Doctrine for the

National Guard Youth

ChalleNGe Program

ChalleNGe Publication 3-1

30 September 2010
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ChalleNGe Publication CP 3-1, National Guard Youth ChalleNGe Program Startup is the guiding
document for the successful launch of a new ChalleNGe program. This publication incorporates
more than eighteen years of national and state experiences and lessons learned. It integrates
wisdom accumulated by ChalleNGe startups in thirty-one states, leveraging the many successes
and paying solemn attention to challenges these programs have faced. It also reflects the changing
nature of our political landscape, our culture, and youth, tempered by timeless values of honor,
courage, and commitment.

CP 3-1 policy guidance to be integrated provides authoritative direction and allows for the judgment
required to tactically execute the direct mission. This document provides clear direction, as the
success of the National Guard Youth ChalleNGe Program hinges on the important work done at the
local level.

It is in that spirit that ChalleNGe, like the National Guard itself, must always respect its state
primacy and federal oversight. The dual-natured connectivity of the National Guard organization
brings with it a heavy responsibility to do things right the first time. A successful startup and the
demonstrated success of our current programs are the very best arguments for further program
expansion. Every new program must start successfully if we are to meet our stated long-range
vision to be recognized as America’s premier voluntary program for sixteen- to eighteen-year-old
high school dropouts.

CP 3-1 provides guidance for all those who are contemplating or participating in the establishment
of a ChalleNGe program. The practices set forth in this document are born of the years of
experience of leaders at the national and state levels of ChalleNGe. In a strategic environment
where resources are scarce, we need to make certain we avoid all preventable pitfalls and exploit
well-documented best practices for a ChalleNGe launch. With this startup guide in hand, all future
ChalleNGe leaders have a tremendous advantage in creating a smooth launch.

Good luck as you honorably serve this nation as part of the National Guard Youth ChalleNGe
Program!

LOUIS A. CABRERA
Comptroller and Director,
Administration and Management
National Guard Bureau
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 PREFACE

1. Scope

This publication will be used to establish a National Guard Youth ChalleNGe program. It provides a foundation of
understanding, fundamental principles and essential background to guide primary stakeholders as they organize
and build a ChalleNGe program.

2. Purpose

a. This publication is designed to assist “builders” in developing an appropriate model to shape the very
character of their successful program.

b. CP 3-1 interprets many years of hard-won wisdom in unambiguous guidance to assist program construction in
all stages and mitigate foreseeable problems, with the goal of a successful and sustainable startup.

3. Application

This publication is an authoritative organizational guide, but requires judgment in its application. It provides the
fundamental principles by which new programs can guide actions into a successful startup. This publication
provides a common point of reference and provides a knowledge base for making strategic decisions.

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 TABLE OF CONTENTS

IntroduCtIon v

ChaPter I: aPPlICatIon and PlannIng

Strartup Planning and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . I-1
Resource Verification and Program Planning . . . . . . . . . . . . . . . . . . . . . . . . I-5
Program Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I-6
Marketing Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I-7
Creating a State Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I-7

ChaPter II: CandIdate Program aCtIon PlannIng

Key Staff Hires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-1
Logistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-1
Facility Upgrades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-2
Core Component Curriculum Development . . . . . . . . . . . . . . . . . . . . . . . . II-3
Program Policies and SOPs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-4
Cadet Recruitment Plan and Outreach . . . . . . . . . . . . . . . . . . . . . . . . . . II-5
Marketing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-7
Staff Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-7
Jump Start Assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-8
Program Budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-9
Finalized Training Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-9
Preparing For Cadet Mentor Operations . . . . . . . . . . . . . . . . . . . . . . . . . . II-10
Data and Reporting Requirements Training . . . . . . . . . . . . . . . . . . . . . . . . II-10
First Residential Phase Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-11
Post-Residential Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-12

aPPendIx
A: Startup Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-1
B: ChalleNGe Site Suitability and Readiness Assessment . . . . . . . . . . . . . . . . . . . B-1
C: Management Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-1
D: SAMPLE Organization Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-1
E: SAMPLE ChalleNGe Program Staffing Model . . . . . . . . . . . . . . . . . . . . . . E-1
F: SAMPLE Cadet Supply List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F-1
G: SAMPLE Timeline For Facility Equipment Purchases . . . . . . . . . . . . . . . . . . . . G-1
H: SAMPLE Cadet Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-1

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 TABLE OF CONTENTS

I: SAMPLE Mentor Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .I-1

J: SAMPLE Training Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . J-1

glossary
Part I: Abbreviations and Acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . GL-1
Part II: Terms and Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GL-2

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 INTRODUCTION

Initial decisions have profound long-term implications on the success of a ChalleNGe program.Furthermore, strategic
decisions at all levels have potential long-term and far-reaching implications for programs, new and old, across the
nation. The operational decisions around funding, facilities, and staffing shape long-term character and constraints
of the new program. In the initial stages of a program start, the most minute of daily tactical decisions can have
enormous and long-lasting consequences. This document is designed to help decision makers through the startup
process and assist them through providing guidance and context for making these decisions.

BUILDING A GOOD FRANCHISE

Starting a National Guard Youth ChalleNGe Program can be properly viewed as building a new franchise of an already-
successful national enterprise. Franchising is actually a very old idea, best understood in reference to the fast food
and retail industries. By using the business principles of franchising as a model for ChalleNGe, the following become
readily apparent:

¾ ChalleNGe has an instantly recognizable military brand that it derives from the National Guard. Our military
brand, and the trust of the American people it represents, is our most valuable commodity.
¾ ChalleNGe has an extensive national knowledge base regarding its customer and market.
¾ ChalleNGe has a documented history of results that it can point to when attracting new customers as part
of its sales (recruiting) strategy, allowing it to position itself as an expert in the industry.
¾ ChalleNGe already has successful documented systems, operational processes, and risk management
measures in place nationally for replicating at new locations.
¾ Successful franchises have far-reaching implications for the national chain.
¾ Failing franchises can severely degrade public goodwill and harm program reputation at the national level,
which could severely affect future funding.

New ChalleNGe programs are joining a larger network of established programs. Using smart franchising principles,
especially when leveraging the lessons from the past, is good business.

startup Plan
state Plan
(state Plan submitted)
application Process Jump start Process
startup agreement myCPa
startup Budget Program Budget

Application Phase: Startup Phase: Program Phase:

APPLICANT PROGRAM CANDIDATE PROGRAM OPERATIONAL PROGRAM

Month -18/-24 Month -12 Month 0 Month +12

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 CHAPTER I
aPPliCation and Planning

THE STRATEGIC VALUE OF TIME

Effective planning and disciplined execution are the cornerstones of a successful start. Taking time to build federal,
state, and local support, new programs will avoid many pitfalls which occur when a program is rushed into existence.
Facilities, staffing, recruitment, and political support efforts must be carefully cultivated and nourished. Adhering to
the following timeline prevents poor decision-making from being driven by political and financial expediency.

1. Startup Planning and Assessment

A. The application and startup process focuses on the planning and preparation in the startup window of a
new program, which will begin as early as M-24.1 This process begins with the state identifying a need for
a ChalleNGe program and collaborating with the National Guard Bureau (NGB) to complete the ChalleNGe
Site Suitability and Readiness Assessment (CSSRA), located
in Appendix B. The state is briefed on the expectations and gate
the requirements placed upon it in the startup process. NBG
The CSSRA is to be completed
assigns an established program as a mentor to provide valuable
NLT M-12 prior to the start of the
insight in designing a new program. The state verifies its
first class and is verified upon
resources, secures a facility, and develops a startup budget. It is
completing a site visit. The pro-
recommended that the state devise a mechanism for receiving
gram may then receive approval
donations and/or grants. Finally, the state develops a State Plan
to enter the startup process.
and signs a Startup Agreement with NGB. Not surprisingly, the
focused approach taken by ChalleNGe is the result of a clear
doctrinal foundation. Two key elements, the 1992 Center for Strategic and International Studies (CSIS)
report “Forging a Military Youth Corps -- A Military-Youth Service Partnership for High School Dropouts,” and
the Donohue Intervention Model represent the original doctrinal core of ChalleNGe.

1 Key to timeline: M = month in which the first class of cadets is registered. Months before M month would be “M minus #” or “M-#.”

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 B. ChalleNGe Site Suitability and Readiness Assessment.
The CSSRA is designed to guide states in their preparation to launch a new ChalleNGe program and is the
first step in the application process. In addition, this assessment provides NGB with a data-based tool to
determine the overall suitability of a proposed program site and its readiness to enter startup activities. The
CSSRA examines five key areas:

¾ Demand
¾ Funding
¾ Facility
¾ Personnel
¾ Political Support

C. Program Mentoring begins.

If the candidate program is located in a state to which ChalleNGe is new, NGB will assign the candidate
a mentor program during the startup process. States expanding to an additional program site may not
be required to have a mentor program. The mentor program is one of the critical elements that can help
new programs and new leaders with startup. Mentor programs provide valuable insight to new states in
designing their programs. Often legislators, educators, and The Adjutant General (TAG) will visit the mentor
programs prior to determining which design is the right fit for their new program. Experienced programs
provide valuable insight of program operations, promising practices, and recommendations as new programs
are in development. Mentor programs also provide opportunities for candidate programs to send staff
for job shadowing, onsite immersion training at the mentor program. Programs can refer to the Mentor
Program Handbook to aid in the successful development of a productive relationship. The handbook provides
assistance to both partners by offering:

¾ Clarity of roles and responsibilities

¾ Discussion of the expected stages in the relationship
¾ Opportunities to identify potential challenges or inhibitors
¾ Proven solutions to such challenges

The mentor program will be identified by NGB and assigned as soon as the state’s CSSRA is verified and the
candidate program begins the planning process.

D. Key Program Elements

1. Initial Target and Steady State Program Size

Resources are allocated according to projected program graduation targets. NGB will assign candidate
programs an initial graduation target number for their first class. In conjunction with NGB, the program
will increase its program graduation target to a steady state number over the first several classes.

2. Educational Model

a. The core of ChalleNGe is reclaiming the lives of adolescents who have dropped out of high school.
A critical first step for states is to determine their education model. Selection of the model varies

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 by state and is largely dependent on the fit of the goals of the specific program, the needs of
the potential cadets in the area, and the level of collaboration and integration possible with the
education community in the host state. In some cases the decision will also be made depending
on resources and staffing. Selecting an education model is an important step as it will determine
curriculum development and guide the hiring of instructional staff. The state-selected curriculum
must result in an improvement of Tests of Adult Basic Education (TABE) scores and may also result
in one or more of the following:

¾ General Educational Development (GED)

¾ High school diploma
¾ Alternative high school diploma
¾ High school credit recovery

b. Operation of the various educational models depends on state requirements. ChalleNGe programs
should seek guidance from their state Department of Education. Additionally, the high school
diploma model may require working closely with the local school district to implement staffing.

3. Staffing

a. The success of a ChalleNGe program is significantly influenced by the organizational structure,

staffing levels, and the skills, knowledge, and abilities of the staff members. In addition to the
parameters set by the Startup Agreement, organizational structure and staffing levels are driven by
the statutory requirements and the physical structure of the facilities. A well-considered leadership
philosophy is crucial to building the right staff and mitigates enormous problems in the future.

b. Previous successful startups have learned some valuable (and painful) lessons:

¾ Do not hire a potential staff member who may be considered the best out of a weak field.
¾ If the applicant pool is not impressive, re-advertise.
¾ If a staff hire does not fit, terminate early (preferably during the probationary period). If the staff
member can be aligned, efforts should be made to do so, but not at the expense of the team.
¾ One bad hire can significantly damage a fledging organization.

Shaping organizational culture early (as well as human resource policy) sets a high standard of
accountability and allows the program leadership the ability to get the right people on staff without
protracted human resource misery. A successful staff will embrace and operationally use the
concepts and philosophy of ChalleNGe Publication 1 (CP1), the primary organizational doctrine for all
National Guard Youth ChalleNGe Programs (NGYCP), which provides the foundation of understanding
and fundamental principles that guide ChalleNGe program directors in the conduct of their state
ChalleNGe program. Careful attention should be paid to the parameters of the Startup Agreement
and the advice and lessons learned from the mentor program.

c. Funding for ChalleNGe program staff is dependent on graduation target. Typically, new programs
will start with a goal of 100 graduates, and staff funding is authorized accordingly. The staffing
model included in Appendix E identifies the number of funded positions per the target number of

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 cadet graduates. New programs may align the positions to the statutory requirements and physical
structure of the facility while remaining within the limit authorized by the staffing model at their
level of organization (graduation target number of 100, 144, 175, etc.). Each funding level includes
discretionary support positions programs may use to customize their staffing models to meet their
respective needs. These positions must be identified and included in the model sent to NGB for
approval. Modifications to a new program’s staffing model will be sent to NGB for review and
approval.

d. For program startup purposes, the program director is hired no later than the signing of the Startup
Agreement. The program director develops the organizational structure and is responsible for the
hiring of all staff members. Critical positions (deputy director, budget officer, administrative/log
specialists, recruiters, lead teacher, cadre supervisor/commandant, and lead counselor) will be
hired as soon as possible. Hiring processes vary by state; it is the program director’s responsibility
to ensure staff members are hired in accordance with the startup timeline. Upon being hired, new
program staff should be assigned to job shadow at the mentor program site immediately. Observing
and learning from another ChalleNGe program is critical to developing strong staff members. A well-
prepared staff leads to a successful program startup. A sample organization structure is included in
Appendix D.

e. Staffing and the Quasi-Military Environment:

When interviewing potential staff, it should be noted early and often that ChalleNGe is a quasi-
military environment; it is neither a military nor a correctional environment. This is especially true of
cadre applicants but also important to note with counselors, instructors, and other staff members.
An applicant who has difficulty understanding the essential differences between training soldiers,
supervising prisoners, and guiding youth for a productive life will be a problematic and potentially
dangerous employee. There is a difference between forcing compliance and encouraging change. Do
not hire any staff member without thoroughly exploring his/her motivations and understanding of a
quasi-military youth-serving organization.

f. Collectively, cadre staff should have significant military experience, combined with the desire to
work with high school dropouts. While some of the very best individuals have never served a day
as a uniformed military member, the best programs have a large percentage of military-experienced
cadre. Provided they have a complete understanding of the mission of ChalleNGe, hiring individuals
with a military background, especially trainers, such as drill instructors, helps establish a healthy
quasi-military environment.

Programs should also consider the hiring of a variety of military affiliated individuals, including but
not limited to:

¾ Retirees
¾ Veterans
¾ Guard or Reserve members

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2. Resource Verification and Program Planning

A. Current Department of Defense authorization allows for a federal/state cost sharing for the ChalleNGe
program. The state funding match must be secured no later than the signing of the Startup Agreement in
order to receive federal funds for the startup budget. The startup budget funds M-12 through the M-1 of
starting up a program. The program budget funds a fully operational program based on the NGB-specified
graduation target number. A state may make its contribution in cash or limited services, products, or a
combination thereof. The TAG is required to make certification of both the cash and non-cash contributions.
Prior to doing so, the United States Property and Fiscal Office (USPFO) will review the appraisal of the
non-cash contributions and provide certification to the TAG. The appraisal must be conducted in accordance
with the Startup Agreement and state law and included in the budget. All non-cash contributions must be
assessed at a price that is fair market value and reasonable. Reference the Startup Agreement and Master
Youth Programs Cooperative Agreement (MYPCA) for further guidance.

B. The startup budget consists mainly of onetime expenses, such as the purchasing of equipment, furnishings,
supplies, clothing, etc.

Most startup costs are associated with four main categories:

¾ Staffing
¾ Facilities
¾ Dining
¾ Miscellaneous

The startup budget falls mostly under Facilities and Miscellaneous. Purchases under Miscellaneous include
supplies, equipment, clothing, information technology (IT) and communication infrastructure, and so on.
Food supplies should not be purchased until a month prior to cadets starting classes; therefore, dining costs
are at a minimum in the initial budget. Staff funding is budgeted according to the hiring timeline established
within this document.

C. Candidate programs will develop their program budgets in coordination with NGB. The ChalleNGe program
uses three templates for budget reporting purposes.

The three report types and their uses are:

¾ Program Fiscal Year Budget Report—used to submit initial fiscal year operating budget.
¾ Budget Change Report—used when modifying the approved initial fiscal year operating budget.
¾ Quarterly Budget Report—tracks operating budget obligations/expenditures by calendar quarter.

Funding cannot be released or obligated until the Startup Agreement for a candidate program is signed.
After NGB approves the budget, the state USPFO receives a Funding Authorization Document (FAD) which
releases funds to the state. Additionally, programs receive a memo from NGB stipulating the approved
budget, target graduation number, and the effective date for the determined budget. Program directors and
budget officers will coordinate with their state resource manager (SRM) and grant officer representative
(GOR) to execute the budget.

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 D. Programs may also consider establishing a nonprofit 501(c)(3)
support entity. New programs should contact the appropriate gate
regulatory agency in their state, usually the office of the The following action must be
secretary of state or attorney general, which can provide completed by M-12:
information regarding the appropriate process for establishing
 Startup Agreement signed
a nonprofit support entity.
 NGB approves the candidate
program startup budget
 Program director hired
3. Program Site
 Education model selected
A. The site location must be confirmed in the CSSRA and
approved during an NGB site verification visit. Any site license
or memorandum of agreement (MOA) with the host site agency must be secured twelve months prior to the
start of the first class. This ensures sufficient time to make any necessary modifications to the facility to fit
the needs of the program. Types of site locations include:

¾ Federal military installation

¾ State military installation
¾ State non-military installation
¾ Non-governmental (civilian) location

While federal funds may not be used for new construction, states may contribute state funds to develop or
refurbish facilities. Reference the Startup Agreement and MYPCA for further guidance.

Construction projects for ChalleNGe program facilities resulting in the erection, installation, or assembly of
a new real property facility, including the relocation of an existing facility, are prohibited. Repair or minor
construction to a ChalleNGe program building is addressed in the MYPCA and may require additional NGB
coordination and subsequent approval.

B. The candidate program is authorized and encouraged to enter into an agreement with its host installation to
cover the following items:

i. Actual utilities consumed

ii. Actual costs for maintenance and repair, including Operation and Maintenance National Guard (OMNG)
minor construction projects conducted by contract to ChalleNGe facilities, provided such projects have
received prior approval, as specified above

iii. Actual costs for supplies for maintenance and repair, including OMNG minor construction projects
conducted by installation employees to candidate program facilities, provided such projects have
received prior approval

iv. Employee costs for installation employees working on ChalleNGe facilities based on actual time spent

v. Employee costs for those installation employees providing operational support to ChalleNGe facilities or
activities based on actual time spent by employees (these are to be direct costs)

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 vi. Proportional share, based on usage, of utility, maintenance and repair, and OMNG minor construction
costs for facilities and land that ChalleNGe jointly occupies, but does not exclusively occupy, on the
installation

vii. Cost of other direct services, specified by service, which the installation provides to the ChalleNGe
program

If at all possible, academy facilities’ overhead expenses should be free or at a reduced consumption rate. A
TAG can authorize this at any National Guard facility.

C. Considerations for having proper accommodations for housing, dining, and academics should be made when
selecting the facilities. Additionally, the surrounding area will need to have enough space for platoon physical
training and drill as well as ceremony. An alternative indoor facility such as a field house is recommended for
inclement weather.

4. Marketing Plan

Developing a marketing plan is a key part of planning for a new ChalleNGe program. Marketing is simply getting
the word out and communicating. It is necessary to constantly and effectively promote new programs to many
different audiences. Effective marketing will bolster community support, encourage integration, and often bring
in additional resources. When crafting a marketing plan, first identify all of your audiences. Potential youth
applicants, mentors, volunteers, educators, and stakeholders such as legislative leaders are all audiences critical
to the success of a new program. Then develop a message tailored specifically to that audience and determine
the best way to deliver the message. Ways to market the program include:

¾ Media channels including newspapers, magazines, billboards, radio, and television

¾ Public service announcements
¾ Open house events for politicians, business people, and other community leaders to attend and see the
program
¾ Programs designed for civic organizations, schools, or interest groups
¾ Word of mouth—encourage staff to share with family and friends information such as:
ƒ NGYCP statistics
ƒ Success stories
ƒ Annual reports
ƒ Service to the community

It is essential that programs consistently communicate about ChalleNGe to the entire community and state.
Marketing is an ongoing effort essential to program success.

5. Creating the State Plan

The State Plan is a goal-focused implementation plan developed by each state and approved by NGB. At a
minimum, State Plans shall include details on application and selection procedures, number of cadets trained,

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 staffing, staff training, curriculum, facilities and services, state public and private services to be provided, the
post-residential program, and a detailed budget. State Plans must also include a master calendar which identifies
the responsible department, event, and week each activity occurs. Events include orientation, academic studies,
core component activities, and mentor visits. The following appendices should be included with the State Plan:

¾ Master Calendar
¾ Cadet Handbook
¾ Staff Handbook
¾ Mentor Handbook
¾ Data Validation SOP
¾ Logistics SOP
¾ Medical SOP
¾ Operations SOP
¾ Acclimation Period SOP
¾ Case Management SOP
¾ P-RAP

Candidate programs must develop a State Plan for submission to NGB and gate
development begins at M-11 and submitted no later than M-3 for approval.
The template for the State Plan is provided by NGB. Technical assistance is The State Plan must be
also provided by NGB to the program director upon the completion of the submitted NLT M -3 with
plan. During the development of the State Plan, mentor programs should the program budget.
provide their valuable feedback and insight to the new programs.

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 CHAPTER II
Candidate Program aCtion Planning

After the application period is complete and resources are secured, the candidate program moves into a critical
period of starting up the organization and developing the operational components. This chapter provides candidate
programs a description of the actions necessary to prepare for commencing cadet operations through the first class
cycle.

1. Key Staff Hires

Between the M-10 and M-9, candidate programs complete hiring for all lead staff members: the Program
director, RPM and recruiter, deputy director, budget officer, cadre supervisor/commandant, lead counselor, lead
teacher, recruiters, and administrative/log specialists. Lead staff members are hired to contribute to the startup
efforts while the remainder of the staff should be hired by M-2.

2. Logistics
A. Program sites are responsible for providing the materiel and equipment support necessary for operating
a ChalleNGe program. The program director may appoint a supply officer to supervise and oversee the
operation of the program logistics system. The supply officer is responsible for developing a logistics SOP
and ordering all of the initial equipment and supplies for the candidate program. A sample timeline for
ordering office equipment and a sample of an itemized cadet supply list is included in Appendix F. Candidate
programs may get a comprehensive supply list from their mentor programs. Some common supply
considerations include:

¾ Cadet uniforms
¾ Billeting furniture
¾ Linens and bedding
¾ Hygiene products

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 ¾ Classroom and audio/visual equipment
¾ Office supplies
¾ Medical supplies
¾ Dining facility equipment and supplies
¾ Athletic equipment
¾ Cleaning equipment and products
¾ Office furniture
¾ Tables, stoves, ovens, refrigerators, freezers, dishwashers, and so on

Logistic timelines vary by program due to different resource availability and requirements of the facilities.
Backwards planning is an effective method for developing a logistics timeline. Candidate programs should
assess the end state for facility readiness and then set milestones and subordinate tasks. Other significant
events must be factored into the timeline, such as timing of equipment delivery, staff training requirements,
and multiple deliveries. All equipment must be delivered and the facility ready for program start no later than
one month prior to the start of the first class (M-1). Program mentors can provide insight and share lessons
learned.

B. Additionally, a logistics specialist is required to maintain the day-to-day supply needs of all departments. All
materiel and equipment purchased with funding through ChalleNGe is subject to state and federal property
regulations. All equipment purchased by the federal government will be considered military equipment and
will be carried on the USPFO property books in accordance with the appropriate regulations. The federal
government maintains property accountability of this equipment. Further guidance can be found in the
MYPCA regarding the procedures for property handling differences between federal- and state-owned
property.

3. Facility Upgrades

A. Conducting facility upgrades is a significant step in meeting full operational capability by the start of the
first class. Candidate programs should determine what upgrades are necessary and reasonable based
on available funds and contact their state facilities management officer for guidance. It is necessary for
candidate programs to ensure the preparedness of the facilities prior to accepting cadets. For example, if a
memorandum of understanding (MOU) was not signed to contract dining services, the in-house lead cook’s
responsibility is to have the dining facility plan complete and ready to order provisions no later than M-1.
The Startup Agreement and MYPCA stipulate cost allocations. Reimbursement to the state from the federal
government for food services will not exceed $20 per day per cadet. Cadre, who will be with the cadets at
all times during the course of their duties, may be provided meals as part of their employment. Only cadre or
other staff members directly supervising cadets should be included in this category.

B. Physical security and security monitoring upgrades will vary depending on the existing technical
infrastructure at the facility. At a minimum, three levels of security should be considered: inside program
buildings, inside the program compound, and the installation. Candidate programs should check with their
states/program sites regarding any communication and security requirements. Security requirements
should be factored in when making facility upgrades. In addition, it is important to determine program

II-2 CP 3-1
 telecommunication requirements prior to establishing an MOU or contracting services.

C. Prior to selecting a hand-held radio system, new program sites located on a military installation will need
to gain approval from the Information Management Office so power output and radio frequencies are de-
conflicted with other possible users in the area.

D. For those programs using an online GED education tool, a computer lab with internet is necessary.
Recommended computer lab size will seat an average of thirty cadets per class of 100. Internet access
also provides cadets opportunities to stay in communication with their mentors, conduct job searches, fill
out online applications for educational opportunities, and search for financial assistance. Seek guidance on
federal and state regulations regarding internet usage.

Programs should follow the recommended timeline for the following actions:

¾ Phones, fax machines, scanners, copiers: M-12

¾ Internet access: M-12
¾ Email infrastructure: M-12
¾ Website: M-6
¾ Two-way radios: M-1
¾ Computer set-up/LAN: as staff hired
¾ Classroom set-up: M-1
¾ Surveillance systems: optional

4. Core Component Curriculum Development

Curriculum must be developed for each of the eight core components which are the foundation of ChalleNGe.
An overview of the eight core components can be found in ChalleNGe Publication 1 (CP1). Tasks, conditions, and
standards for the eight core components are included in the Core Component Performance Measurement Guide
for Cadets located in the MYPCA.

A. While the cadets are working toward successful completion of the eight core components, they are also
developing their Post-Residential Action Plans (P-RAP) to be executed in the Post-Residential Phase. The
P-RAP is a dynamic, written plan created by the cadet through an integrated process providing a bridge to
his or her future. The document may be customized to meet the needs of the candidate program; however, it
must meet the criteria identified within the MYPCA and the Post-Residential Operations Manual. Candidate
programs should develop P-RAP curriculum in conjunction with the core component curriculum. The P-RAP
workbook may be used as a format for the document if a program-specific plan is not developed.

B. Program Directors are responsible for developing and approving curriculum for each of the seven non-
academic core components:
¾ Leadership/Followership
¾ Responsible Citizenship

II-3 CP 3-1
 ¾ Service to the Community
¾ Life-Coping Skills
¾ Physical Fitness
¾ Health and Hygiene
¾ Job Skills

When developing core component curriculum, candidate programs must identify the condition under which
the task is performed and the standards for evaluating cadet performance for each task. The individual
tasks associated with each core component are standardized by NGB; however, programs customize
their own curriculum and determine the necessary activities to accomplish each task. Curriculum must be
based on the Experiential Learning Model as identified in CP1. In this model, the learner goes through direct
experiences in which tasks are accomplished. Considerations for creating curriculum should include planning
for core component activities such as transportation to and from service to the community projects,
equipment for physical fitness activities, and computers for job searches.

C. The eighth core component is related to academics.

Depending on the educational model, curriculum may be gathered
from affiliated local and state educational entities. The GED curriculum
gate
used should be a nationally recognized and marketed GED preparatory
program. Whether in preparation for GED testing, earning a high school Curriculum is complete
diploma, or preparing for reentry into high school, all cadets must strive and ready by M -1.
for increases in math performance and reading comprehension as
evaluated by improving Tests of Adult Basic Education (TABE) scores.
When working with local and state educational entities to determine curriculum, candidate programs should
consider the additional coordination elements such as buses, teachers, administering the Armed Services
Vocational Aptitude Battery (ASVAB), and testing.

5. Program Policies and Standard Operating Procedures (SOPs)

The new program receives assistance from NGB and its mentor program to develop program policies and SOPs.
Written policies and procedures help staff and cadets know what is expected of them and what to expect from
the program. SOPs clarify how a program operates so everyone is in alignment. The SOPs provide a consistent
and fair means of requiring accountability. Staff and cadet handbooks are developed by key staff.

A. Sound, comprehensive policies and procedures are the first line of defense in risk management. In the event
of accusations or lawsuits, programs can refer to policies and procedures. Laws concerning minors under
the supervision of adults vary greatly from one legal jurisdiction to the next. Each program is responsible for
setting policies to fit local laws and any unique features of the local program. While operating policies and
procedures vary by state, the following SOPs are recommended for programs to develop; however it is not
all inclusive:
¾ Cadet recruiting
¾ Cadet and staff discipline

II-4 CP 3-1
 ¾ Hands-off leadership
¾ Cadet and staff crisis management (serious incident reporting, Public Affairs Office notification, police
notification)
¾ Emergency
1. Medical (parent notification, epidemics, police notification)
2. Natural disasters
¾ Medical (non-emergency)
¾ Reporting and data
¾ Classroom procedures
¾ P-RAP case management
¾ Security
¾ Logistics
¾ Hiring
¾ Transportation
¾ Volunteers/mentors

Candidate programs can refer to their mentor programs for copies of their policies and SOPs as a reference
point for developing their own.

6. Cadet Recruitment Plan and Outreach

A. Cadet recruitment throughout the catchment area is critical to program success. The number of applications
received per class directly relates to the quality and quantity of cadet candidates selected. On average, a
candidate program needs 2.4 completed applications to graduate one cadet. Factors that affect a program’s
ability to reach and recruit qualified applicants include geography, state population, state dropout rate,
program or department structure, political climate, and state law. Application and selection procedures will,
to the fullest extent possible, attempt to reach and include economically and educationally disadvantaged
groups. The application is just one part of the application process, and careful consideration should be made
as to what type of information the application will collect. The least complicated applications collect only
demographic information about the candidate, the mentor (if identified), and a legal guardian. A sample
application is included in Appendix H. Through the means of an application, program staff members learn
about the candidate, at least on paper. It is possible, due to geography or any number of factors that staff
may not personally interact with the candidate until orientation or a scheduled interview. Programs may
schedule both, although this is not always feasible. Orientation may be conducted in the field by having
groups of program staff travel to regions within the state, or it may be conducted on the program site.
Orientation has multiple benefits, including the mitigation of culture shock during the first days of the
acclimation period. The application process may include interviews, orientations, and written applications.

Applicants will meet the following minimum eligibility standards:

II-5 CP 3-1
 ¾ Sixteen to eighteen years of age at time of entry into the program
¾ A high school dropout is defined as a youth who is no longer attending any school and who has not
received a secondary school diploma or certificate from a program, or equivalency for such diploma
¾ A citizen or legal resident of the United States and resident of the state in which the program is operated
or with whom the program has a memorandum of agreement
¾ Unemployed or underemployed
¾ Not currently on parole or probation for other than juvenile status offenses, not awaiting sentencing, and
not under indictment, charges, or convicted of a felony.
¾ Free from use of illegal drugs and substances
¾ Physically and mentally capable to participate in the program with reasonable accommodation for physical
and other disabilities

B. While the methods program sites use to solicit applications varies, here are some recommended practices
programs should consider when developing their recruiting plan.

i. Fine tune the program message. Programs benefit by clearly and concisely articulating their unique
philosophies and attributes in marketing materials and recruitment messages.

ii. iSet definite goals and assign accountability standards for achieving them. These goals include external
contacts, orientation attendance numbers, and professional presentations help to ensure recruitment is
systematically organized and goal-driven, resulting in sufficient enrollment numbers on intake day.

iii. Everyone on staff is a de facto recruiter and therefore needs to understand the goals and requirements
of the program. Programs that involve all staff in recruiting efforts can create a united front when
interacting with potential applicants.

iv. Create a formal and calculated screening process. Programs that embed a controlled, structured, and
repeatable screening process in their recruitment efforts have a clear understanding of which applicants
will best fit the program and enjoy consistent, high-quality results. Seek guidance on recruitment
processes from NGB, training, and the mentor program.

C.Website

1. A website is a valuable recruiting and marketing tool. All ChalleNGe programs are required to
maintain a website with current information hosted by NGB. ChalleNGe program websites are linked
from the main ChalleNGe website which is hosted on a central server. Each site is also directly
accessible through its own URL. Candidate programs will coordinate with NGB to establish their
program website no later than M-6.

2. Candidate program sites will maintain the website on an ongoing basis. Candidate programs’
designated web administrators receive technical assistance from NGB either onsite or remotely
to establish the candidate program websites. Function-specific training is also available for web
administrators through NGB. All ChalleNGe program websites contain the following pages at a
minimum:

II-6 CP 3-1
 ¾ About Us
gate
¾ How to Apply Recruitment – Cadet graduation target of
¾ Mentor Resources 100 requires 240 applications.
¾ News and Events  25% of the target applications must be
¾ Frequently Asked Questions received no later than M-4
 50% of the target applications must be
¾ Contact Us
received no later than M-2
¾ Bulletin Board  75% of the target applications must be
¾ Photo Galleries received no later than M-1
Program budgets will be adjusted based on
3. The content within these pages is
actual applications received.
tailored to each individual program
and includes information such as
FAQs, a program description, when
classes start, pictures of the facility, applications and how to apply, directions to facilities, staff
listings, videos and awards, and cadet success stories.

7. Marketing

The key to marketing is repetition. Candidate programs need to identify strategic ways to keep repeating
the message. It is important to emphasize what distinguishes ChalleNGe from other youth programs in the
community and repeat the message. While a marketing plan was established prior to entering the startup phase,
it is still essential for candidate programs to evaluate and update their plans, assess how the plan is working, and
make modifications as necessary. Considerations include:

¾ Engage and connect to the community through new media outlets

¾ Host an additional visit for politicians, leadership, and the community after the facilities are updated
¾ Conduct orientation meetings in the community

Candidate programs must maintain current information and keep stakeholders abreast of startup activities.

8. Staff Professional Development

A. Professional development is provided through job shadowing with the mentor program, new staff
orientation, and formal training from NGB. Staff members begin job shadowing with the mentor program
as soon as possible. Job shadowing is a proven method to orient new hires and provides both critical
information and a sense of connection to the organization. Job shadowing also provides a support structure
for new hires entering into new roles and responsibilities. New hire orientation curriculum and e-learning
modules are available to programs for use. All new hires should have access to NGB-sanctioned materials
that highlight the history, structure, and national operating philosophy of the program. Doctrinal documents
and white papers will be provided by NGB and reviewed by staff.

II-7 CP 3-1
 B. Immediately following their hire, staff members are to attend function-specific and leadership training, as
available. This is a critical part of ChalleNGe staff member professional development. Function-specific
courses are specially tailored to address identified needs of each functional area and provide participants
with the skills, knowledge, and networks that will most positively impact their work at their ChalleNGe
program site. Staff members are required to attend function-specific training within a year of hire and
once every three years thereafter. The leadership courses provide ChalleNGe program leaders with the
institutional and organizational knowledge needed to drive their program toward excellence. Leaders attend
the Supervisors Course, the Program Directors Workshop, and the Annual Workshop. Programs assign a
staff member responsible for ensuring all staff members attend the required trainings offered by NGB. New
program sites should refer to the annual course catalog for training offerings.

C. In addition to the function-specific professional development, candidate programs receive the Jump Start
Basic Course at their new program site. The Jump Start Basic Course provides staff at programs with
the skills, knowledge, and networks necessary to successfully launch
program operations and positively intervene in the lives of ChalleNGe
gate
cadets. Additionally, Jump Start Basic training is an opportunity for
new staff members to participate in team building and enhance their 80% of the candidate
communication skills. Improved staff integration and communication program staff must be
impacts both the cadet experience and initial program success. Jump hired no later than M -2.
Start Basic Course training is delivered not later than M-1. All staff
members are required to attend. Those staff members hired at a later
date shall attend the standard Basic Course offered by NGB.

D. In-house staff training such as first aid, CPR, gang awareness, and conflict resolution are also imperative
to staff readiness. Further, new programs should check with their states for any training requirements
regarding residential youth programs. Mentor programs may also provide recommendations for in-house
training.

9. Jump Start Assistance

NGB provides candidate programs with targeted organizational and operational support during the startup
process. This technical assistance and customized training is part of a Jump Start package designed to facilitate
a successful program launch and integration into the national ChalleNGe community. Technical assistance is
customized to meet the unique needs represented at the program site and leverage the resources that exist
within the local community.

The Jump Start package includes:

¾ A leadership staff summit
¾ An onsite Jump Start Basic Course prior to class operations
¾ A follow-on onsite Basic Course during the first class cycle break, if deemed necessary by NGB
¾ Six (6) program site visits to provide direct technical assistance

II-8 CP 3-1
 ƒ Recruitment
ƒ Organizational development
ƒ General program operations
ƒ Leadership
ƒ Residential Phase operations
ƒ Post-Residential Phase operations
¾ Onsite data and reporting requirement training
¾ Guidance on program mentoring
¾ Four (4) Not-For-Record Evaluations
ƒ Two (2) Operational Evaluations
ƒ Resource management review
ƒ Post-Residential Phase Operations Evaluation

The program director will be briefed on expectations and allowed time to prepare for each visit. Staff will work
collaboratively with the program to identify needs and strategies to assist in startup progress. Jump Start
assistance is provided from M-12 through M+9.

10. Program Budget

A. The program director, with assistance from the budget officer, is responsible for developing the annual
program budget. The federal percentage and state cost share requirements will be set at the MYPCA
signing. The program budget is based upon the program’s graduation target. Typical percentage allocations
range:

¾ Facility—10%
¾ Dining—11% and not to exceed $20 per day per cadet
¾ Staff—60% and not to exceed 80%
¾ Miscellaneous—13%

See the MYPCA for any current funding restrictions.

B. The budget must be developed and submitted for approval from NGB no later than ninety days prior to the
start of the first class (day one, week one). Specific guidance is provided by NGB for the proposed program
budget and its submission. A template provided by NGB to programs is required for budget submission and a
State Plan must accompany the program budget. Once NGB approves the program budget, the program will
receive funding via a Funding Authorization Document.

11. Finalized Training Schedule

A training schedule is created under the direction of the program director. The training schedule is a daily
schedule which identifies hourly cadet activities. Daily wake-up will be no later than 0600 hours and lights out
will to be no later than 2200 hours. Sleep hours will be uninterrupted. All non-sleep and weekend hours will be

II-9 CP 3-1
 organized with some type of activity. Daily physical fitness will be conducted. All activities will be conducted and
framed within the context of a caring, disciplined, tough-love atmosphere. The training schedule activities must
be adhered to strictly. The training schedule includes a time, location, cadet uniform, necessary equipment, and
department lead. Candidate programs should seek assistance from their mentor program to develop a training
schedule tailored to their program. An example of a daily training schedule is included in Appendix J.

12. Preparing For Cadet Mentor Operations

Part of the recruiting and cadet application process includes mentor screening. Thorough screening of
prospective mentors is an essential process and lays a good foundation for the Post-Residential Phase mentoring
component. The screening process for mentors includes two reference checks, a criminal record check from a
credible and reputable source which includes a sex offender screening, and an interview. Every mentor must
complete an application form. A sample mentor application is included in Appendix I. Additionally, programs
must have a Mentor Authorization to Release Information (MARI) form included with the application prior to
requesting a criminal record check on the prospective mentor. The mentor application and MARI form should be
collected during the cadet application process. Candidate programs must identify how they will conduct criminal
record checks and sign any necessary MOAs no later than M-6. Programs may work out an agreement with the
state police or another law enforcement agency. Program may also elect to get checks done through the state
National Guard. The parameters for background checking must always include:
¾ Any sex offense charges
¾ Any felony convictions within five years
¾ Any alcohol or substance abuse convictions within five years, including DWIs/DUIs

13. Data and Reporting Requirements Training

A. Program data are collected at each site throughout the Residential and Post-Residential Phases. This data
provides the basis for informed decision making and validates program outcomes. The program director is
responsible for ensuring timely and accurate data collection. NGB provides data collection and reporting
training to all ChalleNGe programs. The training covers reporting requirements stipulated by the MYPCA, the
Post-Residential Operations Manual, and NGB guidance. Additionally, candidate programs receive intensive
onsite training and technical assistance on budget data entry and fiscal reporting as part of the startup
process. A program data entry matrix is provided by NGB to assist ChalleNGe sites in determining what
information to collect.

B. It is imperative that programs focus on accurate data entry. As with all federal programs, ChalleNGe must
demonstrate its effectiveness. Data reported in the official NGB repository is used to submit reports to
Congress. Therefore, all ChalleNGe programs are required to input data on a regular basis to provide an
accurate and up-to-date picture of program operations.

II-10 CP 3-1
14. First Residential Phase Operations

A. The Residential Phase depends on the full immersion of cadets in a residential environment with constant
contact and reinforcement that reestablishes cadets’ sense of belonging and adherence to societal norms.

1. This phase begins with a two-week acclimation period, amounting to an extension of the cadet
screening process. Cadets are considered candidates until the completion of the acclimation period.
The screening element of the acclimation period is transparent to the candidates. On the first day,
cadets who arrive are considered “registered” but are not fully “enrolled” in the program until they have
completed this two-week acclimation period. This is often the first time staff will interact directly with
the candidates apart from job shadowing with the mentor program. NGB provides technical assistance
to new program sites during this intense phase to ensure program operations are successful. At the end
of the acclimation period, the program director selects those applicants who will become cadets. An
evaluation process for selecting cadets during the acclimation period must be defined in the State Plan.

2. Following the acclimation period, the Residential Phase focuses on the eight core components in a
quasi-military environment on which the ChalleNGe curriculum is based. The eight core components
are discussed previously in this document and in CP1. Additionally, during the Residential Phase cadets
work on the development of their P-RAP and begin to establish a positive relationship with their mentor.
Establishing, strengthening, and maintaining a purposeful quasi-military environment in the Residential
Phase of NGYCP is critical to the success of the program.

B. Not-For-Record Evaluation

1. During the first class cycle, two Not-For-Record (NFR) Operational Evaluations are conducted. The first
evaluation is conducted by M+2 and the second is conducted approximately at M+4. This evaluation
serves as a way to ensure the program started off on the right track and also is an opportunity for
the new program personnel to receive coaching and/or technical assistance. Operational Evaluations
provide NGB with an assessment of the program’s functional and core competence areas as outlined
in the State Plan and the MYPCA. The objectives of the evaluations are to improve overall service
delivery to cadets, promote adherence to the MYPCA and guidance letter standards, and develop
recommendations leading to new and effective approaches to program management.

2. The evaluation methodology includes a review of key program documents, published and approved
curriculum, cadet files, and interviews with program staff and selected cadets. An in-briefing is
conducted with the new program director and key program staff to provide an overview of the
evaluation process and to confirm requested documentation is available. An out-briefing is conducted
at the conclusion of the evaluation and program director is briefed on the observations and findings that
are included in the NFR evaluation report. The major focus areas for the review include:

¾ Program documentation: State Plan, MYPCA, SOPs, organizational chart, staff roster
¾ Training schedules
¾ Staff hiring, management, training, and professional development
¾ Reporting, data entry, and data validation
¾ IT planning, infrastructure, access, and use

II-11 CP 3-1
 ¾ Cadet recruiting, application, and screening process
¾ General program operations: discipline, hands-off leadership, counseling, drug testing, medical
support, and facilities
¾ Residential Phase operations: published and approved core component curriculum
¾ Post-Residential Phase operations: P-RAP, mentoring, case management
¾ State Plan goal performance assessment
¾ Staff manning roster

3. After the program director conducts a review of the report, he then submits it, and it is maintained by
NGB. NFR evaluations do not require a Response by Endorsement; however, normally significant findings
in a report require a Response by Endorsement by TAG of the state.

4. The first graduation is a culminating point for new programs as the first graduating class of cadets
moves into the Post-Residential Phase and the second class of cadets begins the acclimation period.
It is especially important to have any of the growing pains and initial problem areas resolved quickly
as staff will be working at maximum effort. Technical assistance is available from NGB to assist
the program director. The first official Operational Evaluation will be conducted at M+9 of program
operations.

15. Post-Residential Operations

A. The one-year Post-Residential Phase begins at the graduation from the Residential Phase. Selection of
the candidates with the most success, effective implementation of the ChalleNGe model, and exposure
to mentors and post-residential staff throughout the Residential Phase are all crucial elements to post-
residential success. During the Post-Residential Phase, graduates still receive encouragement and support in
sustaining lifestyle changes from program staff and mentors. Early in the Residential Phase, the cadets learn
the value of planning and how to create a P-RAP. Through a closely integrated effort between all program
staff and the mentor, the P-RAP will serve as a guide during the one-year Post-Residential Phase.

B. The P-RAP is a living, working instrument that is continually updated to reflect the cadet’s post-residential
goals. One important goal at the end of the Post-Residential Phase is to ensure each graduate is placed in a
job, in school or college, or in a training program. It is crucial that staff at new programs invest in getting to
know the cadets.

C. The ChalleNGe program must effectively support mentoring relationships and the need is especially critical
beyond graduation. It is important for new programs to focus on effective case management and supporting
mentors in ways that ensure productive mentoring relationships throughout the Post-Residential Phase.
Mentors assist cadets in meeting the goals of their Post-Residential Action Plan and help remind cadets of
some of the difficult challenges they have faced and conquered.

D. An NFR Post-Residential evaluation is conducted in the same approach as the NFR Operational Evaluations;
however it includes an assessment of the Post-Residential phase. Future program funding is contingent on
the capability of the program to successfully meet its goals. A formal Operational Evaluation will follow at
M+9 after the two NFR evaluations and is conducted in the same manner. A technical assistance visit can
be recommended by NGB in order for the program to successfully continue operations.

II-12 CP 3-1
 APPENDIX A
StartuP timeline

MONTH ACTION
ƒ The state:
9 Identifies the need and potential locations
9 Requests information from NGB
M-24 to M-13 9 Assigns action officer
ƒ NGB issues guidance
ƒ ChalleNGe Site Suitability and Readiness Assessment (CSSRA)
ƒ Begin marketing plan
ƒ NGB conducts site verification visit
ƒ Program briefed on ChalleNGe startup process
M-13
ƒ Program determines the educational model, if GED, select model (who, etc.)
ƒ Staffing model submitted and approved (NGB)
ƒ The state:
9 Verifies funding for match will be available
9 Develops initial timeline
9 Hires director
9 Identifies key personnel
M-12
ƒ The program signs the Startup Agreement
ƒ Continue marketing plan for staff and community stakeholders
ƒ All position descriptions complete
ƒ NGB identifies mentor program
ƒ Startup budget approved
ƒ State Plan development begins
M-11
ƒ Annual performance goals identified
ƒ Begin working on Recruiting SOP – recruiting pool identified
ƒ Schedule attendance at training courses for key staff
M-10
ƒ Complete marketing plan
ƒ Leadership staff summit
ƒ Complete hiring key staff (deputy, RPM, budget, MIS program coordinator, lead counselor,
lead instructor, commandant)
M-9
ƒ Begin SOP and curriculum development
ƒ First technical assistance visit (focus on recruiting)
ƒ NGB determines the target graduation number
M-7
ƒ Recruiting SOP is complete

a-1 CP 3-1
 MONTH ACTION
ƒ NGB to assess program readiness
ƒ Lead staff must visit peer mentor program for job shadowing
ƒ State/program website established
M-6
ƒ Complete cadet application
ƒ Process for mentor background check identified
ƒ 30% of curriculum developed
ƒ Second technical assistance visit (focus on organizational development and program
M-5 operations)
ƒ Ongoing hiring for all budgeted positions
ƒ NGB to assess program readiness
M-4 ƒ GATE: 25% of target applications must be received
ƒ On-site budget training
ƒ Third technical assistance visit (focus on operations and leadership)
ƒ Second year budget developed and submitted
M-3
ƒ State Plan submitted
ƒ Master calendar complete
ƒ NGB to assess program readiness
ƒ GATE: 80% of staff must be hired
M-2
ƒ GATE: 50% of target applications must be received
ƒ In-house staff training (first aid, CPR, gang training, NPCI)
ƒ Jump Start Basic Course
ƒ Facility upgrades complete
M-1 ƒ 100% of curriculum, SOPs, master schedule, and training schedule complete
ƒ GATE: 75% of target applications must be received
ƒ Onsite data management training
M+1 ƒ Acclimation Period for Class 1
ƒ Fourth technical assistance visit (focus on operations)
M+2
ƒ 1st Not-for-Record Evaluation
ƒ Fifth technical assistance visit (focus Post-Residential operations)
M+4
ƒ 2nd Not-for-Record Evaluation
ƒ GRADUATE CLASS 1
M+6
ƒ Class 1 in Post-Residential Phase
ƒ NGB to assess Residential Phase success
ƒ Post-Residential Not-for-Record Evaluation
M+7
ƒ Sixth technical assistance visit (focus on Post-Residential)
ƒ Class 2
M+9 ƒ Operational Evaluation

a-2 CP 3-1
 APPENDIX B
CHALLENGE SITE SUITABILITY AND READINESS ASSESSMENT

A-B CP 3-1
 NATIONAL GUARD BUREAU
1411 JEFFERSON DAVIS HIGHWAY
ARLINGTON VA 22202-3231

NGB-ZC

MEMORANDUM FOR THE ADJUTANTS GENERAL OF ALL STATES, PUERTO

RICO, THE US VIRGIN ISLANDS, GUAM, AND THE COMMANDING GENERAL
OF THE DISTRICT OF COLUMBIA

SUBJECT: ChalleNGe Site Suitability and Readiness Assessment (CSSRA)

1. To define the process and criteria used to assess the suitability and readiness
of a proposed National Guard Youth ChalleNGe Program site to begin start-up
activities.

2. In the past, National Guard Youth ChalleNGe Programs were launched without
benefit of a consistent, rigorous analysis of their overall suitability for such a site
and their readiness to move forward toward full operation. As a result, several
programs struggled or failed in the first year. The ChalleNGe Site Suitability and
Readiness Assessment (CSSRA) is designed to guide states in their preparation
to launch a new ChalleNGe program. In addition, this assessment provides the
National Guard Bureau (NGB) with a consistent, factual and data-based tool to
determine the overall suitability of a candidate program site and its readiness to
enter start-up activities.

3. The CSSRA is designed to factually assess the proposed site’s suitability and
readiness in five key result areas:

a. Demand: What is the state high school dropout situation? (percent/number)

b. Funding: Is there sufficient state funding?
c. Facility: Is the facility location and condition adequate?
d. Personnel: Are there sufficient personnel available to fill staffing
requirements?
e. Political: Is there sufficient political support to make the proposal viable?

4. These key result areas are further subdivided into fifteen standards.

a. The standards are quantified by numeric scales, weighted according to

criterion significance. Applicants must acquire points within all fifteen standards
prior to approval and implementation of a Master Youth Programs Cooperative
Agreement (MYPCA).

b. The assessment is divided into two parts: Part A addresses areas concerning
suitability and readiness for the program. Part B consists of a site visit for the
purpose of discussing the findings of Part A. As part of the site visit, NGB
 NGB-ZC
SUBJECT: ChalleNGe Site Suitability and Readiness Assessment

representatives will also meet with key stake holders. Part A requires the applicant to
submit a memorandum to NGB detailing the level of compliance outlined in Part A. The
maximum Part A score an applicant program can receive is 428 points.

c. The state Adjutant General begins the application process by submitting a

memorandum detailing the level of compliance in each of the fifteen Part A standards.
This memorandum will detail how the state is in compliance with the standards and
should be supported by documentation from the applicant state.

5. Applicants who complete Part A of the assessment and achieve points in each of
the fifteen Part A standards with a cumulative minimum score of 282 may submit a
memorandum to NGB indicating their desire to proceed with Part B of the application
process which includes NGB visiting the proposed ChalleNGe program site. This
memorandum must include the updated assessment form, additional comments as
necessary, and signed by the Adjutant General.

6. Upon receipt of an applicant’s official request to proceed with Part B, NGB will schedule
a site visit to the applicant site to verify Part A data.

a. States successfully completing Part A and B will be selected to start a new program
based on funding availability. Programs will enter the Youth ChalleNGe Jump Start
Phase (timeline detailing the necessary steps to successfully start a Youth ChalleNGe
Program) according to the date NGB receives a completed CSSRA with a minimum
required score. The score will be verified/adjusted during the site visit. If NGB receives
multiple applications on the same date, programs with the highest score will take
precedence.

b. Programs failing to meet the minimum score are encouraged to continue working
with NGB to obtain a minimum score.

7. Please send the completed CSSRA to the National Guard Bureau Office of Athletics and
Youth Development (NGB-AY); Col Anthony J. Kissik, 703-607-0784, DSN 327-0784;
[email protected].

Encl LOUIS A. CABRERA

Assistant Chief and Comptroller
National Guard Bureau
 CHalleNGe Site SuitaBilitY and readineSS aSSeSSment
This rubric is designed to grade applications submitted by prospective program states. An applicant successfully meeting Part A requirements will receive NGB site visits to
assess in person.

STANDARD SCORING SCALE1 AP2 SCORE

Demand: A sufficient number of high school dropouts exist within the state and catchment area3 to sustain proposed graduation target.

15 pts 4000 – 10,000

1. The annual number of high school dropouts within the state is sufficient 30 pts 10,001 – 18,000
Part A
to support the proposed graduation target.4 45 pts 18,001 – 28,000
60 pts >28,000

4 pts <20%
8 pts 20% -- 49%
2. The percentage of state population within the catchment area of the
12 pts 50% -- 72% Part A
proposed program site justifies the existence of a ChalleNGe program.5
16 pts 73% -- 85%
20 pts >85%

3 pts >80.0%
6 pts 76.0% -- 79.0%
3. The high school graduation rate within the catchment area of the
9 pts 71.0% -- 77.0% Part A
proposed program site demonstrates a durable need for a program.6
12 pts 61.0% -- 70.0%
15 pts <60.0%

Funding: Sufficient state resources to launch and sustain proposed program

4. The state possesses the financial resources to support the required

60 pts $0.85 - $1.44M8 Part A
state match at the anticipated program match rate.7

8 pts 90% -- 91%

16 pts 92% -- 93%
5. At least 90% of the state’s matching funds financial commitment
24 pts 94% -- 96% Part A
consists of cash.9
32 pts 97% -- 98%
40 pts 100%
STANDARD SCORING SCALE1 AP2 SCORE

3 pts 10% variance

6 pts 7-9% variance
6. Budget line item allocations do not vary more than 10% from NGB-
9 pts 4-6% variance Part A
accepted budget targets.10
12 pts 1-3% variance
15 pts <1% variance

7. A state statute exists authorizing the appropriation and expenditure of 1 pt No state statute exists
Part A
funds for the program.11 20 pts State statute exists

Facility: Physical facility is of the size, condition, and location necessary to support the proposed program

Police, Fire, Ambulance Response Time:

8. Essential emergency services are in close proximity to the proposed 5 pts >20 minutes
facility.12 10 pts 10-20 minutes
ƒ Police 20 pts <10 minutes
Part A
ƒ Fire
Emergency Room:
ƒ Ambulance
ƒ Emergency Room 10 pts >60 minutes away
20 pts 30-60 minutes away
30 pts <30 minutes away

Within local civilian community

3 pts
On state-owned facility
9. The immediate environment supports the operation of a quasi-military 6 pts
On Federal civilian installation Part A
program.13 9 pts
On National Guard or Federal
15 pts
military installation
STANDARD SCORING SCALE1 AP2 SCORE

10. The proposed facility is configured to optimize program effectiveness14:

ƒ Open bay barracks
ƒ Platoon-centric buildings
3 pts 1-2 criteria met
ƒ Dining facility is capable of seating graduation target + 55%
6 pts 3-4 criteria met
ƒ Geographic separation from other populations
9 pts 5-6 criteria met Part A
ƒ Separate male/female barracks
12 pts 7-8 criteria met
ƒ T1 or better access to the internet
15 pts All criteria met
ƒ LAN installed and operational
ƒ Surveillance security system operational
ƒ Water, sewage, and utilities are fully operational

11. The proposed facility meets the minimum space requirements for each
of the following functional areas15:
ƒ Admin area - 2000 sq ft
ƒ Medical area - 400 sq ft
ƒ Supply storage - 2400 sq ft
ƒ Admin latrines - 300 sq ft 1 pt 1-3 criteria met
ƒ Classrooms - 1000 sq ft 3 pts 4-6 criteria met
ƒ Auditorium - 2500 sq ft 6 pts 7-9 criteria met Part A
ƒ Library - 600 sq ft 9 pts 10-12 criteria met
ƒ PT area - 1225 sq ft 12 pts All criteria met
ƒ Classroom latrines - 400 sq ft
ƒ Dining facility - 4100 sq ft
ƒ Barracks - 90 sq ft/pp
ƒ Barracks latrine - 50 sq ft/pp
ƒ Laundry - 7.2 sq ft/pp
STANDARD SCORING SCALE1 AP2 SCORE

1 pt >36 months of work required

2 pts 24-36 months of work required
12. The proposed facility is ready for occupancy prior to the targeted start
4 pts 18-24 months of work required Part A
of the program.17
6 pts 12 -18 months of work required
8 pts <12 months of work required

Personnel: Sufficient quantity and quality of personnel to launch and sustain proposed program.

1 pt 50,000-89,999 live within one

hour
5 pts 90,000-129,999 live within one
hour
13. At least 50,000 people live within one hour driving time of proposed
10 pts 130,000-189,999 live within one Part A
program site.18
hour
15pts 190,000-249,999 live within one
hour
20 pts 250,000 or more within one
hour

14. The proposed program director is fully qualified to lead the start up of
the program19:
8 pts 1 criteria met
ƒ Previous military leadership experience (E9 or above)
16 pts 2 criteria met
ƒ Previous experience in secondary education
24 pts 3-4 criteria met Part A
ƒ Previous Challenge program management experience
32 pts 5 criteria met
ƒ Graduate degree
40 pts All criteria met
ƒ Evidence of community and public relations skills
ƒ Reports directly to the TAG
STANDARD SCORING SCALE1 AP2 SCORE

Political: Sufficient political support to sustain proposed program

15. The proposed program is a stated priority of the sponsoring state. Letters from:
ƒ Letter from Governor 12 pts Governor
ƒ Letters from State Legislative leaders (limit 2) 6 pts State Legislator (District)
Part A
ƒ Letter from U.S. Senators 8 pts U.S. Senator
ƒ Letters from U.S. Representatives (limit 2) 8 pts U.S. Representative (District)
ƒ Letter from mayor of the nearest civilian community 4 pts Local Mayor

TOTAL SCORE: /428

END NOTES

1. All numeric rounding will be to nearest even number.

2. Application Phase.
3. A catchment area is defined as a 300-mile radius from the proposed ChalleNGe site.
4. Tools for Decision Makers brief by COL. M.G. MacLaren, Summer Program Directors Workshop 2008; 2009
Center for Naval Analysis Study of NGYCP; Regionalization Working Group, August 2009; Alliance for Excellent
Education (AEE) http://www.all4ed.org.
5. Summer Program Directors Workshop Front End Analysis Working Group finding, August 2009 in accordance
with Alliance for Excellent Education (AEE) (http://www.all4ed.org) data integrated to MapPoint software.
6. Summer Program Directors Workshop Front-End Analysis Working Group finding, August 2009; Alliance for
Excellent Education (AEE) (http://www.all4ed.org).
7. Required state match rates may vary between 25 and 40%. Actual state match rate will be the rate prevailing
for the fiscal year for which the MYPCA is implemented.
8. Based on minimum cost of $17,000 per target graduate, a graduation target of 100, and at a minimum of 25%
and a maximum of 40% for the state contribution.
9. Summer Program Directors Workshop Front End Analysis working group finding, based on NGB-AY and
program director experience with in-kind resources.
10. Calculated as average variance across all four areas. The optimal target funding allocation is 66 percent for
staffing, 11 percent for dining operations, 10 percent for facilities, and 13 percent for remaining requirements.
These targets are based on an analysis of program budgets over a four year period. Variance is calculated on
the average variance in funding levels.
11. A state statute authorizing annual appropriations for the program is a more durable commitment to long term
program sustainability than year to year ad hoc funding commitments.
12. Regionalization Working Group Report, August, 2009; times are based on an average emergency speed of 50
mph.
13. Program leaders have found that federal military installations often provide the most reliable combination of
essential services for the program.
14. Based upon Summer Program Working Group Front End Analysis Working Group findings and program director
and NGB-AY experience.
15. Space requirements are derived from NG-PAM 415-12, Army National Guard Facilities Allowances, Chapter 6:
Educational Facilities. Student Load = 100-199.
16. Program experience demonstrates that the probability of a successful program launch is linked to the overall
readiness of the facility. Extensive renovation requires time and money that drives up the risks of a timely
program opening. Score must be supported by appropriate engineering documentation.
17. Hiring quality staff for the various positions in the program requires a sufficient pool of qualified applicants;
based on Census Bureau statistics (http://www.census.gov/population/www/cen2000/briefs/phc-t29/index.
html) and Bureau of Labor and Statistics data, locations with greater than 50,000 inhabitants present the labor
pool required for programmatic success. http://www.census.gov/population/www/metroareas/metroarea.html
18. Based on an analysis of the requisite expertise of successful program directors.
19. Program leaders have found that letters of support from various members of the executive and legislative
branch within the state and from members of Congress are an indicator of political support for the program.
Intentionally Blank
 APPENDIX C
management CHeCKliSt
Candidate Program: NGB-AY
POC: POC:
Email: Email:
Phone: Phone:

Received/Approval/
Action Item Gate NLT Remarks
Completion Date

CSSRA 9 M-12

NGB Site Visit 9 M-12

Startup Agreement 9 M-12

Startup Budget 9 M-12

Program Director Hired 9 M-12

Education Model Identified 9 M-12

Mentor Assigned M-12

Staff Summit M-10

Logistics Timeline M-10

Marketing Plan M-10

Hire Key Staff M-9

Recruiting TA Visit M-9

Key Staff Job Shadowing M-6

Criminal Record Check

M-6
Process Identified

Cadet Application M-6

Mentor Application M-6

a-C 1 CP 3-1
 Received/Approval/
Action Item Gate NLT Remarks
Completion Date

Website Established M-6

New Program Director

M-6
Workshop

30% Curriculum Complete M-6

SOPs M-6

Organizational and
M-5
Operations TA Visit

Budget Report Training M-4

25% Applications
9 M-4
Received

Master Calendar M-3

State Plan 9 M-3

Program Budget 9 M-3

Operations and Leadership

M-3
TA Visit

50% Applications
9 M-2
Received

Facility Upgrades
M-1
Complete

Training Schedule M-1

80% Staff Hired 9 M-2

Jump Start Basic Course M-1

75% Applications
9 M-1
Received

Operational Evaluation
M+2
NFR #1

a-C 2 CP 3-1
 Received/Approval/
Action Item Gate NLT Remarks
Completion Date

Operations TA Visit M+2

Operational Evaluation
M+4
NFR #2

Residential Operation TA
M+4
Visit

Resource and
M+4
Management Review

Post-Res Operations TA
M+7
Visit

Post-Residential
M+7
Evaluation NFR

Operational Evaluation M+9

a-C 3 CP 3-1
Intentionally Blank
 APPENDIX D
SAMPLE Organization Chart

Program
Director

MIS Administrative

Budget Officer

Deputy Cadre
Director Commandant

Lead Counselor Lead Educator Medical RPM Cadre Cadre Cadre

Counselor Instructor RPM Cadre

Cadre Cadre
Assistant

Cadre Cadre Cadre

Cadre Cadre Cadre

A-D CP 3-1
Intentionally Blank
 APPENDIX E
SamPle CHalleNGe Program Staffing model
See MYPCA for Requirements
Authorized Staffing By Graduation Target
100 144 175 200 400
Number:
STAFFING POSITIONS
Support Staff (1), (2), (3) Funded Funded Funded Funded Funded
State Program Director (*17), GS14 n/a n/a n/a n/a n/a
Program Director (14) GS13/14 1 1 1 1 1
Secretary, GS6 1 1 1 1 1
Deputy Director, GS12 1 1 1 1 1
Program Coordinator, GS10 1 1 1 1 1
Lead Instructor, GS10 1 1 1 1 1
Instructor (4), GS9 5 7 9 10 20
Lead Counselor, GS10 1 1 1 1 1
Counselor (5), GS9 3 5 6 7 13
Recruit/Placement/Mentor (R/P/M)
1 1 1 1 1
Coordinator, GS10
R/P/M Assistant, GS8 3 4 4 5 9
Case Managers (6), GS6 6 9 11 13 25
Nurse Practitioner, GS10 1 1 1 1 1
Medical Assistant, GS7 1 1 1 2 4
Budget Officer, GS10 1 1 1 1 1
Assistant Budget Officer, GS8 0 0 0 1 2
Management Information Specialist, GS10 1 1 1 1 1
Management Information Assistant, GS7 0 0 0 1 2
Admin/Log Specialist, GS8 1 1 1 1 1
Admin/Log Assistant, GS7 1 1 1 2 3
Public Relations Specialist, GS10 0 0 0 0 1
Discretionary Support Staff (7), (10), GS7 4 8 10 12 31
Support Staff Subtotals 34 46 53 64 121

a-e 1 CP 3-1
Operations/Cadre Staff
(1), (2), (3), (8), (10), (11)
Cadre Staff Supervisor (16), GS10/11 1 1 1 1 1
Cadre Staff Supervisor Assistant, GS9 1 1 1 1 2
Shift Supervisors, GS8 6 6 6 6 10
Team Leaders (9), GS7 22 32 38 44 88
Operations/Cadre Staff Subtotals 30 40 46 52 101
Authorized Staffing By Class Size Totals 64 86 99 116 222

Peer Mentors (12), Minimum Wage 2 3 4 4 8

All ChalleNGe personnel must be accounted for within this staffing model. This includes contract personnel but does not
include dining facility personnel.
(1) Personnel filling positions must perform the stated job function.
(2) Federal ChalleNGe funding levels for staff will not exceed limits outlined in Section 1A.104.b.10. of the Master
Youth Programs Cooperative Agreement.
(3) Federal ChalleNGe funds and minimum state matching funds may not be used to fund increased salary levels
above those authorized in this staffing model.
(4) Ratio: One classroom instructor per 20 cadets. (Class size/20, rounded up, not including lead instructor)
(5) Ratio: One counselor per 30 cadets. (Class size/30, rounded up, not including lead counselor)
(6) Ratio: One case manager per case load of 40 cadets. (2.5 x class size/40, rounded up)
(7) May be used for additional support staff (excluding instructor positions) or operations/cadre staff.
(8) Operations/cadre staff positions may not perform support staff job functions.
(9) Ratio: One cadre team leader per 25 cadets. (5.5 x class size/25, rounded up)
(10) Additional positions may be funded from non-ChalleNGe sources or available Budget Category A (staff) funds.
(11) Except during the Acclimation Period, programs may not use direct hire, contract, or temporary hire personnel
to fill any cadre staff positions without slotting them against the staffing model in the Operations/Cadre Staff
section. Personnel functioning as support staff may not be slotted against a cadre staff position in any way.
(12) Temporary hire not to exceed six months; selected from previous graduating class. (Class size/50, rounded up)
(13) Exceptions to this staffing model will be determined on a case-by-case basis.
(14) GS14 salary level authorized for 400-cadet program only.

a-e 2 CP 3-1
(15) Programs may use personnel funds to fund temporary staff and/or overtime at the equivalent of one (1) GS7 base
salary at the maximum authorized step for the program per fifty (50) cadets per class. (A program providing a
state benefits package with a cadet graduation target of 200 cadets per year is authorized the funding equivalent
of four (4) GS7, Step 10 employees.) These funds may only be used for cadre and instructor staff to compensate
for Acclimation Period staffing difficulties and to substitute for personnel who are on leave or on annual training
status. Programs requiring more temporary staff and or overtime assets must have NGB approval. Failure to
obtain approval will result in the federal government not reimbursing the state for these additional costs.
(16) GS11 salary level authorized for 400-cadet program only.
(17) One state program director position is authorized for states with multiple ChalleNGe programs. NGB position
description highlights minimum requirement of the positions.

a-e 3 CP 3-1
Intentionally Blank
 APPENDIX F
SamPle Cadet SuPPlY liSt
Cadet Itemized Supply List

ITEM Recoverable Non-Recoverable Total

Bag, laundry, mesh
Belt, Canteen
Belt, safety, reflective
Boots, combat, leather, black
Brush, boot
Buckle, belt, subdued
Canteen
Cap, BDU, utility
Cap, knit / stocking
Chapstick
Coat, winter, dress, color
Coat winter, color
Comb
Conditioner, hair, bottle
Cover, canteen w/2 clips
Cover, toothbrush
Dental floss
Deodorant, stick
Dish, soap
Ditty Bag
Foot powder, bottle
Gloves, leather, work
Gloves, winter, dress
Hair brush
Inserts, glove, wool, color
Lock, combination
Mat, PT

a-F 1 CP 3-1
ITEM Recoverable Non-Recoverable Total
Overshoes, rubber boots
Personal hygiene bag
Polish, boot, can
Rain coat, yellow
Razors, disposable
Rucksack
Sewing kit
Shampoo, bottle
Shaving cream, can
Shirt dress polo color
Shirt, long sleeved, color
Shoes, athletic/running
Shoes, deck, color
Shorts, PT, color(M) / color(F)
Shorts, color, sleeping
Shower shoes, pr
Soap, bar
Socks, boot type
Sweatpants, color
Sweatshirts, 2 color, 1 color
Toothbrush,
Toothpaste, tube
Towel, bath
Trousers, BDU
T-shirt, short sleeved, color
Underwear, thermal, bottoms
Underwear, thermal, tops
Wash cloth
Windbreaker, spring, color

a-F2 CP 3-1
 APPENDIX G
SamPle timeline for faCilitY eQuiPment PurCHaSeS

Use Your State Procurement Process Accordingly

M-11 Furniture ordered for barracks, administrative offices, and teacher cubicles

M-8 Purchase orders cut for the barracks, administrative offices, and teacher cubicles

M-6 Planning begins for classroom furniture

M-5 Office furniture is delivered and installed for teacher cubes and administrative offices

M-4 Onsite classrooms are surveyed for furniture (programs may consider starting this a month earlier)

M-3 Purchase order is cut for the classrooms

M-3 Contractor signs over the barracks and office spaces to the program

M-2 Barracks furniture is delivered and installed over a period of four days

M-2 Classroom furniture is delivered and installed

M-0 Class 01 commences

Note: Much of the furniture design and production is derived from the architectural layout and construction of the
program’s barracks, administrative space, and classrooms.

Recommendations:

1. New programs should consider all metal bunk beds and wall lockers if at all possible. Wood is aesthetic, but is
not as durable as metal.

2. New programs should look at bids for furniture if at all possible to explore contractors and bid for better quality
and lower prices.

3. New programs should get warranties on furniture from manufacturer. This helps reduce repair/replacement costs
during the first several years.

a-g CP 3-1
Intentionally Blank
 APPENDIX H
SAMPLE Cadet Application

Social Security Number Have you ever applied to Youth Challenge before?
Yes No
Last Name First Name Middle Initial

Date of Birth Age Gender Male Female

Ethnicity America Indian Asian or Pacific Islander Black not Hispanic

Hispanic White not Hispanic
Number in Household Family Income Less than $15,000 $15,000-$25,000 $25,000-$35,000
$35,000-$45,000 Greater than $45,000
Home Phone Parish

Mailing Address

City State Zip Code

Legal Guardian Only

Relationship to applicant: Parent Step-parent Grandparent Sibling Other____________________________
Last Name First Name (Mother & Father) Middle Initial

Home Phone Work Phone

Pager Cell Phone

Mailing Address

City State Zip Code

Please complete the following only if you have a second legal guardian at a different address
Relationship to applicant: Parent Step-parent Grandparent Sibling Other____________________________
Last Name First Name Middle Initial

Home Phone Work Phone

Pager Cell Phone

Mailing Address

City State Zip Code

A-H CP 3-1
Intentionally Blank
 APPENDIX I
SamPle mentor aPPliCation

(Please Print) Date

Full Name Age Date of Birth Sex Social Secu-
rity No.

Number Street Apt. No. City State Zip Home Phone

No.

Marital Status Spouse’s Name Age

Children Name Age

Name Age

Present Employer Business Phone No.

Address

Occupation How Long Employed? Immediate Supervisor

List other employment for the past 5 years (most recent first).

Position Employer How Long Employed Reason for Leaving

Religious Affiliation Other Volunteer Commitments

How many times have you moved in the past 5 years?

a-I 1 CP 3-1
 List past residences (most recent first).
Address City/State How Long There

Education:
High School Years Attended Graduate Year

College/Univ. or Tech.
Years. Attended Degree
Training
Past experience with children/youth:
Why do you wish to become a volunteer with ChalleNGe (be specific)?

Health: Poor Fair Good Excellent

Any physical limitations or special concerns?

Are you taking medication on a regular basis?

Any known allergies?

Have you ever sought counseling/therapy or treatment for any reason?

Date(s)

Describe:
Explain your present use of alcohol or any other drugs.
Explain your past use of alcohol or any other drugs.
Do you have a valid driver’s license? Yes No State Driver’s License No.
Do you have your own transportation? Yes No Car License No.
If no, do you have access to transportation? Yes No Describe
Please describe your driving record and offenses.

I will promptly report to ChalleNGe any changes in my insurance coverage or driver’s license status.

Signature Date

Have you ever been a victim of a crime? Yes No

a-I 2 CP 3-1
 If yes, please explain.
Have you ever been involved in, investigated for, arrested and/or convicted of a crime? Yes No
When?

Explain

List four references. (One present or past employer and three friends you have known at least 10 years). If you have
ever been in therapy or treatment, please include the name of your therapist for one friend reference.
(1) Name Relationship
Address Work Phone ( )
Home Phone ( )
(2) Name Relationship
Address Work Phone ( )
Home Phone ( )
(3) Name Relationship
Address Work Phone ( )
Home Phone ( )
(4) Name Relationship
Address Work Phone ( )
Home Phone ( )
What attitudes and beliefs are of special importance to you?
Please list interests, hobbies, and activities you enjoy.
What special skills or talents you would be willing to share?
Please recommend others who might be interested in becoming mentors (use other side if needed):
(1) Name Work Phone ( )
Address Home Phone ( )

(2) Name Work Phone ( )

Address Home Phone ( )

This information is true and accurate to the best of my knowledge.

Signature Date

a-I 3 CP 3-1
Intentionally Blank
 APPENDIX J
SamPle training SCHedule

06:00 - 06:30
morning Wakeup (Kitchen assistants report at 06:30)-- Bays / latrines
ƒ On line
ƒ Count off
ƒ Get dressed
ƒ Use latrine
ƒ Make beds
ƒ Morning meds lockers & bay

06:30 - 06:40
morning Colors by on-site platoon -- east side/Flagpole
ƒ Company formation
ƒ Uniform of the day

06:45 - 07:45
morning meal -- (Kitchen assistants report at 06:30)

07:30 - 08:00
silent reading -- homerooms
ƒ Silent reading in homerooms
ƒ Cadets will be ready for school/class to start at 08:00

07:30 - 08:00
supply exchange for the on-site platoon -- supply doorway
ƒ Cadets need exchange slips checked & signed by their cadre platoon leadership – Duty & Off-site platoon cadets
emergency only

08:00 - 11:45 school -- Classrooms

ƒ All required cadets need to be seated, prepared & ready to learn at 08:00 -- Uniform of the Day

11:45 - 12:00 transition time for lunch (Kitchen assistants report by 11:50) -- Bays / latrines

12:00 - 13:00 noon meal / Journaling time -- Bays

ƒ Kitchen assistants report at 11:50 – Serving starts at 12:00 for the duty platoon – 15 minutes of the lunch hour is
to be used for journal time in the bays, before or after eating

13:00 - 15:00 school -- Classrooms

ƒ ALL required cadets need to be seated & ready at 13:00

14:00 - 15:00 group C -- Computer lab or open classroom

ƒ Case manager – cadre need to be present

a-J 1 CP 3-1
15:00 - 15:15 transition / Change over / Prep for physical training -- Bays / latrines
Mon Tue Wed Thu Fri Sat
1st plt A B C A B C
2nd plt B C A B C A
3rd plt C A B C A B

15:15 - 16:50 Pt -- West side / determined by task

ƒ Make sure SAFETY comes FIRST (water, hats, inhalers and first aid pouch)
ƒ Mon, Wed & Fri Company physical training formation
ƒ Platoons will conduct physical training off of the physical training instructions

16:50 - 18:00 evening Colors / evening meal -- Flag Pole / dFaC

ƒ Kitchen assistants report at 16:45
ƒ Company formation at Flag Pole 16:50
ƒ First platoon in rotation lined up at 17:00 for dinner

18:00 - 18:30 Building maintenance -- designated areas depending on duty rotation

ƒ Attention to detail in latrines, bays, common areas, & classrooms etc.

18:30 - 19:30 1st Platoon - Character development -- determined by task

ƒ Character Development Class On: “Communication” -- Facilitated by: McNeil

18:30 - 19:30 2nd Platoon & 3rd Platoon -- mentee training -- Platoon homeroom
ƒ Case manager (s) will facilitate
ƒ Cadre need to be present

19:35 - 21:20 evening - Personal Business -- Bays / latrines

ƒ At 19:35 Start Rotation for snack starting with the duty platoon
ƒ Showers
ƒ Health & Hygiene Inspections
ƒ Personal Business – at least 30 minutes for Mail & Letter Writing
ƒ Fill out supply requests
ƒ Night Meds – Last Platoon Latrine Call – No unescorted cadets!

19:36 - 20:20 duty -- determined by task & cadre supervision/coverage

ƒ Duty details are focused on cleaning with attention to detail-uniform & correct equipment for the task

21:20 - 21:25 silent time -- Bays

ƒ Cadets on silence / sitting on line

21:25 - 21:30 Bedtime / lights out -- Bays

ƒ Cadets on line
ƒ Count off
ƒ Check’em
ƒ Prepare to mount
ƒ Mount
ƒ Lights Out
ƒ ADJUST – make sure the cadets are breaking the beds/covers down
ƒ No talking after lights out!

a-J 2 CP 3-1
 GLOSSARY
Part i – aBBreViationS and aCronYmS

asVaB Armed Services Vocational Aptitude Battery

CP1 ChalleNGe Publication 1

Cssra ChalleNGe Site Suitability and Readiness Assessment

Fad Funding Authorization Document

ged General Education Development

moa Memoranda of Agreement

mou Memoranda of Understanding

myPCa Master Youth Programs Cooperative Agreement

ng National Guard

ngB National Guard Bureau

ngyCP National Guard Youth ChalleNGe Programs

osd-ra The Office of the Secretary of Defense for Reserve Affairs

P-raP Post-Residential Action Plan

srm State Resource Managers

rPm Recruitment/Placement/Mentor

soP Standing Operating Procedure

taBe Test of Adult Basic Education

tag The Adjutant General

usPFo United States Property and Fiscal Officer

gl-1 CP 3-1
 Part ii – termS and definitionS

annual performance goals. The set of performance metrics that individual sites and the national ChalleNGe
community establish as annual metrics of programmatic success.

appendix 3 funding. Funding designated as 100% federal in appendix 3 of the Master Youth Programs Cooperative
Agreement. The funding is for travel for national standardized training and federal initiatives that require support from
local program staff.

catchment area. A 300-mile radius from the proposed ChalleNGe site in which the majority of applications are
solicited.

candidate program. A program is referred to as a candidate program after the CSSRA is verified at M-12 and until
they receive their first class.

cooperative agreement. Financial assistance mechanism (grant) used when substantial federal programmatic
involvement with the recipient is anticipated by the funding agency during performance of the project. The nature of
that involvement will always be specified in the offering or application guidance materials.

educational model. The type of educational environment upon which the individual ChalleNGe program operates
(i.e. GED, high school diploma, alternative high school diploma, high school credit recovery).

high school dropout. An individual who is no longer attending any school and who has not received a secondary
school diploma or a certificate from a program of equivalency for such a diploma.

jump start. The structure process of program startup running from the period of time between the initial expression
of a location’s desire to have a program through the first Post-Residential Phase completion.

marketing. All of the activities around gaining stakeholders and maintaining a relationship with them.

mentor. A positive, caring adult who works with the cadet to achieve his/her Post-Residential Action Plan goals.

mentor program. An experienced program assigned by NGB to mentor the candidate program during the startup
phase and first operational program year.

new program. A candidate program becomes a new program when they are fully operational and accept their first
class of cadets.

post residential action plan. The contract and road map cadets establish with assistance from program staff and
mentors to structure their success in the Post-Residential Phase.

post residential phase. The twelve-month period, post graduation, where cadets are actively engaged with their
mentors and reporting on progress to the local program sites.

quasi-military. The structured environment established in the ChalleNGe program; built upon the tenants of
developing self-responsibility in a structured environment where actions and consequences are linked.

residential phase. The twenty-two-week period of structured and experiential learning within the quasi-military
environment.

gl-2 CP 3-1
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