P3 Orientation Webinar

Friday, November 17, 2017

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Transcript of Webinar

Performance Partnership Pilots (P3) for Disconnected Youth

Orientation Webinar 

Date: Friday, November 17, 2017

[Slide 1]

[SUMMARY]

TELISA BURT: Let's go ahead and get started. Okay, my name is Telisa Burt, and I am with 

the Department of Health and Human Services. Typically Michelle Boyd from ASPE serves as 

HHS lead and I serve as the ACS lead on P3 projects. We welcome you all today for our kick 

off and orientation for the P3 program for our cohort 3 pilots. Today we will introduce you to a 

few federal and technical assistance staff who will be supporting the project going forward.

You will have the opportunity to hear more about the P3 program and hear information from 

your peers about their experiences with the project and you will also get to learn a little bit 

more about the federal role of the federal agencies and their roles and responsibilities and how 

the technical assistance and evaluation, specific technical assistance, will occur.

So as we move forward, just to remind you that we do have a box on the screen if you do have 

questions. And we will try to make every effort to answer those questions for you. And in the 

event that we can't answer them today we will try to circle back and get in contact to make sure 

that you get those questions answered.

[Slide 2]

[Slide 3]

[Slide 4]

So with the program overview, as you all may know the federal government has had a history 

of collaboration and we have always discussed how we can serve disadvantaged youth. And it’s 

been a bipartisan effort. So we list here just a few of those efforts that you may have heard 

about over time, including the Coordinating Council on Juvenile Justice and Delinquency 

Prevention. You’ve had White House Task Forces on Disadvantaged Youth. Shared Youth 

Vision, I think some of you who may have been familiar with the government for a while, you 

might be familiar with that particular project, as well as the Interagency Working Group on 

Youth Programs, which operates out of the Department of Health and Human Services, as well 

as My Brothers Keeper. That was one of the more recent initiatives around collaboration that 

you might recall.

[Slide 5]

So a lot of this conversation has happened around the P3 project, maybe around 2010, 2011. 

And so over the course of those conversations around how we can best improve the work that 

we do for our young people, P3 was born out of the Appropriations Act of 2014. And that is

where we received authorization to create the pilot projects, with the goal of seeing how we can 

pool discretionary funds and issue regulatory waivers for non-mandatory programs in helping 

us reach specific, positive outcomes for youth.
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[Slide 6]

So the overall goals were to reduce the silos and fragmented systems so that we can come 

together and use those existing resources. Again to help disconnected youth improve in the 

areas of education, employment, and other areas that help young people develop the necessary 

protective factors to thrive.

And so when we look at the youth we target, we’re looking between the ages of 14 and 24. Can 

you all please put on your phone on mute if you are not speaking? I think that will help us with 

some distractions that we might have. Okay.

And so again, for the youth that we are looking to support through this P3 project, they are 

between the ages of 14 and 24. They meet low-income eligibility. And they are vulnerable, 

meaning they are at risk of or are experiencing homelessness, they are in foster care or juvenile 

justice, unemployed, not enrolled in school, or at risk of dropping out.

[Slide 7]

And so we have a number of federal partners who were convened to lead this effort. We have 

the Department of Education, who typically administers the administrative part of the program.

We have the Department of Labor, Health and Human Services, National and Community 

Services, Institute of Museum and Library Sciences. And a little later after the 2014 

Appropriations Act we added the Department of Justice and the Department of Housing and 

Urban Development to the project as well.

[Slide 8]

And so this marks our third Cohort. We have had the first Cohort starting in 2014 and then now 

you all will join this wonderful project of programs and institutions and organizations who are 

looking to serve young people.

[Slide 9]

And one of the things that we are looking for here is program data. There are two ways that data 

are captured for our programs. That is through the evaluation and data sharing agreements 

which you will hear a little bit more about, as well as through the quarterly reporting, the ED 

524B, which is a quarterly report. And we’ve added a demographic supplement that allows us 

to capture a little bit more information about our grantees and, I'm sorry, about our pilots. The 

goal is to share our story with stakeholders and to identify gaps in services or areas of need and 

to highlight successes.

[Slide 10]

So looking at some of the data at a glance, this is for our Quarter 1 report, and I call it at a 

glance because it is not comprehensive and it does not include all of our grantees at this time.
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So you are supposed to look at it very quickly and then look away. So that's why it is at a 

glance. It is not a snapshot that we want to share at this time, but we will be sharing more 

information soon. But as you can see, the youth, the gender of the young people who are in the 

program, it’s mostly female. You can see that most of the young people are between the ages of 

16 and 17. And that while the majority of the young people are white, African-American and 

other minority populations are also included. What is not included here are the ethnicity report.

That is because again we don't have all of the data from all of our grantees right now.

[Slide 11]

We wanted to make sure that when we provided that information, it was very accurate. When 

you look at the population served, you can see that we do have a number of pilots who are 

supporting expectant and pregnant young people, dealing with homelessness. And these are just

the populations, even if they are not targeting these specific populations that they’re finding,

that these are some of the young people that we are actually supporting through the project.

[Slide 12]

[Slide 13]

And so now we would like to move on with the new pilots.

[Slide 14]

And to talk about our federal agency partners. I think this is Braden Goetz from the Department 

of Education.

BRADEN GOETZ: Sure. We want to tell you a little bit about how agencies are involved in 

working with you on this project. As you know, the Department of Education is the lead 

administering agency. You got to know us through the pilot selection process. We also monitor 

your expenditure start up grant funds, we collect performance reports and disseminate them to 

other agencies, and we also coordinate the technical assistance contract that you’re going to 

hear about.

The U.S. Department of Labor is the lead agency for the evaluation and in that capacity they 

manage the national evaluation of P3 and they provide technical assistance to pilots on 

evaluation related issues. Each pilot also has what we call a consulting agency and that 

consulting agency is the lead monitor of the pilot and the principal point of contact for P3. And 

they work with you to try to address any implementation challenges you encounter.

Most of the pilots also have what we call a participating agency, which administers other 

programs that are included in the pilot. And they work with the consulting agency to monitor 

the pilot.

[Slide 15]
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So for our, here are, I have listed here the consulting agency and participating agencies, 

Hartford, your consulting agency is the Department of Labor and the participating agency is 

Health and Human Services. And Los Angeles County, the consulting agency is the Department 

of Labor and there is no participating agency. New York City, U.S. Department of Health and 

Human Services is your consulting agency and Labor is your participating agency. New York 

State Education Department, we are your consulting agency and the U.S. Department of Justice 

is the participating agency.

And Sacramento, the consulting agency is Health and Human Services and the participating 

agency is Labor.

That was a quick introduction to who we are and how we are going to work with you. I turn it 

over to Cori.

[Slide 16]

CORINNE SAURI: Thanks, Braden. This is Cori, Corinne Sauri, also at the Department of 

Education. I work with Braden. Many of you already know my name because you see emails 

coming from me about events like this and recording. You've all gotten the recording guidance 

at this point. And I have been answering questions as they come up. Please, continue to send 

them. I'm happy to jump on a phone calm and talk about reporting requirements at any time. I 

am now going to introduce Tara Smith from Jobs for the Future. We are lucky enough to have a 

technical assistance partner with Jobs for the Future through a contract we have and we are 

providing an update to you all. We, last April, we provided a plan for the initial technical 

assistance that you had before you had the performance agreements in place. And now this will 

be the update to let you know what we are planning for the year ahead. Tara, off to you.

TARA SMITH: Thank you so much, Cori. Good afternoon everyone. As Cori said, I'm with 

Jobs for the Future.

[Slide 17]

We lead a team of technical assistance partners. Our team includes the Forum for Youth 

Investment and Performance Excellence Partners as our primary partners in this effort. We also 

supplement that with additional networks that we will be connecting you with over the coming 

year.

[Slide 18]

I want to give a brief highlight of the types of technical assistance activities that we will be 

implementing with each of the Round 3 P3 grantees. Each grantee will be assigned a technical 

assistance coach. And that coach will work with the P3 director and other staff to establish a 

schedule for regular coaching calls. And that will be the work through implementation 

questions, program design questions, youth recruitment issues, those types of challenges that 

we know that projects in Round 1 faced as they were doing the startup phase.
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We’ll also be establishing some peer sharing calls so that the grantees in Rounds 2 and 3 have 

the opportunity to connect and talk with each other about what they are experiencing as they go 

through start up. In addition we will be connecting you with the Round 1 P3 grantees through 

some peer learning calls, so they can share experience and lessons learned with you.

We’ll have regular webinars that we’ll invite you to on topics ranging from data collection and

sharing or workforce development and youth recruitment, for example. Regularly over the 

course of the year, we'll do something we call Peer Exchange Network meetings. These are 

actual peer learning opportunities where we bring sites together around a common topic of 

interest. They usually include a site visit to a local agency or program. We also bring in subject 

matter experts to talk through questions, some that we’ve had in the past have been around 

opportunity youth, family literacy, systems-involved youth, two-generation approaches. So 

those topics are chosen based on needs and interests identified by the community.

And then finally, we have affinity groups and communities of practice, and these are smaller 

working groups that regularly connect with communities around topics of interest. For example, 

we have a California Affinity Group that I know several of the communities may already be 

aware of. We also have a Rural Affinity Group that brings together communities around 

challenges of doing this type of work in rural areas, as well as a Tribal Affinity Group. And you 

will be getting information about all of these activities when your technical assistance coach 

connects with you.

[Slide 19]

Some of the tools we’ve already developed for this that are available to you already on the Jobs 

for the Future website, we have a resource guide on two generation approaches, FAFSA 

completion, early learners, family school partnerships. These provide a profile of best practices, 

some of the research base around issues, they identify funding opportunities in these areas, as 

well as give links for connections to other resources and networks.

[Slide 20]

A big effort of our technical assistance is around this idea of fiscal mapping. So fiscal mapping 

is helping communities understand the federal and state resources that are coming into the 

community that might be leveraged to support work for youth, and particularly opportunity 

youth. So we have a tool that helps identify federal funding sources across seven agencies, as 

well as a guide on how to use it. Forthcoming we will have a toolkit and some other resources 

that will be posted to the jobs for the future website in the near future. So I will keep you all 

updated on that.

[Slide 21]

And I also want to just go ahead and highlight some resources that you can access now. You're 

in the kind of thinking and planning stage of getting your project underway. Youth.gov is a 

great resource for identifying all federal information and resources that target youth and

children. The Jobs for the Future web page, I believe I’ve already highlighted, on our work with 
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the P3 grantees. I also want to call out the Forum for Youth Investment’s website; the forum 

does a lot of work with opportunity youth and getting youth ready for college and careers, and 

so they have great resources there on strategic partnerships and community engagement to 

support this work.

[Slide 22]

And now I’ll hand it over, I believe, to Cay now.

CHRISTINA YANCEY: Hi. Actually, I think I'll go first. This is Christina Yancey from the 

U.S. Department of Labor, Chief Evaluation Office. Good afternoon, everyone. As Braden just 

mentioned, we at the Department of Labor are leading the national P3 evaluation and we’re

working obviously in close collaboration with the rest of the departments involved in this effort, 

but this afternoon we wanted to introduce ourselves and also provide some introduction to the 

national evaluation activities, which in some ways in addition to making sure that we closely 

work with the departments on making sure that everyone is on the same page with the 

evaluation, there's also a technical assistance component with the evaluation that is distinct 

from the program technical assistance that you’ve just heard about. So it can be a little 

confusing how we are providing all of these different types of resources to you. I just wanted to

let you know, I promise that we all work a lot behind the scenes. Whenever you have any 

questions or you want to know more information, you just reach out to whomever is your 

contact. Things get redirected and rerouted to whomever is the appropriate person to answer 

your questions.

[Slide 23]

But so anyway, with the national evaluation, I wanted to just first introduce the team who will 

be all talking for a moment today.

Again I'm Christina Yancey, I’m with the Chief Evaluation Office at the Department of Labor, 

and we contracted with Mathematica Policy Research to oversee the national evaluation, which

is a five-year project. Linda Rosenberg, who is going to speak with you shortly, is the project 

director for the national evaluation and Cay Bradley is overseeing the evaluation technical 

assistance component for the evaluation. She also will be speaking with you in just a few 

moments.

At the bottom of the screen there is a link if you would like to just have as an easy access a 

reference, one-pager on the national evaluation.

[Slide 24]

So I'll first just provide a brief introduction to the national evaluation components and then I’ll 

pass this off to Linda and Cay to discuss more details.

For the national evaluation we have, because P3 is a new initiative and we are interested just to 

document and learn as much as we can about P3, we are conducting an implementation study.
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And then we’re also looking at what kind of systems change has occurred, what types of 

partnership changes have perhaps resulted as an effect of the P3 project, and we also are going 

to collect information related to the local evaluation. So this is not necessarily as relevant for 

you all because our national evaluation is covering all three of the Cohorts.

And the first Cohort included all of those nine grantees have evaluations that they’ve

independently contracted for. And part of our study will involve collecting and synthesizing the 

results from that first Cohort. I know some of you all are also contracting local evaluations, but 

for just frankly for timing purposes, we won't be able to synthesize all of the results of your 

evaluations, but we are focusing and will make sure we do that across the nine, from the first 

Cohort.

So that is a focus of this evaluation but won't necessarily have any relevance to you in terms of 

collecting the information, but we will definitely make sure to share the results of those when 

they become available.

Also for the first Cohort, we are collecting the data from their individual programs. This also is 

just something that applies to the first Cohort. I'm just sharing with you that the evaluation has 

these four dimensions, two of which involve the first Cohort and the other two dimensions,

which we'll dive into shortly are related to you all. Overall the national evaluation has these 

four parts. And we will now move into describing more specifics on the implementation and 

systems study with Linda Rosenberg, the project director for the study. Linda?

LINDA ROSENBERG: Thanks, Christina. So yes this is Linda Rosenberg. I'm a senior 

researcher here at Mathematica. While we are on this page I wanted to mention that 

Mathematica is partnering with Social Policy Research Associates on the national evaluation as 

well.

[Slide 25]

So as Christina said, Cay and I will talk about the two components of the national evaluation 

that you may be participating in. And I will give a quick overview of what is involved in the 

implementation and systems study, and then Cay will talk with you about the evaluation 

technical assistance. The implementation and systems study has three key objectives. One is to 

learn how individual pilots are using their granted P3 flexibilities to improve the outcomes of 

youth being served by their programs. So we want to understand how pilots’ blended and 

braided funds and granted waivers are affecting the services that they are providing to their 

youth, as well as what services youth are receiving through P3.

This study also will examine how flexibilities are affecting community partnerships and 

systems. And finally we want the youth in the study to identify lessons and promising areas for

building on the P3 approach. We plan to gather information about your pilots through site visits 

that will occur next year. And as Christina noted, the evaluation team is working with all pilots.

We actually visited the first Cohort pilots and wrapped up that work a few months ago. And 

during the visits we interview P3 pilot program administrators and their staffs to learn how 

pilots are working to accomplish their objectives, and how the P3 flexibilities are supporting 
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those efforts. We also interview P3 partner administrators and staff to gather partners’

perspectives on P3 and their work. And we also ask them to complete a short survey while we 

are on site about their experiences. We also hold group discussions with P3 participants to hear 

from them about their experiences participating in P3.

So next year an evaluation team member from Mathematica or Social Policy Research will 

contact the pilot lead to discuss plans for the visit. Each visit will occur over two to three days,

and the evaluation team member assigned to your pilot will work with you to schedule the visit 

in a way that best accommodates you and your partners. We'll work with you on the scheduling 

of the visit and the plans for the visit when we reach out. So that is a very short description of 

our study. And now I'm going to turn it over to Cay to discuss the evaluation TA component.

[Slide 26]

CAY BRADLEY: Great. Thank you, Linda. So my name is Cay Bradley. I am the lead for the 

evaluation technical assistance that Mathematica provides to P3 pilots. We do this under the 

auspices of the national evaluation, as you just heard from Linda and Christina. We are one of 

the four components. So our objectives are really to help those of you who are doing a local 

evaluation, do the best possible local evaluation that you can. I always encourage grantees to 

think of us as a critical friend. We are going to help you think about when you have problems 

and then problem solve. We are going to raise questions that may be tough to answer. But our 

goal is to make sure that you have the strongest possible local evaluation so that your site and 

the broader field can learn about what you did and how that changed things for disconnected 

youth.

Pilots with local evaluations may develop reports that could be reviewed by one of the 

clearinghouses, particularly if you have a comparison group of some sort. So if you are doing a 

local evaluation with a comparison group, we will be using the review standards of those 

clearinghouses as a touch point for our work. You may also be doing more of an 

implementation evaluation where you don't necessarily have a comparison group. In that case 

we won't be using those standards because they are not appropriate to your design, but we are 

still here to help you think about your evaluation and ensure that you’ll learn as much as you 

can from your evaluation and that the findings from your evaluation can be shared with a 

broader community.

In addition to me, you are likely to interact with Diana McCallum, who is another senior 

researcher here at Mathematica.

[Slide 27]

So for those of you conducting a local evaluation, we are going to want to start with you all 

working on a logic model and hopefully you joined our webinar about logic models. If not, 

have no fear; you can access that recording.

We know that many of you will have presented logic models as a part of your application. That 

will be a great starting place. Once you have a logic model we are going to move on to develop 
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an evaluation plan, the particular type of evaluation plan will depend on your local evaluation 

design. This plan is a requirement in the Federal Registry notice, it was referenced. It is a plan 

that we'll work on with you, and we will pass it to the consulting agencies.

As the evaluation gets started, we are going to talk to you a fair bit to help you get through 

some of the bumps that always happen at the beginning of evaluation. And then it is likely you 

won't talk to us while things are moving along, but we will be available to help you, to trouble 

shoot, and help you think through whatever you need to think through.

[Slide 28]

So one important thing to know, is that we are always going to work with you guys as part of a 

team where it is appropriate. Our initial calls with you will be with your project director and 

local evaluator, the consulting agency staff person, your eval TA liaison and JFF programmatic 

coach that Tara spoke about. The first call is just kind of a check in call to make sure we

understand what the intervention or program is, the timing of starting your programming, and 

your evaluation plans. After that we start moving towards the logic model. Again, the purpose 

of this logic model is to articulate how your program is expected to change the disconnected 

youth outcome. And we are really going to push you on putting on paper what it is that is going 

into your program, what it is that is coming out, and the outcomes that you plan to achieve.

As I mentioned, we did do a webinar on logic models in October. The link for the recording is 

here in the slides, and many of you will have received that link already as well. We will also 

provide TA to help you with the development of your logic models that will be the focus of 

those early calls. As I said, later on when you guys are ready to move on to writing an 

evaluation plan, we will do a webinar that talks about the evaluation plan. We have a template 

that you all will be asked to use. We'll walk you through the template, and explain to you what 

will happen and the timing. The date is to be determined but again that won't happen until after 

the logic model is complete.

At this point I am going to turn it back I believe to Michelle. Is that right? Or is it going back to 

Telisa?

[Slide 29]

TELISA BURT: It's going back to Telisa, thank you. Thank you so much. So this right here is 

simply a snapshot of the various federal and technical assistance and evaluation technical 

assistance resources that are available in general. We are working on specific sites with many of 

these resources, but this is just to get an idea of how many different entities have been working 

in this process overall, both federal and nonfederal.

So what I would like to do is to take a moment to speak to some of the new pilots who are 

online and get a chance to get maybe a quick three to five-minute introduction for yourself, for 

the work that you are doing, and a little bit about your pilot. I am going to ask -- if you are not 

ready, you might want to take a couple seconds to think about it, I can come back to you. Can 

we start with New York State?
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Would you like to introduce yourself and your project? (There is no response.)

Okay.

TELISA BURT: Okay. Sacramento, project from Sacramento, are you on the line?

(There is no response.)

TELISA BURT: What about L.A. County?

(There is no response.)

OKORI CHRISTOPHER: And Telisa, folks can also use the chat box there to check in in 

case they didn't call in and they are in listen only.

TELISA BURT: Okay. I'm trying to see.

MARITZA DUBIE: Hello?

TELISA BURT: Yes.

MARITZA DUBIE: Can you hear me? This is Maritza from Los Angeles County. My 

apologies.

TELISA BURT: Okay perfect. No problem.

[Slide 30 (Programming note: The slide shown on the screen is slide 12, but it should be slide 

30 from the PDF slide deck, which is the “Questions and Answers” slide.)]

MARITZA DUBIE: I do have my staff on the line. I can share with you our initial application 

was an evaluation piece on a mentoring link, work-based learning program. Really it was a few 

different projects that we have on the ground, if you will. And we wanted to see if there was a 

better way of operationalizing and standardizing just like the overall outcomes since we do have 

a large basin. Our focus was probation youth and it still is. I am happy to hear that we will have 

a very thorough TA session. I think we need to revisit at least some of the projects that we had 

initially thought we were going to have evaluated. We have not started the actual evaluation 

process. But we are still looking in that vein.

TELISA BURT: Okay what was your name again?

MARITZA DUBIE: Maritza.

TELISA BURT: Thank you. Thank you for the introduction.

TYRONE RODERICK WILLIAMS: Hello. I don't know if you can hear me, but this is 

Tyrone Roderick Williams in Sacramento.

TELISA BURT: Okay, welcome.
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TYRONE RODERICK WILLIAMS: It’s good to be on the line. I'm here with Julius Austin 

who will be assisting us in this effort. We have – well since basically since February we have 

been in the planning stages, meeting every week with a number of our P3 partners. Our focused 

youth fall into four categories: Youth who are aging out of foster care, youth who are homeless, 

youth who are at risk of homelessness, or youth on probation.

We are using a housing first model. P3 is part, is one component of our housing policy here in 

the City of Sacramento. Where we are, we are also the housing agency for both the city and the 

county. So we have a waiver to be able to use housing choice vouchers and master leasing to 

assist in securing long-term or longer term, stable housing as a foundation for high school 

completion, job training through either employment training or through working with the 

community college, or an organization that provides training in jobs placement and supporting 

that through the process.

So those are our goals: To house, to educate, to train, and to employ.

TELISA BURT: Wonderful.

TYRONE RODERICK WILLIAMS: Our target population is 100 disconnected youth who 

fall into those four categories. Our goal is to launch on January 1. So we have been in the 

process of locating housing, since housing is first. Housing choice vouchers will only be issued 

as housing units either in single-family homes or in apartments will be identified for the 

program. But we are prepared and we look forward to it. We are extremely interested in the 

evaluation issue. Because of the limited funding that was provided for the round that we were 

approved for, a lot of that evaluation is really anticipated on through our network system and 

tracking system that we have that all of our partnering agencies will be using.

So we are happy to talk to anyone who can provide additional resources given the limited 

financial resources that we have to engage in detailed tracking and evaluation.

CHRISTINA YANCEY: This is Christina. I'm from DOL. I just wanted to say that after this 

call, Cay and her team will be setting up sessions with you all to kind of start talking about 

what your, if there is particular challenges or things you want to leverage in helping you take 

advantage of using existing systems. So just want to let you know we're here to help you with 

that.

TYRONE RODERICK WILLIAMS: Very good. We look forward to talking with you.

TELISA BURT: Perfect. Okay. So just a reminder, if you all have any questions, there is a 

chat box. You should see it, a general chat box where you can ask any questions that you might 

have. Again we will try to get those answered for you.

But I would also like to check in and see if we have New York City or Hartford on the line, 

who would like to give us a little introduction?
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MEGHAN KEENAN: Hi, this is Meghan Keenan from the Department of Youth and 

Community Development in New York City. Our project is really focused on helping young 

parents who are trying to enroll and persist in WIOA funded out-of-school programs, access 

childcare through publicly funded early learn programs here in New York City.

So our pilot funds, what they have allowed us to do is to hire a couple of staff, who we are 

calling childcare navigators, who are really charged with supporting young people in locating 

childcare, applying, and going on visits to the various potential childcare providers that are 

publicly funded through the Administration for Children Services so that they can really go 

through that process as young parents and feel confident about leaving their young children so 

that they can come to our OFY programs and really stick with them.

That's sort of the focus. We are looking to serve 50 young people. We have a few, about 15 that 

are either formally enrolled or in the pipeline. We have the navigators on board. We are 

working on our evaluation. And so far, so good.

TELISA BURT: Okay, good stuff. So Hartford, do we have anyone from Hartford on the line?

KIM OLIVER: Yes, this is Kim Oliver from the City of Hartford Department of Family 

Children, Youth, and Recreation. I apologize. I'm sick. I hope you can hear me.

TELISA BURT: We hear you.

KIM OLIVER: Okay. We are doing a pilot with 100 disconnected opportunity youth who are 

involved in the justice system or at risk of becoming involved in the justice system in our 

Promise Zone here in North Hartford. Our work is focused on providing work based learning 

opportunities, integrated with academic and technical instruction, and what is really critically 

important is the development of a virtual network of providers that can comprehensively serve 

these young people. That is through using middleware, an open source middleware system that 

we actually are developing. Since the earlier this year we have been meeting on our teams, the 

advisory team as well as the operations team. We now have our contracts in place and really 

we're utilizing our startup funds for the development of that technology, but also in the process 

of that is where the technology is fully up to par, having what we call a PATH Navigator for 

those young people. PATH is just the acronym of our pilot, which is Partnerships Advancing 

Youth Together in Hartford. We hope that over the 18-month period we will be able to fully 

transition this to a sustainable, virtual network that identifies youth disconnection, gaps in 

services, and matching them to the appropriate services and program providers. The system will 

also track their progress as they continue on a new path to success.

TELISA BURT: Thank you. Okay, New York State, circling back around to see if they were 

able to join. And so -- okay.

Well, let's see if we have any questions. Seems like this was a good, I guess, immediate 

introduction into the process and there will be other opportunities for support moving forward.

So this was just our opportunity to say welcome. And that we are excited about the projects that 
P3 Orientation Webinar

Friday, November 17, 2017

13

are on the table and helping I guess the both of us, right, reach some positive outcomes for 

youth.

So with that in mind if anyone wants to actually just ask a question verbally? If not, I think on 

behalf of all the federal staff and federal partners that I thank you all for participating.

TYRONE RODERICK WILLIAMS: This is Tyrone in Sacramento.

TELISA BURT: Gotcha.

TYRONE RODERICK WILLIAMS: We have one question. It really is an administrative 

question. We are aware that the funds are currently available to access. However, our structure 

here requires that a signed contract by all parties be delivered before any federal funds can be 

accessed. And so at this point, while we have provided the signed documents back, we have not 

received signed, a signed contract with all of the agencies that are indicated on the signature 

page back to us. So that does not constitute us actually having documentation of an agreement,

which creates some accounting and also legislative concerns.

Whoever we can talk to about getting that contract to us ASAP will help us be able to move 

forward with our launch anticipated January 1.

BRADEN GOETZ: Hi, Tyrone. This is Braden with the Department of Education. I'm happy 

to get back in touch with you as soon as we can. There may be a misunderstanding about the 

agreement and how it fits into your project, but can I contact you tomorrow? Well, not 

tomorrow. Monday morning?

TYRONE RODERICK WILLIAMS: I would love to. I look forward to talking to you, 

Braden.

BRADEN GOETZ: Thanks a lot, Tyrone.

TYRONE RODERICK WILLIAMS: All right, thank you.

TELISA BURT: Thanks, Braden. Anybody else have any other questions before we close out 

today's presentation?

(There is no response.)

TELISA BURT: Okay. Well, thank you all for joining us. Thank you all, federal staff, for 

participating in our supports here through technical assistance and eval tech TA as well. So 

thank you all for participating today. You have a great afternoon.

(END)