLE LAW
Parties to this agreement shall conform with all existing and applicable Cityordinances,
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resolutions, state laws, federal laws,and all existing and applicable rules and regulations. Nebraska
law will govern the terms and the performance under this agreement.
8. MERGER
This agreement shall not be merged into any other oral or written agreement, lease, or deed
of any other type. This is the complete and full agreement of the parties.
9. MODIFICATION
This contract contains the entire agreement of the parties. No representations were made or
relied upon by either party other than those that are expressly set forth herein. No agent, employee
or other representative of either party is empowered to alter any of the terms hereof unless done in
writing and signed by an authorized officer of the respective parties.
10. ASSIGNMENT
Neither party may assign its rights under this contract without the express prior written
consent of the other party.
11. AUTHORIZED REPRESENTATIVE
In further consideration of the mutual covenants herein contained,the parties hereto expressly
agree that for the purposes of the notice, including legal service of process, during the term of this
contract and for the period of any applicable statute of limitations thereafter,the following named
individuals shall be the authorized representatives of the parties:
(a) Diana Thomas,Director
City of Omaha/Job Training of Greater Omaha
Omaha/Douglas Civic Center, Suite 300
2421-23 North 24th Street
Omaha,NE 68110
(402) 444-4700
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• (b) Richard Gilliland, President
Metropolitan Community College
Job Clearinghouse
P.O. Box 3777
Omaha,NE 68103-0777
(402) 449-8415
DATED this '5/7 day of c,c , 1997.
CITY OF OMAHA/JOB TRAINING OF
GREATER OMAHA
Diane Thomas, Director Date
METROPOLITAN COMMUNITY
COLLEGE/JOB CLEARING HOUSE
By I , S-1 (- 2 7
Richard Gilliland, President Date
ATTEST: CITY OF 0 i AHA
airt
/ By
�1
ity Clerk D to H.1 Daub, Mayor ate
kkg. n %!
APPROVED AS TO FORM:
/. (22/J/4 e= 797
Assistant City Attorney Date
P:\LAW\6539.SKZ
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METROPOLITAN COMMUNITY COLLEGE
Omaha Job Clearinghouse: A School-to-Work Transition Program
2. STATEMENT OF PROBLEM/NEED
A. Problem/Need
Prior to 1991, a critical need existed to bring area youth and businesses together to build a
successful workforce within the Omaha community. School-to-work transition programs were ideas in
their infancy, and plans to train workers for the coming century were limited by a labor force shortage
in the Omaha area. Six organizations—Metropolitan Community College, the Greater Omaha Chamber
of Commerce,Omaha Public Schools,the City of Omaha,the United Way of the Midlands and Omaha
Housing Authority formed the Omaha Job Clearinghouse (OJC) partnership to work with area
businesses to provide school-to-work transition services for high school youth.
Since its beginning in 1991,the Omaha Job Clearinghouse has grown from a small pilot project
involving 71 students into a comprehensive program offering a variety of school-to-work transition
services to over 22,000 students annually. Currently the OJC partnership includes over 850 local
businesses and community organizations who work together to provide career exploration activities,
internship opportunities,job skills training and job placement assistance to students from kindergarten
through twelfth grade.
Although the OJC has been successful in helping a large number of youngsters transition from
high school into the workplace,the problem still remains. Each year a new group of students faces the
l either into a job or into postsecondaryeducation. Assisting
of how to proceed after high school, J
these individuals to find entry level employment opportunities with career potential and/or viable options
for continuing their education is the cornerstone of the Omaha Job Clearinghouse School-to-Work
Transition program. In addition,the program encourages youth to see the positive aspects to staying in
high school and graduating.
The Omaha Job Clearinghouse and Job Training of Greater Omaha (JTGO) have created a
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C:\WINDOWSWERSONALITEMROIC fttiiO.07.00C Much 31.I997 2
successful partnership involving a teamwork approach that fulfills this goal. During the last four years,
the OJC and JTGO teamed to provide a very successful School-to-Work Transition program for
economically disadvantaged students. Last year,the program was integrated into the school curriculum,
focusing on students attending Benson High School. Students received all of the benefits of the
traditional program plus high school credit and an opportunity to make improved connections between
schooling and the skills required to be successful in the workplace. For the 1997-98 school year, the
structure of the program will remain the same, with a target population of 25 JTPA eligible students.
B. Evidence
Technology is producing major changes in American workforce needs, with today's careers
often demanding specialized occupational skills that are not always learned in four-year colleges. For
example, by the year 2000, about one in six jobs will require a bachelor's degree or more training.
Training for the remaining 84 percent of jobs will be acquired through vocational or applied technology
education,apprenticeship training,or on-the-job training. Further,the U.S. Bureau of Labor Statistics
forecasts that of the 147 million jobs available in the year 2005, only 32 million or 21 percent, will
require a four-year college degree. The largest and fastest growing segment of the emerging technical
workforce is occupations that do not require a four-year degree,and projections are that by the year 2007
individuals with a two-year degree will earn more than those holding bachelor's degrees. According to
an article about this new workforce in Fortune,since 1950 the number of technical workers has increased
300 percent and will represent one fifth of all employment by the year 2005 (Richman, 1994).
Within the Midwest, 50 percent of students entering four-year postsecondary education will
drop out after their first year,and only 25 percent will actually earn a bachelor's degree. Add to this the
statistic that only six percent of four-year college graduates end up working in a job within their major
area of study, and it is clear all students need to receive the school-to-work opportunities the OJC can
offer.
Career success depends not only upon acquiring skills in occupations in demand but also upon
individuals' workplace literacy skills. According to the U.S. Department of Labor Secretary's
CAWINDOWS\PERSONAL\TEMP\OJC-1TCO°7.(KK' March 71,1u77 ,Q 3
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Commission on Achieving Necessary Skills (SCANS)eight abilities, skills and personal qualities were
identified for career success. The list includes: basic skills and communication proficiency, ability to
think creatively and problem solve, a sense of individual responsibility, knowing how to allocate time
and materials,ability to work in teams,ability to organize and use information,understanding of social,
organizational and technological systems, and knowledge of how to select and apply technology to
complete specific tasks (American Careers, Fall 1995).
The Bureau of Labor Statistics projections of future job growth by the year 2005 predicts that
between 1994 and 2005,total employment will grow at a slower rate than during the previous 11-year
period. According to the Bureau,the majority of jobs added to the economy between now and the year
2005 will be in service industries such as business services, healthcare, and social services. The most
significant job growth will be in computer and data processing, personnel supply,janitoriaUcleaning,
healthcare and home healthcare services, and nursing and personal care facilities (December 1995).
VocationaUtechnical programs in automotive. welding, electronics, engineering, health occupations,
construction trades,and printing represent areas that are expected to grow faster than average and faster
than all other occupations through the year 2000.
The School-to-Work Opportunities Act(STWOA)created a challenge to develop a coordinated
system by which youth move from high school to further training and productive work. Implementing
this system requires redesigning much of the schooling process to make a visible,positive connection
between school and work and developing an educational system that assumes responsibility for all
students' economic futures (Vocational Education Journal, November/December, 1995). Giving
students a full range of school-to-work options can help them be better prepared to make career decisions
and define both short-term and long-term goals.
As the demand for skilled workers increases,the local available workforce is growing at a rate
of only one percent. Due to shifts in population growth as well as outward migration,the available labor
pool continues to shrink. This trend is compounded by the existence of not only a skills gap, but also
a transition gap. American youth are not keeping pace with the needs of employers, and there is a
C\WINDOWSPERSONAL\EMMOIC-lTGO.o7.rX)C March}I.190 �• ea)
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national need for a more efficient way of casing the transition of youth from school to work. These two
gaps are problems of great national significance being addressed locally through the OJC program.
C. Local Need
The Omaha Job Clearinghouse provides students with assistance to ensure they can progress
smoothly from school into the workplace by helping students see the connection between education and
one's career. These initiatives use both school-based activities and work-based career experiences as
integral parts of the regular school curricula and represent the coordinated effort existing among
business,education and community organizations to provide resources to assist students in their career
activities.
As the OJC project has evolved,several new directions have emerged that will strengthen the
program's ability to serve a diverse and growing student and business population. The community has
enjoyed the success of bringing businesses and schools together into a closer relationship characterized
by cooperation and greater understanding of each others' needs. Over 350 businesses are currently
active in various components of the program. In addition to providing job readiness training,job
shadowing and internship opportunities and other direct services to secondary students,career-related
information has been provided to Omaha youth in kindergarten through twelfth grades through various
workshop and career exploration activities.
Fully integrating school-to-work initiatives into the school curriculum is the primary goal of
STW.eHbrts. The Omaha Job Clearinghouse will continue to achieve this goal by offering the 1997-98
JTPA School-to-Work Transition program at Benson High School,allowing students to receive job skills
and career readiness training as part of their regular curriculum.
Benson High School provides an excellent location for this project since it has generated the
most student participants each year the OJC has been in operation. In addition,significant curriculum
development has occurred in the five years of the Careers 2000 project at Benson. This program
emphasizes increasing Tech Prep offerings. integrating applied curriculum and technology with
academics, restructuring the science and math curriculwn to a higher level of rigor for the middle 50
cwiwooWNERSItNAL\TE 1 JCdfid1.07.(XX1 March ll,IW7 5
percent,and integrating a career planning and preparation focus into all disciplines. In conjunction with
the Careers 2000 project, Benson has initiated an advisement program featuring designated"Curricular
Paths"(career clusters) from which students are able to select career majors in their particular area of
occupational interest. In the proposed pilot project, efforts will continue to be made to provide JTPA
participants with internships within their chosen career clusters.
3. PROPOSAL OBJECTIVES
The mission of the Omaha Job Clearinghouse partnership is to.ensure that all youth successfully
transition from schooling to employment in the primary labor market (high wage/high skill). For 1997-98, the
OJC will continue its goal to expand the partnership base and integrate school-to-work into the high school
curriculum by providing services to 25 JTPA eligible students at Benson High School with YouthWorks
curriculum provided during the regular school day and offered for high school credit. To accomplish this goal,
the OJC will increase training opportunities in basic skills areas,job seeking and keeping skills,development of
self estr em,goal setting and other essential lifelong learning skills.
The following program objectives outline the OJC's 1997-98 initiatives.
1. To-provide school-to-work transition(OJC)support services to a minimum of 25 JTPA eligible
high school students at Benson High School to assist these individuals to successfully graduate
from high school and transition into career path employment and/or advanced training.
2. To provide basic skills improvement workshops at Benson High School for 100%JTPA eligible
participants identified by school counselors and/or JTPA as needing remediation.
S. To offer 40 hours of pre-employment Work Maturity Skills training as detailed in YouthWorks
during the regular school day and for high school credit to 100%JTPA participants identified
by counselors as needing job readiness skills prior to participating in an internship assignment.
4. To provide 100% of the JTPA eligible students enrolled in vocational education courses, a
performance-based curriculum with job specific skills components.
5. To provide 100%of the JTPA eligible students performance bawd,career-focused guidance and
academic and personal counseling to allow successful transition into jobs, Title 11 C training
and/or other options for postsecondary education.
6. To provide 100% of the JTPA eligible students, during their senior year, an internship
experience in local business or industry designed to lead to entry level employment in a career
area of choice.
7. To provide financial assistance for 100%JTPA eligible students to support their participation
in the internship/pre-employment experience.
C:\WINpQWl1pER.�C7NAL\TE?AP(11t'•fTCA1+7,fXX 1trcA 31,lal 6
8. To expose the project participants to various postsecondary educational options including time
shortened 2+2 Tech Prep programs and additional postsecondary training.
9. To place 90% of the JTPA/OJC participating students in entry level jobs with career path
opportunities upon successful completion of program and graduation from high school.
10. To provide a computerized tracking system for continually monitoring 100% of the OJC
graduates who are placed in employment full or part time to include those who enter
postsecondary education and/or advanced training programs.
11. To provide incentives for 100%project graduates who are employed to enter postsecondary
education.
4. ACTIVITIES
A. Related to the Statement of Problem/Need and Objectives
The continued growth and success of the 01C program depends on full integration of school-to-
work services into the high school curriculum. Offering the school-based portion of the program during
the normal school day allows for this school-to-work integration. Students will receive one semester of
YouthWorks curriculum taught by the JTPA Site Facilitator, a certified secondary educator. The
curriculum will encompass basic skills and workplace literacy skills as well as pre-employment Work
Maturity Skills as defined by YouthWorks. During this segment of the training, students will also
enhance their interpersonal and social skills nrrpccary to adjust to a work environment. Students will
learn about hygiene,appropriate dress,communication on the job, telephone courtesy,expectations for
being on time and other basics of survival on the job.
The semester of pre-employment and life skills development training will also include specific
topics relating to employment such as conducting a job search, writing a resume, time management,
developing self esteem, balancing a checkbook and other skills. These components will also involve
presentations by speakers from business and industry.
Second semester will include internships for each of the 25 students,with effort being made to
place students in companies within the students' chosen career clusters. The JTPA Site Facilitator will
coordinate all JTPA internship activities and will be responsible for communication and administrative
functions.
cv.vm owmpERSONmsrtmmedc.ffeo.07.DOC Minh 3i,toe 7
In order to meet the overall goal of full integration of school-to-work services into the schools,
the program will make the JTPA Site Facilitator a full-time position. After a semester of providing
YouthWorks instruction to the students, the facilitator will have full understanding of the pre-
employment strengths and weaknesses of each student. This will allow the development of internship
learning plans during the second semester that target specific areas for student growth and thereby
maximize the classroom instruction. The activities of the OJC rely upon one-to-one personal contacts
established among OJC staff,students,educators,business persons and parents. Communication among
all participants in each internship or career exploration activity is essential to ensure successful
experiences, and for this reason OJC activities are labor intensive and require adequate staffing levels.
The current OJC project includes seven basic, essential activities to encourage successful
school-to-work transition:
• Internship/Job Shadowing Program- involves extensive on-site experiences that match
students with contact people in businesses with the students' fields of interest.
• Mentor Program- matches students with mentors from the business world and with
tutors when necessary.
• Counselor and School Orientation and Training- assists school personnel to identify
potential OJC students and informs staff and students of the many activities generated
• by the OJC project.
• Business Orientation and Training-informs businesses of the project goals and assures
their ability and interest in providing a meaningful job shadowing/mentoring
experience.
• Workshops and Institutes for Students-explores OJC activities and workplace needs
and skills.
• Parent Information Communication System-involves parents in the OJC career related
activities of their children.
• Career Development Component - helps elementary, junior high and high school
students explore their career interests and options.
• JTPA eligible individuals who experience barriers to employment will receive a minimum of 75
percent of the funds allocated for the expanded workshops,internship experiences,mentoring,field trips
and other activities. Participants will be screened by OPS counseling personnel at the designated high
school and will include 100 percent students fitting the"at risk"definition adopted by the Omaha Public
C1WINDOWSIPGRSONAL17EM1^O1C-Ifid1.V7.tx7C March 31.1ug7 \� Q 8
Schools. These students must be classified as economically, financially,academically and/or emotionally •
disadvantaged to qualify for this program.
B. Staff Qualifications and Responsibilities
Project staff includes Project Director,Mr. Randy Schmailzl,who is responsible for program
decisions and has primary responsibility for compliance with federal program requirements. Mr.
Schmailzl is Dean of Student Services for Metropolitan Community College. He holds a B.S. Degree
in Business Administration from Nebraska Wesleyan University and an M.S.S. in Counseling,
Administration and Higher Education from South Dakota University. His experience includes over
thirteen years in administering programs in Enrollment Management and Student Services,the last eight
at Metropolitan Community College. He is recognized nationally as an expert in these fields and shares
his expertise in outreach and retention techniques particularly in the area of the educationally
disadvantaged and the high school student population.
Mr. Schmailzl works closely with College President,Dr. Richard Gilliland,the President of the
Greater Omaha Chamber of Commerce, Mr. C.R. Bell, and members of the Chamber's Education
Committee in the development of OJC activities and long-range plans.
Because of his close working relationships with all members of the partnership,as well as with
all secondary and postsecondary institutions in the community, Mr. Schmailzl is uniquely qualified to
be the OJC's Project Director. Position duties and responsibilities include:
• Provides overall project management and supervision.
• Coordinates the direct operation of the OJC project.
• Markets the program.
• Acts as liaison to secondary and postsecondary schools, businesses, community
agencies,and vocational education curriculum advisory committees.
• Works with the project staff to assure delivery of all services.
• Administers the budget.
John Jeanetta. Project Manager for the OJC project, provides direct supervision for the
JTPA/OJC program. Mr. Jeanetta hold a bachelors degree and a masters degree in Social Work.
C:\WIN(x.1N'sN'ENSUNAIA EKMOJC.17t1097191(' March 31.190 9
Penny Krennerich, JTPA Site Facilitator has over 20 years of experience teaching at the
secondary level. In addition,she has 13 years of experience as an intelligence officer in the U.S. Naval
Reserve. During the 1996-97,a variety of staff were used to implement this program; however,without
one person to follow the students from start to finish, a lack of coordination was apparent. Ms.
Krennerich was hired in this year to provide this enhanced coordination,and has done s superb job in just
a short while. Her efforts will continue next year. Linda Brewer,the OJC School-to-Career Facilitator,
assigned to Benson High School 2 days per week, will provide assistance to Ms. Krennerich and the
JTPA students as needed. Extra efforts will be made to be sure that the students in this program are
involved in other parallel school-to-work transition programs offered at Benson High
C. Coordination with Appropriate Agencies
The OJC partnership program gets its strength from the coordination of services with area
agencies and organizations. The three original partner organizations, MCC,OPS and the GOCC,work
closely together as well as with the United Way of the Midlands, Job Training of Greater Omaha, the
Omaha Housing Authority and many other agencies in order to offer comprehensive, individualized
services to benefit each student in the program.
The OJC Board of Directors and Operations Committee includes leaders from business and
organizations in the Omaha area who provide essential information on business needs and educational
trends. Metropolitan Community College has worked with JTPA on numerous occasions and presented
three JTPA job skills youth programs during 1991-92, 1992-93, 1993-94 and 1994-95. In addition,
OJC worked with JTPA on very successful School-to-Work Transition programs during 1993-94, 1994-
95 and 1995-96.
Linkages are in place with a number of other agencies and programs that complement services
provided through the proposed JTPA contract. Examples of coordination follow:
a) OJC/STWO - School-to-Work Opportunities Act (1994) - the OJC provides the
partnership structure and program to implement the local school-to-work opportunities
effort. As such the OJC functions to lead coordination activities among local
educational institutions,community agencies and businesses.
b) Carl D. Perkins Vocational and Applied Technology Education Act - OJC services
C9WINWWSPERSONALITEMPOICA GO.0.pOC March 31.1,47 \
complement those funded by the Carl Perkins Act at both MCC and OPS. OJC staff
work regularly with Benson and Bryan teachers and staff in their Careers 2000 project
to provide internship experiences for students in those schools. At MCC, Tech Prep
activities are planned to coordinate with OJC activities and services. Carl Perkins
funds at MCC are in place to support preparatory services and curriculum for students
as they transfer into the College.
c) Adult Education Act- Metropolitan Community College offers Adult Basic Education
and GED classes to over 2,400 students annually.
d) Individuals with Disabilities Education Act- both OPS and MCC have Special Needs
Services departments offering assistance to persons with disabilities.
e) Omaha Goals 2000-School to Work facilitators test and interpret WorkKeys program
metrics in response to business and industry requests. Also involved with Skills Trades
Committee of the Labor Availability Council and established the Jog-Link Hotline to
recruit employees into the skilled trades.
f) Nebraska Math/Science Coalition - Special Projects Assistant participates on
Community Connections Subcommittee and has been instrumental in developing and
implementing a number of STW activities focusing on math and science careers.
D. Procedures and Time Sequence
Outlined in the chart that follows are the objectives, activities/procedures, and timelines
designed for the proposed OJC program for project year 1997-98.
•
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Vocational Equity
Metropolitan Community College is committed to not discriminating on the basis of race,color,national
origin,religion,sex,marital status,age or handicap in all of its practices,programs and activities. The individuals
listed below have been designated by the College as coordinators of the institution's efforts in ensuring that
equality is a fact as well as an idea.
Title IX (Sex Equity) Coordinator: Susan Gard
Fort Omaha Campus, Bldg. 30
457-2234
Section 504 (Handicap) Coordinator: Mark Carta
Americans with Disabilities Act Coordinator South Omaha Campus
738-4600
Affirmative Action Officer: Jan Pieper
Fort Omaha Campus,Bldg. 30
457-2208
This information is provided in all student publications and students with inquiries are encouraged to
contact the appropriate College coordinator.
Metropolitan Community College's commitment to equitable access begins with its mission statement:
". . . to meet evolving education needs by providing quality, community-based accessible
education in partnership with all sectors of its service area, working toward the betterment
ofstudents, communities and the state ofNebraska."
From this statement proceeds the philosophy that underlies the many actions and efforts the College
undertakes to remove barriers to participation that may exist for any persons or groups who may wish to pursue
education at MCC. From the time of its early beginnings in 1974, MCC has kept an open door to all in the
community who would benefit from its educational offerings. Steps that the College has taken, not only to
provide access,but to support success have included many actions of benefit to students who would be served
by the JTPA School-to-Work Transition Program.
Specific actions include:
• Adoption of non-discrimination and equal opportunity/Affirmative Action policies.
• Hiring practices going beyond Affirmative Action to include extra efforts in recruiting and
employing minorities, and other underrepresented populations.
C:\WINDOWSIPERSONAL\7EMp101C-lT00.9).00K' Moreh JI.1997 / \
• Coordinated outreach efforts to recruit students in all sectors of the community: high schools,
alternative schools, community-based agencies, (particularly in efforts to recruit
underrepresented populations)ABE/GED programs,Omaha Housing Authority,Job Training
of Greater Omaha, others.
• Published information in newspaper, mailer schedules, College Catalog, program brochures,
annual report,disseminated throughout the service area,describing open access provisions and
benefits to students.
• Management of the Omaha Job Clearinghouse(OJC) School-to-Work Partnership with four area
high school districts,the Greater Omaha Chamber of Commerce, Omaha Housing Authority,
Job Training of Greater Omaha, and United Way of the Midlands.
• Television and radio commercials featuring students from diverse populations, often in
nontraditional occupational training programs.
• Adopt-a-School partnerships with five Omaha Public schools (K-12).
• Articulation and transfer agreements with 21 area colleges and universities
• Student Assessment provided to identify students' basic skills requirements prior to placement
into college level English and math courses (required in all associate degree programs).
• Student Services Offices at all campuses provide counseling/advising, financial aid, and job
placement services.
• Special (Needs)Support Services which has been in place since 1974 offers supportive services
for all students with verifiable disabilities: interpreters for hearing impaired,mobility assistance,
route training for visually impaired,reading assistance,note taking services and other special
accommodations for students with disabling conditions.
• Provision of developmental courses for students who need to upgrade basic skills in reading,
writing,math and science. ESL instruction (credit and non-credit) is also available.
• Adult Basic Education and GED classes are available at MCC for students who have not yet
obtained a high school diploma.
• Office of International/Intercultural Education provides special multicultural programming for
College staff and community,as well as support activities for students from other countries.
• Courses/degree programs offered via distance learning technologies: interactive television
classes at all campus sites; telecourses and classes via cable television provide access to
instruction for learners at distant sites,or those who may be home bound.
• College Learning Centers at each main campus provide staff and computerized resources to
supplement classroom instruction,particularly in basic skills areas.
Reflecting its strong commitment to access, the College adopted in 1994, the following Diversity
Statement which is included in the College Catalog and other official publications:
Metropolitan Community College is a community of diverse people who value differences and
demonstrate appreciation for these differences through their interactions with each other and
C:\WWt1CtWMPERSUNAL\TEMPOJC•TTGO.07.[x1C March I.t Q 17
•
with the larger community. The College recognizes a responsibility to promote. encourage
and foster diversity by offering a forum for open discussion of varying viewpoints.
Faculty and staff are committed to creating a curriculum and a learning environment which
empowers students to become contributing members of an increasingly multicultural and
diverse society. The College strives to educate students, employees and the community about
differences that exist among people, and to diminish fear of and increase understanding
about such differences. The College encourages workshops. seminars. publications and
projects that foster the understanding and benefits of diversity and enhance shared values.
Staff is encouraged to nurture the sensitivity and mutual respect that is fundamental to the
success of diversity by creating non-threatening intellectual and social climates that promote
freedom of thought, speech, innovation and creativity.
5. LOCAL CONTRIBUTIONS
Local contributions offered by the Omaha Job Clearinghouse to the JTPA School-to-Work Transition
project include in-kind and cash contributions by MCC and OPS,and cash contributions provided by the Greater
Omaha Chamber of Commerce and local businesses. For 1997-98 matching contributions total S28,530.
6. EVALUATION PLAN
Evaluation of the project will include formative and summative data collection relative to the attainment
of the OJC project objectives. Evaluation activities will be carried out by the OJC Project Director with
assistance from the MCC Office of Research and Analytical Studies, which will assist in the design,
implementation and analysis of participant surveys, personal interview forms, and data provided through the
student tracking system.
As the project evolves, formative evaluation is conducted and is desigmed to allow for change in
direction,based upon the data provided through formative research efforts. Summative evaluation occurs at the
end of the project year and will serve as a summary of the pilot project accomplishments and results. A
computerized tracking system is in place to provide an efficient and reliable means of collecting needed student
and project-related data. Summative evaluation will yield data on participant demographics,project outcomes
and attitudinal change.
Evaluation Activities Timeline
1. Students will complete written evaluations using a 1-5 Likert type scale(5 being the Annually
highest and 1 the lowest rating) at the completion of their internship experience. in May-June
Project staff will administer evaluations.
2. Student performance in basic skills improvement, life skills and pre internship July-June
training will be assessed through pre and post assessments. The JTPA site Ongoing
C\WIN Cx)W STERSUNAL\TEMMOJC.JTGt l o7.D(K' March}I.I W 7tio
3. A minimum of 85%JTPA participating students and businesses will be interviewed Annually
regarding effectiveness of vocational education curriculum, career and academic in May-June
counseling,postsecondary education information and mentoring activities. Project
staff will administer interviews.
4. 100% JTPA students are tracked using a computerized database in order to July-June
determine employment and/or entry into postsecondary education or advanced Ongoing
training programs. Project staff will maintain computerized database.
5. 100% JTPA students and businesses are tracked using a computerized database July-June
regarding demographics and participation in OJC activities. Project staff will Ongoing
maintain computerized database.
Recently, the OJC conducted a follow-up survey of the students who completed the 1995-96 JTPA
School-to-Work Transition program,using the OPS Career 2000 Graduate Follow-up Survey questionnaire. The
following outcomes were noted (58%response rate):
• 76%of the students are employed,with 54%working full-time.
• 8%of the students are working two or more part-time jobs.
• 15%of the students have worked for their current employer for more than one year.
• The average hourly wage is$6 per hour,with 31%earning between$6.51 and$8.50 per hour.
• 82%of the students continue to live at home with a parent or guardian.
• None of the students have married and 82%continue to postpone parenthood.
• 65%of the students are pursuing some form of postsecondary education, with 73%of these
students attending school full-time.
• 14%of the students have also completed some form of work-related training.
C'\WINDOWS\PERSONAL\TEMP\OJC-/T00 97.DOC March 31.Ian 19
- 1
•
BUDGET
•
C:\N'INpON'SIPERSONAL\TEMP\O1C-PIC-A.97.DO(" March.1l.1991 ZO,
•
Omaha Job Clearinghouse BUDGET NOTES Revised 4/25/97
•
EXPLANATION ANDIOR TOTAL
BUDGET JUSTIFICATION
(INCLUDE CALCULATIONS) Section 123 Matching
•
Salaries Project Manager:John Jeanetta to supervise and S 1,000.00
coordinate OJC and JTPA sub-contract
services.
50 hrs x S20/hr
Business/Community Coordinator to conduct S 1,000.00
employer outreach activities and assist with
recruitment of internship sites.
57 hrs x S17.75/hr
Benson STC Facilitator to assist with on site S 2,600.00
student follow-up.
165 hrs.x 15.75/hr
JTPA Site Facilitator to provide classroom S 28,995.00
instruction,assistance with internships,record
keeping,scheduling, case management and
follow-up.
2080 hrs x S13.94/hr
Clerical Assistant to provide routine clerical, S 1,695.00
record keeping,scheduling,follow-up via
telephone and other duties as assigned.
226 hrs x S7.50/hr
Worksite supervisors to coach students, assist S 13,725.00
with skill development and conduct evaluations.
2 hrs/wk x 18 wks x 25 students x$15.25/hr
Mentors to provide professional role modeling, S 13,725.00
support and encouragement.
4 hrs/mo x 9 mo x 25 students x$15.25/hr
= .:" 'r-.=.. :::ii=,SAY:.-� -_ „'..�=:.�-3'g='.,`--_r'' h?. - - - - �=-s"`. �"
ota1f ersor� : � ,� -�� _ -_ - - • _ - _
Fringe Benefits
FICA @ 7.65%for part-time staff $ 130.00
Full-time benefits calculated at 30%for in-kind $ 20,114.00
personnel and JTPA Site Facilitator
FICA 7 65%
Retirement 5 60%
Life Insurance .50%
Long-term Disability 1 00%
Health Insurance 14.75%
Worker's Comp 50%
l
1
EXPLANATION AND/OR TOTAL -
•
BUDGET JUSTIFICATION
(INCLUDE CALCULATIONS) Section 123 Matching
ea - -
i s -
Postage Postage for mailings to students,parents, $ 150.00
internship businesses,high schools,reports to
JTGO,etc.
Facilities Use Office space, classroom space,meeting space $ 1,200.00
Publication/Printing Printing for program brochures,workshop $ 250.00
schedules,posters,student handbooks,
duplicating
Conference Expense Expenses for student awards,receptions, S 200.00
honoring of graduates
Classroom Supplies Publications,textbooks,workshop materials, S 1,000.00 S 1,500.00
software,computer supplies
Equipment Computers,telephone S 1.200.00
Mileage Staff travel between OJC/MCC,JTGO, Benson S 500.00
and business sites
Other Travel (Student) Student transportation to and from internships, S 500.00 S 1,250.00
workshops, field trips, in the form of taxi fares,
bus tokens,bus rental,etc.
Tuition and Fees Child care,stipends for internship essentials and S 2,000.00
transition scholarships
Office Supplies Paper,pens,pencils, envelopes,student folders, S 1,250.00 S 500.00
etc.
)$� =0 * 8.750:00a
JTGO Representative Salary S 5,150.00
Fringe Benefits S 1.256.00
.n��, _ �, __ __ __`lam_ _ _ ___ __ _ _ __ _ _ _ - -_
,v�c�:,kT•_". ..((:,..i -'L_ _ft,:.'c=i'_�-...rt- _y. _ — __ -.-.�`t.�, _ __ __ __ _ _ ..= T.-�,� n.n.,:...:.
_ -a_l.a 4.:7?io'e- - - - cs"-'"'"'� - - - _ -—_- __.-\V,��... �.J. w:F. Tn
9 - - f{..ice.. �.7.a'�. �G �..
�• Gs:} - 9'9 :0
ATOrTA 4' v
JOB TRAINING OF GREATER OMAHA
OMAHA JOB CLEARINGHOUSE
1997-98 SCHOOL-TO-WORK PROJECT
Omaha Job Clearinghouse BUDGET SUMMARY Revised 4/25/97
-DIRECT_ _ TRAINING _ TOTAL_ __
BUDGET ADMIN TRAINING RELATED
COSTS SUPPORT
SERVICES Section 123 Matching
Salaries $ 1000.00 $ 61,740.00 $ 30,690.00 $ 32,050.00
Fringe Benefits S 130.00 S 20,114.00 $ 130.00 S 20,114.00
Postage S 150.00 S 150.00
Facilities Use S 300.00 S 900.00 $ 1,200.00
Publication/Printing S 250.00 $ 250.00
Conference Expense S 200.00 $ 200.00
Mileage S 500.00 $ 500.00
Other Travel (Student) $ 1,750.00 $ 500.00 S 1,250.00
Tuition and Fees S 2,000.00 $ 2,000.00
Office Supplies $ 1,750.00 $ 1,250.00 $ 500.00
Classroom Supplies $ 2,500.00 $ 1,000.00 $ 1,500.00
Equipment $ 100.00 $ 1,100.00 S 1,200.00
JTGO Representative $ 6,406.00 $ 6,406.00
Q-25A CITY OF OMAHA
LEGISLATIVE CHAMBER
s
Omaha,Nebr 19
A
RESOLVED BY THE CITY COUNCIL OF THE CITY OF OMAHA:
WHEREAS,the City of Omaha has been designated by the State of Nebraska as the
Grant Recipient for Job Training Partnership Act(JTPA)funds for the geographic area covered by
this grant which includes Douglas, Sarpy and Washington counties; and,
WHEREAS,the City Council of the City of Omaha approved the agreement between
the City of Omaha and the Nebraska Department of Education, whereby the Nebraska Department
of Education agreed to provide the funds to conduct school-to-work transition training from July 1,
1997 through June 30, 1998; and,
WHEREAS, Metropolitan Community College/Job Clearinghouse submitted a
proposal to provide school-to-work transition training to twenty-five(25)JTPA eligible participants,
with 90%to the participants successfully completing the program and graduating from high school,
from July 1, 1997 through June 30, 1998,for a total contract-amount not to exceed$33,570; and,
WHEREAS, funding for this project is to be provided by the Federal Government
pursuant to JTPA 8% funds through the Nebraska Department of Education; and,
WHEREAS, the Mayor recommends approval of this contract.
NOW, THEREFORE, BE IT RESOLVED BY THE CITY COUNCIL OF THE
CITY OF OMAHA:
THAT, the attached contract, as recommended by the Mayor, between the City of
Omaha and Metropolitan Community College/Job Clearinghouse to provide school-to-work transition
training,is hereby approved. Funds in the amount of$33,570 will be paid from J IPA Fund No. 170,
Education Organizational Code No. 6126.
APPROVED AS TO FORM:
4TL . /th7
ASSISTANT CITY ATTORNEY DATE
P:VTGO\6357.SKZ
By. _
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Adopted AUG 1997.........
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