School-to-Careers

The School-to-Careers Adult Education Model was developed to provide education and training services for an increasing population of persons affected by Utah's Welfare Reform initiatives, out-of-school youth, and high-poverty, low-literacy groups. The fundamental building block to achieve these goals is the state's Adult Education services, but several other agencies are involved in a comprehensive program of assessment, counseling, planning, academic and vocational goals, and work-based learning.

Adults 18 years and older who function below ninth grade literacy levels, including ESOL; those who desire a GED or High School Diploma; those who are living below poverty level as determined by DWS; or out-of-school youth 15-18 years of age. Most Adult Education enrollees would meet this definition.

Included are individuals involved in at-risk situations such as behavioral problems, learning and physical disabilities, low English proficiency, economically disadvantaged, ethnic minorities, and youth in corrections intervention programs. Assisting persons to enter nontradional occupations is another function of this program.

Additional eligibility requirements include: youth under age 18 must be officially withdrawn from public education services; eligibility requirements must be met for Adult Education, JTPA, or Rehabilitation Services Acts or be referred through a partnering agency of these; and the participant must be a citizen of the U. S. or have a permanent resident card and live in Utah.

Certified School Counselors are responsible for completing the intake process for each participant - administering and interpreting appropriate assessments; identifying support needs and making appropriate referrals for support; developing a SEOP for each participant; maintaining adequate progress records on each participant; completing necessary reports required by supporting agencies, services, and funding sources; coordinating with Trackers, teachers, and other service providers; utilizing the UTES database according to DWS guidelines; and orienting the participant to the program, including the role of the Tracker.

The role of the Tracker is to be a mediator, advocate, and support and resource person for the participant. The Tracker will regularly monitor the participant's progress and coordinate agency services (education, training, counseling, transportation, child care, employment, etc.) as needs arise. Another role of the Tracker is to assist with transition between technical training, employment, and other options provided in the SEOP. By making sure the participants have access to the necessary resources, and by being an advocate to help resolve issues, the Tracker will assist the participant to greater success in training and on the job.

Several beneficial goals are to be realized through the implementation of this program:

1. Assist participants to acquire marketable skills along with their GED or High School completion.
2. Develop new products and processes, such as new curriculum / training programs, interagency agreements and collaborative partnerships, policy changes, etc.
3. Establish SEOP counseling and guidance services as part of Adult Education programs.
4. Develop mechanisms wherein:
   1. the names of participants who officially drop out of the public education system will be automatically referred to the STC Adult Education Partnership Model for outreach services
   2. public education funding is able to follow qualified participants to support this program
5. Demonstrate a replicable partnership model among several public agencies that brings them together in a common effort to serve the target populations.
6. Demonstrate significant tax dollar savings through reduction in the demand on welfare and other public assistance programs that traditionally serve these populations when they are unemployed.
7. Demonstrate the effectiveness of this model that will result in its acceptance and replication statewide.

It is anticipated that the Adult School-to-Careers Partnership Model,
coordinating with several other agencies and resources,
will serve as a valuable program to help participants be self-sufficient
as they achieve training and employment goals.