Jobs for Ohio's Graduates - Programs and Applications

This page details the JOG programs and applications in both summary and detailed form. Use the links below to jump to each section.

Program Summary Description
Key Components
Essential Program Elements
Model Program Summary
Model Program Applications - Detailed Chart

Program Summary Description

Jobs for Ohio's Graduates (JOG) is an award winning school-to-career transition system that helps young people aged 14-21 to learn how to look for, find, and to keep a job. Participants explore career interests, learn job-seeking skills, and employability competencies while improving their basic academic knowledge and gaining confidence in their abilities. They also gain valuable skills through work-based learning activities such as job shadowing, mentoring and work experience.

Now in its eighteenth year of operation, JOG is an affiliate of the national organization, Jobs for America's Graduates (JAG). As an affiliate, JOG draws upon JAG's more than twenty years of experience and demonstrated record of success for helping at-risk youth successfully transition into the workforce. Today, JAG programs are offered in almost 1000 high schools in 28 states.

JOG's performance goals are clear and straightforward: to help participants stay in school, complete secondary education, acquire basic employability competencies, and successfully transition into a job, the military or post-secondary education or training.

:: return to top ::

Key Components

JOG's success is based on the following key components:

• JOG Specialist: A specially trained professional, employed by a local non-profit Jobs for Ohio's Graduate agency, is held accountable for helping participants reduce social, cultural, and economic barriers to success in obtaining a high school diploma or GED; improving basic academic skills; and advancing into a career.
• Employability Skills: Participants are expected to master a minimum of thirty-seven (37) employment competencies (a list is attached).
• Leadership Development: All participants take part in a highly motivational, student-led "Ohio Career Association" that reinforces classroom instruction while focusing on leadership and teamwork skills.
• Follow-up Services: Specialists provide each participant with twelve months (12) of follow-up assistance after completion of the instructional component of the program.
• Accountability: Specialists electronically track and report on the profile, the number of participants served, services delivered, and outcomes achieved throughout the duration of the program.

:: return to top ::

Essential Program Elements

The ultimate objective of the JAG/JOG Model is to help each participant develop the skills, knowledge and competencies that lead to a quality job and satisfying career. To achieve this objective, JOG first focuses on helping participants complete their secondary education, improving their basic skills, and equipping them with the academic and technical skills necessary to improve their employability. Second, JOG requires not less than one-year of follow-up and support after the participant completes the instructional component in JAG's thirty-seven (37) core employability competencies. This follow-up component helps to assure the young person's continued success in a job and/or post-secondary education during the time when he or she is most at risk of failure.

Jobs for Ohio's Graduates provides programming addressing each of the ten (10) essential elements of youth programs as required by WIA.

(1) Tutoring, Study Skills Training, and Instruction Leading to Completion of Secondary School

A fundamental goal of JOG is to help at risk youth graduate from high or obtain their GED, as appropriate. To achieve this goal, JOG participants receive a combination of group instruction and individualized tutoring. These services are made available through a single adult mentor based at the school or campus site - known as a JOG "Specialist". The Specialist delivers these instructional and tutoring services directly or through connections with other providers.

Based on the JAG Model, the Specialist uses a combination of classroom instructional, motivational activities, and personalized attention to help participants overcome or reduce barriers (identified in the assessment process) that may prevent them from completing their education and/or successfully transitioning into the workforce.

As part of the JAG National Network, JOG Specialists receive training in the delivery of the JAG (copyrighted) Curriculum that is designed specifically for teaching work-based competencies to at-risk youth. While the focus of the curriculum content is on employability skills, the learning activities used in the curriculum also focus on developing basic academic skills and personal responsibility skills that apply to the workplace. Math and communication exercises, for example, are integrated throughout the curriculum.

In addition to delivering classroom instruction, JOG Specialists are trained to identify and respond to student's poor study skills and inappropriate behavior toward completion of homework assignments, preparation of term papers, class attendance and other fundamental impediments to learning. Specialists often reinforce the study skills taught in the JAG Curriculum through the use of other resources. Ultimately, JOG staff helps the participants to become better students.

Sometimes the Specialist is not the appropriate individual to provide remediation and tutorial services to the participants. The Specialist calls upon resources available within the school or the community to address the student's particular needs. Utilizing the school's National Honor Society's tutoring services, calling upon employer partners who have volunteered time to provide academic mentoring to youth, or establishing a tutorial committee of community volunteers, are just a few of the ways that a Specialist may access tutorial services.

Another important method JOG staff utilizes to prevent youth from dropping out of high school or GED courses prior to completing their education, is the Ohio Career Association. This student-led organization provides an opportunity for Specialists to engage youth in the learning process through interesting and enjoyable activities, such as field trips, community service projects, and social events. By keeping the youth engaged, Specialists are more likely to keep them in school.

JOG measures the success of the tutoring, study skills, and instruction services by monitoring participant academic and attendance records and, ultimately, evaluating the secondary school completion rates, high school graduation, GED, or occupational training certificates. A decrease in absenteeism and improvement in academic grades serves as evidence of success.

All participants are served in this program element.

:: return to top ::

(2) Alternative secondary school services

It will be the responsibility of the Specialist to find and help the participant access necessary supportive services, including alternative secondary services. For example, the Specialist may use their relationships to connect youth with GED or continuing education courses necessary for a participant to complete their secondary education.

All participants are served in this program element.

(3) Summer Employment Opportunities that are directly linked to Academic and Occupational Learning

Summer employment opportunities that are directly linked to academic and occupational learning are made available to participants through the Specialist's job development activities and collaboration with other agencies and organizations, including summer school programs. Specialists work with each participant on an individual basis to assure that they are engaged in a learning activity over the summer, whether in the classroom or on the job.

For the JOG In-School programs, summer employment provides participants with a contextual learning environment to apply the core employability skills they are taught during the school year.

In addition to paid or subsidized work experience, the Specialist serves as a direct link with the classroom during the summer months. Research shows that most at-risk youth leave school at the summer break or other holiday period. To ensure that participants do not drop out during the summer months, the Specialist maintains regular contact with the student, in most cases at least once a week. Also, if the Specialist or members of the Advisory Committee believe that the youth needs special academic tutoring prior to the start of the school year, the Specialist can help to assure that the student receives the needed additional assistance.

JOG expects that most youth will be engaged in private employment during the summer, because of the healthy economy.

:: return to top ::

(4) Paid and Unpaid Work-Based Learning Experiences, as Appropriate, that Teach all Aspects of the Industry and General Workplace Competencies

Through job development and employer marketing activities, Specialists are well positioned to connect students with employers in their field, resulting in employment, internships, job shadowing, informational interviews and other work-based learning experiences. Together with the classroom instruction and individualized mentoring, participants are well prepared for summer employment, full-time employment, or part-time employment before and during enrollment in post-secondary education.

Because JOG is located on the school site, participants have the benefit of school resources and sponsored activities. For example, Specialists help participants identify and apply for summer internships and jobs posted in the school. JOG youth may also participate in the school's school-to-work activities, such as job shadow, internship, work experience, and job fairs.

Another valuable work-based learning experiences made available through the JOG programs occur in the Ohio Career Association through organized student competitions. At an annual Career Development Conferences held at the local, regional, and state levels, youth apply the workplace skills learned during the year in a simulated job environment with employer volunteers. Some of the activities carried out at the competitions are resume writing, interviewing, and basic work-place skills, such as telephone and problem-solving skills.

All participants are served in this program element.

(5) Occupational Skill Training Aligned with Career Paths, as Appropriate, including Instruction in General Workplace Competencies and all Aspects of Industry.

JOG participants receive occupational skill training primarily through the delivery of the JAG core employability competencies. These competencies are the result of employers' views on desired worker traits and skills, job search reviews, and considerable feedback from Specialists over JAG's twenty (20) years of experience.

Among the competencies that participants learn are the following:

• Job Survival - Students learn skills required for success on the job. These competencies enable young people to develop realistic survival skills for dealing with the day-to-day work environment.
• Basic Skills - Not only do students learn skills that will help them adjust and succeed in the workplace, JOG graduates also attain the basic academic skills expected by employers. Increasingly the business community is frustrated with entry-level employees who are deficient in basic writing and math skills. The JOG program is focused on helping each youth participant attain these basic skills.
• Leadership and Teamwork Skills - Recognizing that employees are interdependent, JOG provides instruction that helps young people function effectively in team and group projects within an organizational context that is similar to the workplace.
• Personal Skills - Students learn the importance of assuming responsibility for their actions and decisions as they relate to their jobs, coworkers, and employers. Prospective employers repeatedly cite attitudinal problems as a reason for job failures of youth on-the-job. By teaching skills designed to instill self-confidence and build self-esteem, JOG equips youth with more acute awareness of how their personal decisions affect their employment potential.

To evaluate the attainment of the employability competencies, the JAG Curriculum includes pre- and post-tests for each of the thirty-seven (37) competencies. These tests are administered by the Specialist and maintained in the school files. Not only do the tests provide the documentation of skill attainment, but they also provide a valuable management tool for Specialists and school officials in monitoring the progress of the course throughout the year.

All participants are served in this program element.

:: return to top ::

(6) Leadership Development Opportunities, which may include Community Service and Peer-Centered Activities Encouraging Responsibility and other Positive Social Behaviors during Non-School Hours, including Linking Youth and Adult Mentoring, as Appropriate.

Central to the JOG program is a student-led organization known as the Ohio Career Association for participants in high school programs and the "Professional Association" for participants in the JOG Dropout Recovery program.

Through a multifaceted selection of activities designed to develop leadership abilities, citizenship, social skills, and career preparation, the Association provides the knowledge and motivation needed for success in the world of work. The Association provides a system of recognition that some students might not otherwise have a chance to experience. Specialists serve as the Association "advisor". As the advisor, the Specialist oversees the activities organized and implemented by the students, but does not dictate or direct the students. Through the election of officers, who lead the chapter, students have ownership over activities and learn important skills related to responsibility, deadlines, and teamwork. Moreover, JOG participants are automatically members of the Ohio and National Career Associations, membership that provides valuable resources and recognition.

The Career Association is an integral part of the school environment. It works hand-in-hand with the school system in helping to prepare well-adjusted, employable citizens. The Association activities can be used as innovative, non-traditional methods of learning to create interest in all phases of careers and provide avenues of expression on the part of the individual student's talents. It also provides a showcase for student achievement and thus provides a needed incentive for the members to do their best, be proud of who they are and realize their employability potential.

Service Learning: Over the past fourteen years, JOG students have spent thousands of hours providing services to the community through volunteer activities associated with local social service and community groups. Experiential learning or learning by doing is a fundamental concept of the activity. students become engaged in an educational process that relates their service experiences directly to their current curriculum. Not only do students use their academic skills, but they reflect on the service activity and its relation to academic content.  Problem-solving, integrating learning, utilizing current skills and developing new skills, using multiple intelligences are just a few of the elements of this process. Each Ohio Career Association chapter plans and implements at least one service learning project each school year. In support of service learning each local JOG agency has a service learning coordinator. Additionally, each Specialist receives training on implementing service learning projects.

Through the student-led Ohio Career Association activities, participants obtain skills and knowledge that:

• create an awareness about careers and their own talents and interests;
• explore careers;
• provide activities for leadership and teamwork skills;
• provide training on critical social and personal skills through contact with private sector employers;
• develop leadership skills through service as a local or state officer or committee chairman as well as involvement in regional and state conferences;
• offer recognition to members - both individual and team - for outstanding accomplishments;
• promote citizenship and responsibility through participation in an support of community service activities;
• provide competitive events designed to stimulate student involvement and acquisition of JAG's core competencies;
• provide civic and social activities designed to motivate students and develop a positive attitude toward others; and
• afford members the opportunity to interact with others through social activities - enabling them to develop poise and confidence through knowledge of social graces.

All participants are served in this program element.

Supportive Services and Transition Connections

Specialists should be viewed as brokers of resources. Specialists accept the reality that they do not have all of the expertise necessary to provide solutions for all participants in all situations. As brokers, Specialists seek and refer participants to the best resources given their needs.

Some of the supportive service resources that Specialists will draw upon include:

• School/college faculty
• School/college guidance counselors and psychologists
• One-Stop Center (e.g., job research resources)
• Community based organizations (e.g., United Way, Catholic Charities, Urban League, Community Assistance Programs)
• Department of human resources (e.g., public health office)
• Civic associations (e.g., Kiwanas)
• College partnerships (e.g., Upward Bound, talent search)
• All participants are served in this program element.

:: return to top ::

(8) Adult Mentoring, including Academic and Workplace Mentoring which Links Youth and Adult Learning

The success of JOG over the past fourteen years is due in large part to the extent to which Specialists are able to develop a close bond with program participants. In fact, the accomplishment of program outcomes is greatly dependent upon the Specialist's ability to maintain regular and frequent contact with participants.

In addition to the adult mentoring services provided by the Specialists, the JOG program also will make available other mentoring services to its participants, such as:

• Community volunteers who provide assistance in all phases of the JOG program. For example, volunteer mentors are valuable tools in achieving maximum program employment and academic outcomes.
• Employers who employ youth during the year or offer internship or job shadowing experiences are assisted in being mentors through regular contact with the Specialist. By establishing a relationship with the employers of participants, Specialists can help the employers provide more personalized attention to the particular interests and needs of the young person.
• One way school-to-work partners serve program participants is through mentoring and maintaining contact with the Specialist.

All participants are served in this program element.

(9) Follow-up Services for Not Less Than Twelve (12) Months after the Completion of Participation, as Appropriate, including Post-Program Placement

Research demonstrates that it takes time to build a positive relationship; therefore, continuity is critical to working with at-risk youth. For this reason, the JOG/JAG Model requires that a single individual accept full responsibility for participants during this in-school phase AND the twelve-month follow-up phase of the program. This extended period of time allows the participant to confide in the Specialists and develop the level of trust that is needed during one of the most challenging periods for the youth, the transition period from school to the workplace.

JOG Specialists work with employers and post-secondary education representatives to help make sure that the young person receives the attention and support he or she needs to achieve his or her personal career goals. While placement in a quality job upon graduation is a number one outcome for the program, the JOG program does not support the adage "a job is a job". JOG prepares youth for and secures quality jobs, ones that will help build a positive work history for the participant.

A good working relationship with employers and participants enables Specialists to provide the necessary foundation for successful transition into the workforce. In most cases, follow-up contacts will be made in person, although some may be made over the telephone. Through regular and consistent contacts, Specialists act as agents to help promote the welfare of the participant and to help prevent serious employment problems.

Another major goal of the program is for all participants to experience a significant change in status during the follow-up period. Such change made include a job promotion; an increase in hours worked or wages earned, assignments with advancement opportunities and inclusion of fringe benefits.

The JOG program also recognizes the importance of post-secondary education and advanced training to succeed in today's workforce. The Specialist keeps in touch with the participant who chooses to enroll in post-secondary education and college or training representatives, to help ensure that the participant pursues and completes post-secondary education.

:: return to top ::

JOG participants who complete their secondary education or improve their basic skills, as appropriate, and complete the thirty-seven JAG competencies receive the following services:

• Placement in a quality job.
• Guidance in making plans for continuing education and training
• Counseling to improve personal and job performance
• Feedback from the employer to employee
• Encouragement to improve the graduate's potential
• Assistance in achieving a positive change of status on the job

JOG participants who are not seniors and do not return to the program the following year or have not completed their secondary education at the completion of the normal high school graduation date will receive the following services:

• Guidance in completing requirements or a high school diploma or a GED
• Regular, at a minimum monthly, contacts between the specialist and the non-graduate
• Encouragement and support to improve the non-graduate's potential
• Guidance to improve personal and job performance
• Feedback from teachers and employers
• Assistance in locating a "quality job"

Among the skills and knowledge that participants learn are:

• Workplace coping skills
• Dealing with difficult coworkers or supervisors
• Budgeting responsibly
• Asking for a raise or promotion
• Managing time and workload
• Acceptable workplace behavior
• Occupational skills
• All participants are served in this program element.

(10) Guidance

JOG provides guidance services directly to the participants through the Specialists and indirectly through linkages to school and community based programs. Outside of the classroom setting, Specialists work on an individual basis with the participants on career awareness and career exploration activities tailored to the young person's particular interests and abilities. For example, if a young person indicates an interest in construction and creative arts, the Specialists may encourage them to learn more about careers in engineering, architecture and landscaping and facilitate informational interviews with professionals in each of the fields. Through the on going guidance they receive from Specialists, participants learn about career opportunities available, including necessary post-secondary education options.

The personal relationship that the Specialists develop with each young person positions them to identify problems that require professional attention. Through linkages with school counselors and local social service agencies, Specialists encourage participants to obtain the necessary professional help. For example, the Specialist will refer a participant to a mental health professional if they notice signs of depression or violent tendencies.

All participants needing this assistance are served in this program element.

:: return to top ::

Model Program Summary

School to Career Transition

• Targets students at the end of the 10th or 11th grade who are identified by the school as at-risk of not graduating and/or not making a successful transition from school to work.
• The original program model includes twelve months of service during the in-school period and twelve months of follow-up services post graduation. A total of 36 months of services.
• No less than 80 hours of contact during the in-school phase of the program (averages 100 hours across the Ohio program)

Dropout Prevention

• Students are identified in the spring of 8th grade year and receive services through graduation and for 12 months after graduation. This model provides four or five years of in-school and summer period services as well as the post graduation follow-up services. A total of 60 months of service.
• All students receive 720 hours of curriculum/classroom contact plus summer activities over the 60-month period
• Provision of needed redemption and basic skills drawn from resources in the school and/or community and activities aimed at the improvement of study skills
• Development of school and/or work-based learning experiences during the summer months

Connections

• Targets young people who have not graduated and have left the educational system for at least sixty days.
• Goals for this application include a high school diploma (or GED), a marketable skill, and a quality job with a good career potential.
• Occupational-specific training using existing vocational and technical education programs or work-based training
• Allows for open-entry, open-exit access to the program
• Twelve months of follow-up services after graduation

:: return to top ::

Model Program Applications

:: return to top ::