Agency: Hialeah-Miami Lakes Adult Center

[AR 1001]

The target population will be those students who are disinterested in school, experiencing academic failures, alienation, social isolation, being over age in grade, experiencing peer pressure, personal problems, students limited in English proficiency, and exceptional education students. Recognizing that the dropout problem has serious personal, social, and academic implications for the students, their families, and the community, Hialeah-Miami Lakes Adult Center made a major commitment to decrease the dropout rate of students. The Adult center has expanded existing programs and initiated new programs designed to prevent dropouts and to identify and motivate students who have already dropped out to reenter school in order to obtain a high school diploma or its equivalent.

All of the learning activities take place in a computer lab setting. Individualized schedules are designed to accommodate student's needs. The activities are self paced and individualized to the student's actual performance. Special tutorial support is triggered when a student has difficulty in mastering a learning objective. The program offered will produce evaluation reports. These reports track individual student performance over short and long term periods. The data can be used to identify each student's individual strengths and weaknesses and to plan appropriate instruction or intervention. In addition a long term student's progress can be evaluated. The automatic management system maintains continuous records of the student's performance and selects the next learning activities accordingly. The data is stored in a cumulative history file for each student and appears on reports. Three types of reports summarize current performance and progress.

Through the use of Computer Curriculum and PLATO software, special tutorial support is triggered when a student has difficulty in mastering a learning objective. Focused sequential practice, interactive tutorials and repeated pre-requisite instruction is used when needed. In some courses, the individualized review of the program is either immediate or delayed and presented as appropriate.

The curricula for grades 9-12 follow state guidelines stipulated in the Dade County Public Schools' Pupil Progression Plan. The Division of Student Services provides regular guidance and counseling services which are offered in the high school and in the Adult Center. The Adult Center's staff for the computer lab consists of two part-time teachers and three part-time aides. State Certified teachers and aides are selected based on their ability to work with potential dropouts and maintain a positive and helpful relationship with students. The Teacher Education Center provides inservice courses for alternative teachers.

Approximately 175 to 200 students register each year to complete their high school credits in order to receive a high school diploma. The Adult Center uses the Dade County Public Schools computerized Student Assistance Profile identifying students with major exceptionalities, limited in English proficiency, Absences, Age, Stanine, Schools attended, grade point average, and suspension. The dropout program also has specific criteria for students who are pregnant, have criminal adjudication, suicidal ideation or attempts, etc. Each school year the office of Information Technology, Department of Management Information Systems, prints an updated Students Assistance Profile for our school. The report is sent to the school principal of the Adult Center with suggestions regarding special efforts available for use with identified students.

At the end of each school term, the official school attendance records of the students will be compared to their attendance records of the previous school program. Utilizing official grade reports, the academic grades of students will be compared to the academic grades of their previous school term. At the end of each school term, based on current student information, the percentage of students in the program promoted to the next grade level or graduated, will be determined.

The cost to establish this type of computer lab is estimated at over $200,000. A yearly maintenance contract on the terminals will cost approximately $18,000 a year. Additional costs will be the salaries for the part-time employees who work in the lab. Funding for this project is from the Adult Basic Education Grant through OVACE and any additional grants generated.

Agency: Broward County 1994-1995

[AR 1002]

Fort Lauderdale Adult Center enrolls over 2,000 students per year, whose assessment indicates literary levels below 6.0. Of this group there are approximately 550 students whose literacy competency is within the levels of 0 to 3.9.

Traditional methods of remediation to include, but not limited to, the following are in place to serve this group. They include: traditional assessment grouping, print, media and self-directed computer-assisted resource:. These methods incorporate the theory that all adults with reading difficulties essentially respond to the same delivery methods for remediation. Our efforts to date to serve this group documents a low 40% success rate. This group exhibits high dropout, repeating absences, and erratic attendance patterns, indicating low interest and high frustration by students with the current delivery.

Although the current system provides remediation programs, there are no current efforts as the one described in this proposal. The funding of this effort as a training and development pilot would insure a program which has proven local documentation and results.

The Adult Learning Laboratory proposed will approach the needs of students with learning disabilities differently. The strategy is to apply current theoretical principles and teaching methods corresponding to each individual's patterns of strengths and weaknesses. Reading disabilities will be sub-typed and remediated accordingly. Teaching methods will be developed for each targeted student corresponding to each of these sub-types, utilizing computer-assisted instructions in oral reading, auditory-visual matching and visual matching procedures. Pre and Post Testing will be administrated, diagnosed and documented. A control group will be identified to offer comparisons of data, progress and effectiveness.

Studies involving approaches to this model of learning are positive (Fiedorowicz, 1986 & Trites, 1990) provided evidence of the effectiveness of this program in their pilot targeting their non literate and low literate adults.

Adult participants in these studies made significant gains on component reading tasks as well as on standardized tests measuring different aspects of the reading process. Long term gains were recorded by a second study substantiating the effectiveness of the model. Additional reports document an increase in measured self confidence in students. Students reported reading books for pleasure outside of the training environment. (Cummins, 1991)

A time scheduled cooperative progression plan and review will be conducted through a team approach, including student, teacher, counselor and LAB Teacher to ensure positive behavioral principles of learning. This process will enhance the learning process through immediate positive reinforcement and develop positive self-esteem in students.

Plan of Operations Summary

Fort Lauderdale's Adult Learning Laboratory will have developed a Resource Center containing access, imprint, oral listening and computer assisted materials. Upon registration, targeted student scoring below 5.9 will be referred to the Adult Learning Laboratory. Each targeted enrollee receives further academic assessment and a personal interview. The Adult Learning Laboratory will be a phase of initial enrollment for all targeted students. Length of enrollment in the Laboratory will be determined by outcome of individual assessment and educational plan. Progress will be documented by the lab teacher. The individualized education plan developed for each student will include counseling time, LAB time, in addition to conventional adult basic classroom time. This program will replicate a pilot conducted by the Salvation Army literacy program (Burry and Fiedorowicz, 1990). This study involved 22 adults from a wide variety of backgrounds. The data recorded on this group showed educational gains of four (4) grade levels in 27 (twenty seven) hours of lab experience.

The research based methodology and computer assisted curriculum of the Adult Learning Laboratory will utilize print, oral, listening and supplementary computer-assisted programs to enhance sub-skill development in language, reading and mathematics. The Lab will be staffed by a lab teacher who will offer individual assistance to monitor and expand each educational plan. All material and resources will be directed at the 0- 3.9 literacy level, with strong concentration in the sub-skill development areas. A comprehensive training will be accommodated for all adult basic education faculty to include the Adult Leaning Laboratory Team. This training includes detail in assessment, sub-skill remediation, individual education plan application, data management and interpretation.

The student enrollment process will be an open entry/open exit transitional process. The Lab will accommodate 25 to 30 student stations. LAB time per student will be 60 minutes, twice a week.

Agency: Escambia County

[AR 1003]

The Escambia County School District, in cooperation with Pensacola Junior College has been awarded a grant of $35,000 to design and implement a comprehensive adult student retention support system. The purpose is to retain adult learners in several school-based sites in the Escambia County School District and at Pensacola Junior College. These school sites include Pensacola, Washington, Woodham, Pine Forest, Escambia, Tate, Century, and Ernest Ward High Schools, and Pensacola Junior College Adult High School.

The grant provides for seven resource specialists who will assist adult learners in solving minor personal and social problems. The grant also provides an interagency approach to solve major problems by establishing linkages with private sector employers and other area agencies.

Local needs assessment data and enrollment trends show that 70% of adult learners in Escambia County are between 16 and 24 years old. Students in this age group drop out of adult programs at a significantly higher rate than older adult learners (ages 25 and above). These young adult learners are often plagued with many personal problems that make attending school difficult. Problems exist in areas such as alcohol and drug abuse, teenage pregnancies, parenting and childcare, peers with criminal records, family crises, confrontation with authority figures, foster care and agency sponsored housing, unemployment and welfare assistance. To cope with these type of pressures, this grant provides academic and career development programs to help each student maintain acceptable performance levels and consistent enrollment patterns.

Agency: Indian River Community College (IRCC): 1997-1998

[AR 1004]

During 1996-97, teacher training conducted at Indian River Community College (IRCC) utilizing the "Career Quest" program has proven to be overwhelmingly successful in creating more effective, student-centered teachers. Accomplishments include: 20 IRCC teachers trained, 180 students completed the program, program developed and piloted locally, program presented at limited state conferences and workshops. Program results are limited to a community college arena; therefore, it is recommended this arena be broadened to include other types of Adult Education providers, which contain varying program characteristics. The proposed 1997-98 project shall include integration of the program within other types of Adult Education (AB) providers such as school systems, varying in program size and characteristics. The project scope shall include Regions Three and Five, extending from Monroe to Flagler Counties. Once IRCC develops, on a regional level, the expertise to successfully train teachers to integrate Career Quest into varied settings, we will be positioned to share that expertise in a a statewide dissemination effort during 1998-99.

The purpose of the proposed project is to build on the success of IRCC's new approach to teacher training by delivering it, in depth, throughout Regions Three and Five. The teacher training shall serve the following purpose: (a) to provide teacher training in instructional methodology, program delivery, and implementation for "Career Quest", (b) to conduct a needs assessment focusing on varying program characteristics and (c) to provide sensitivity training which will result in more effective teachers. The focus of the training will be to sensitize teachers to the issues that are inhibiting the educational and personal growth of the adult education target population. That target population consists of, but is not limited to, educationally disadvantaged adults, abject welfare clients, non-high school graduates, minority LEP's, adults, and at-risk youth, all of whom are presently unemployable.

This project year will serve as the vehicle for conducting a needs assessment which stresses individual needs of other types (AB) providers. Results are essential to ensure the program's properly integrated into a variety of instructional settings. We know based on local data and teacher training that we have a program that can change our instructors as well as our students. We now need the opportunity to provide in-depth teacher training in two regions, utilize feedback to refine program delivery, and to provide effective statewide dissemination.

The proposed project addresses the Quality Indicators for Curriculum and Instruction through a needs assessment study and for Staff Development through regional and statewide teacher training. Organizations choosing to implement this program shall be included in a study utilizing feedback to refine the program.

This project shall benefit adult education teachers and students through disseminating the successful "Career Quest" program, providing customized teacher training, and conducting needs assessments in a variety of educational settings. The benefit is equally significant for teachers who receive the sensitivity training, participating agencies, and the students who shall ultimately benefit from a new instructional environment.

This project is innovative because it does not simply deliver teacher training in use of a particular instructional package but is an initiative to develop teachers as "change agents. Unique to this program is the program philosophy: "Changing the Learner and The Teacher Together." In addition, the needs assessment study can be used to provide the basis for individualizing instruction based on program needs and characteristics.

Total Budget Requested: $70,000

Agency: Alamo Rent-A-Car

[AR 1005]

Program Description: The Career Success Program is an eighteen-week work study demonstration project that will be instituted by Alamo Rent A Car, Inc. in conjunction with the Adult and Community Education Department of the School Board of Broward County, Florida. The Project's major thrust is to provide job-specific skills training to 4 recently retrieved dropouts in an effort to prepare them for mid-level positions in the Alamo Rent A Car, Inc. Students will receive financial assistance during their study program.

Statistics:

1. National surveys show that a large percentage of unskilled laborers lack the reading, math, and writing skills needed to handle even the most rudimentary problems in the modern workplace.

2. The labor market expects a labor shortfall of 23 million workers during the next decade.

3. Five percent of all young adults between 21 and 25 years of age already on the job show a marked lack of general workplace skills.

4. Fastest growing jobs during the 1990's will be low and mid-level occupations.

Recently retrieved dropouts, enrolled in an Adult Secondary Program, will receive information regarding the program. After passing initial screening, their portfolio will be submitted for final selection.

Prescreening Criteria:

• Students must demonstrate an interest in a mid-level position as indicated on an interest inventory or a job skills assessment instrument o Students must qualify as disadvantaged according to Federal JTPA criteria
• Students must demonstrate self discipline as measured by classroom participation, attendance and completion of educational goals.

Project's Plan:

Upon selection into the Project, the following components will be implemented:

• A mentor will be selected for each participant
• An individual job development plan will be devised for each participant based upon his/her entry skills and interests
• Students will assist in developing and sign their learning contract
• Students will maintain an experience log denoting skills they learn from their mentor
• Students will work at least four hours a day
• A monitoring system will be implemented to track the project's success
• Students must receive their GED or Adult High School Diploma before they complete the work study program.

Intended Outcomes:

1. Upon completion of the job specific skills training modules, the job skills level of participants will increase by 50% as measured by pre and post testing instruments.

2. As a result of observing their mentor and performing tasks as directed, the participants will be able to complete job specific tasks requiring reasoning and problem solving skills as evidenced by experience logs and mentor's evaluation.

Benefits to Alamo Renta A Car, Inc.

• The creation of a well-trained cadre of potential employees
• Reduction in recruitment and training cost
• A model for training present employees
• An investment in Alamo's corporate needs
• An investment in the community's needs.

Benefits to Adult and Community Education

• An opportunity to form a partnership in developing a much needed project
• An opportunity to assist students in gaining an etnry into the workforce
• An opportunity to learn more about the corporate culture
• An opportunity to assist Alamo in achieving programs in their civic arena.

Agency: ED*EX Education Experts

[AR 1006]

The objectives are to:

(1) provide one day/8 hour intensive training workshop (through regional meetings, state conferences - ACE of Florida, Adult Literacy Coalition or special local technical assistance training) for preparing current or new providers with knowledge and expertise of CBAE Adult Basic, CBAE High School and G.E.D. Prep in order to deliver their own local CBAE training of staff;

(2) provide the necessary training resources needed to conduct a comprehensive training workshop; and

(3) provide dissemination information about CBABE and CBAE curriculum resources (revised editions) necessary to implement a comprehensive program delivery for adults and students-at-risk programs.

Target groups for Train-the-Trainer Workshops include:

(1) providers of Adult Basic, Adult High School Credit, G.E.D. Preparation;

(2) Adult Education Administrators, teachers, counselors, curriculum specialist; and

(3) Special Groups: Educational providers for correctional institutions, day school students-at-risk programs, workforce and family literacy programs.

(NOTE: Volunteers who have less than a bachelors degree will find training more useful through local trainers.)

Training workshop resources include VIDEO-based (40 minute - six segments) with accompanying MANUAL composed of information and experiential hands-on exercises through small group sessions/open discussion, CORE REFERENCES for program information and implementation, overlays for projector, learning/leadership styles inventory, and other resources useful for training and CBAE curriculum references. Included are all materials or information needed for a trainer to implement back-home training of staff. Professional competencies, pre-test, post-tests, EXIT exams and a Competency Mastery Chart gives trainees the actual adult student experiences of the CBAE learning processes. Trainees may feel the need for additional help with conducting a first-time back home training session. This project will provide a knowledgeable trainer to give special technical assistance.

With expected Bureau funding through 1994, training services and primary resources will be provided at no cost to districts and community colleges offering adult education programs. Local cost for training will vary, depending upon resources already available (i.e., video player, TV monitor, overhead projector) and printing or reproduction of training materials. Estimated cost video is at $5.00 per cassettes; training manual at $4.00 each, core resources at nd more than $5.00 per set. A complete package would be less than $20.00. Creating packages for checkout and return can save some of this cost. (Cost for CBABE & CBAE Curriculum materials for instruction of students is a separate cost factor.)

Teacher Demonstration 353 Grant 1992-1993

Agency: Seminole Community College

[AR 1007]

Target Audience and Objectives: In 1992 Seminole Community College was awarded a Teacher Demonstration 353 Grant, "Connecting with Technology," by the Florida Department of Education. This program covers a three-year implementation process. Currently, Seminole Community College is embarking on the second phase of the process.

The primary goal of "Connecting With Technology" is to increase the graduation rate of the educationally disadvantaged adults by providing an individualized, computer-oriented graduation program. The enormous challenge that makes this program truly unique is the heavy emphasis on the integration of interactive, multi-media presentations into a competency-based program. This single feature moves learning from a flat, one-dimensional realm into a multi-dimensional world. This program teaches today's MTV/Nintendo students using high-tech instructional techniques. It presents the knowledge in a format with which students are familiar and skilled in processing. Inlcuded in the primary target population is the adult learner with disabilities such as learning, reading, and attention-deficit disorders. Another segment of this population consists of the chronically unemployed individuals. Within this target group are students who have repeatedly dropped out. Although they enroll in the traditional adult educational programs, these learners continue their cyclical patterns of failing to complete their studies.

The secondary goal of this project is to train educators to better serve the academically disadvantaged learner through technology-based education. The secondary target population is the educator who will receive training through a series of workshops related to technology-based education. This training will assist these educators to better serve the needs of the academically-disadvantaged learner (the primary target population).

Program Operation: The three phases of this project are as follows:

1. 1992-1993 - The development of comprehensive competency-based high school curriculum materials (17 courses in all). Initial implementation in the existing WICAT lab.

2. 1993-1994 -Development of six new courses and the refinement of existing materials. Additionally, this year interactive multi-media presentations will be developed and integrated into the competency-based course frameworks.

3. 1994 - 1995 - Completion of course refinement and enhancement with multi-media, teacher training, dissemination, and the collection of statistical analysis for the evaluation of program effectiveness.

Upon conclusion of the project, all material will be available for dissemination on a statewide basis. If any institution is considering implementing this program, funding for a computer lab and the minimum necessary staff are essential.

Funding: As a result of a cooperative effort between the Private Industry Council and Seminole Community College, a WICAT lab was established in 1990. This lab was used as a supplement to traditional teaching techniques for the Adult High School students. However, the students that enroll to the Adult High School program at Seminole Community College are already in an academically tenuous position and are usually classified as at-risk. Thus, in the quest to better serve the needs of these students and to better use the resources at hand, "Connecting With Technology" emerged.

The WICAT lab provided the springboard for the inception of this unique program, and with the additional funding provided through a Teacher Demonstration 353 Grant, work began. The college has continued to lend its support to this project through the purchase of high-tech equipment and the hiring of a full-time lab manager and part-time instructor. The WICAT lab is used to provide supplemental assistance to the students enrolled in the traditional program. With "Connecting With Technology" the computer resources have broadened to support an individualized, computer-oriented graduation track.

Dissemination and Support Services: Seminole Community College can provide training on the implementation of "Connecting With Technology" through a consultant contract. Adopters are encouraged to visit the implementing site. An eight-hour workshop provides on-site training.

Agency: Leon County

[AR 1008]

The goal of this project is to improve adult basic education programs for the low level adult learner by developing a comprehensive, easy to use adult reading program/curriculum. An additional goal provided for a training packet to accompany this curriculum so that both administrators and teachers could easily be trained in using the curriculum. The focus of the curriculum is the adult learner whose reading level is ~o to 3.0. Statistics indicate that Florida has more than 843,000 adult citizens who are functionally illiterate. Because of the rapid growth in Florida's population, this number is growing daily. For some time teachers have been concerned that they do not have available to theni a comprehensive reading curriculum designed for the adult learner who reads at a low level. Additionaily, most ABE teachers are not trained in teaching reading and, therfore, do not have many of the skills necessary for teaching beginning reading to adults.

This curriculum can easily be incorporated into the curriculum of any existing ABE class. Every adult education program in all of Florida's school districts was provided with a copy of the "Curriculum for Beginning Adult Readers-Level 0 to 3.0" and a training packet. This curriculum can be reproduced by school disicts and a copy given to teachers in all ABE classes. This curriculum is a complete reading program which includes the following: theory and information about teaching adults; assessrnent information; content and sequenced objectives; activities; sample lesson plans; and information regarding supplemental resources. The activities and the lesson plans in the curriculum are designed to be used with individualized instruction and group activities.

This curriculum can easily be incorporated into any ABE classtoom without additional expense. Teachers can immediataely began using it with their adult learners and immediately see results in improved reading skills.

Agency: Duval County (FCCJ)

[AR 1009]

To participate in the Duval County Even Start Program, the parents need to fall into the following categories:

1) reside in one of the four Chapter I schools designated by our program,

2) have a child between the ages of birth to seven,

3) be at least 16 years of age and lacking a high school diploma or GED, and

4) scores below 9.0 in math, reading or language. Scores are determined by the Test of Adult Basic Education (TABE).

The objectives are to provide Even Start families with at least 12 hours of group parent/child center-based education as evidenced by attendance rosters and inservice records and provide Even Start families with at least 25 hours of parent/child education in a home environment as evidenced by parent educator weekly reports and task booklets. The scheduling of the program allows parents to attend classes with on site child care. The classes are held at four different times and four different sites throughout the city. Florida Community College at Jacksonville (FCCJ) developed the Family Literacy Curriculum and provided the instructors and materials necessary to teach the Family Literacy Curriculum.

In addition to the Family Literacy Curriculum, ABE and GED materials are also used to help develop their academic skills. Parenting workshops are also conducted by the Duval County School Board. Workshops include Child Safety and Child Development information. These workshops are conducted to enhance parent/child relationships. The cooperation of the Duval County School Board was needed to operate from four public school centers and provide the families with center-based learning activities as well as bi-weekly home visits from educators who assist parents with the emotional and developmental growth of their children.

Funding for the Even Start program is made available from a grant by the United States Department of Education.

Agency: Pinellas County

[AR 1010]

This family literacy program uses community resources to impact families in which adults need parenting and basic skills instruction. The target population includes disadvantaged and/or under literate parents and their young children, and "at-risk" families identified by community agencies.

In cooperation with over 25 community organizations and school departments, three programs have been developed:

1. Together We Learn enhances reading skills of elementary students in ECIA Chapter I schools through parent/child involvement workshops using the newspaper.

2. Reading Together encourages parent/child interaction and early language and readiness development in workshops for Head Start parents, ABE students, and their preschoolers.

3. Reach and Teach provides family literacy activities to "at-risk" families with children aged birth to five years who are being served through local human service agencies.

A manual is available for each program. They include suggestions for workshop leaders and easy take-home activities. Workshops can be offered individually or in a series of sessions. Workshop leaders have included reading resource teachers, ABE teachers, and parent educators on the staffs of local agencies. The materials needed for the activities are inexpensive and readily found in schools and at home.

The strength of these family literacy programs is excellent interagency cooperation in Pinellas County, both inside and outside of the school system. Community agencies and organizations have assisted with planning, development and implementation, and refer adults to literacy classes or tutor programs. Program evaluation is based on continuing feedback from participants, agencies and principals. Program supervision is the responsibility of Pinellas County Adult and Community Education and a teacher coordinator.

Agency: Florida Literacy Coalition

[AR 1011]

A variety of factors complicate the planning and development of strategies that effectively impact illiteracy in Florida. Coordination and cooperation, as demonstrated in this project, take advantage of the unique contributions each program/partner make in reaching those among Florida's population who lack basic or functional literacy skills.

This project demonstrates the use of a non-traditional learning site and resources for the delivery of services through the coordination of efforts with public libraries and other local sponsors of literacy programs.

All too often, the public perceives "literacy" or "illiteracy" efforts as negative with connotations linked to poverty, unemployment, crime, welfare, and juvenile delinquency.

The Family Reading Pavilion generated positive public awareness and provided a festive atmosphere to focus on family literacy in Florida. The Family Reading Pavilion was featured at the Orlando Book Fair. (Previously Authors in the Park), the only literary festival held in Central Florida. This two day, outdoor event was held on April 13-14, 1991, in Orlando, Florida at Lake Eola. The Steering Committee consisted primarily of libraries from public/private library systems. The committee also included individuals from private business and City Government. The Book Fair program included writing contests for short stories and poetry for children and adults, authors presenting their works, exhibits and a variety of special activities related to reading and books.

The Orlando Book Fair Steering Committee invited the Florida Literacy Coalition to serve as a liaison to this event to focus on "Family Literacy." This invitation provided a unique opportunity for the Florida Literacy Coalition to meet several state and national priorities; expand outreach services to those adults who are educationally disadvantaged; provide programs that involve innovative methods; improve family literacy through adult/child learning activities; develop linkages with private sector employers and other agencies; assist in staff development and teacher training activities; and dissemination in adult education.

This community setting provided a non-threatening atmosphere conducive to inquiries and the exchange of information related to local literacy providers. Promotional materials, featuring the toll-free literacy hotline were distributed with referral/contact information for literacy programs located in the Central Florida area.

The pavilion also served as a vehicle to promote "Literacy Is A Family Affair" with promotional materials (posters, bookmarks, etc.) featuring the state hotline number. The Family Literacy Pavilion and the information disseminated at this event will assist in the identification, recruitment and referral of adults lacking basic and functional literacy skills to local literacy programs.

Agency: Florida Department of Corrections: 1998-1999

[AR 1012]

A) Incarcerated Adults: Region II is made up of institutions housing Adult Offenders.

B) Adults with Limited English proficiency skills.

C) Adults with verified histories of learning disabilities.

D) Chronically unemployed and/or underemployed students.

A) Providing adults with sufficient basic education to enable them to benefit from job training programs.

B) Providing adults with sufficient basic education to be productively employed.

C) Providing adults with sufficient basic education so as to enable them to have a positive effect on the literacy of their children.

D) Encouraging the use of innovative methods.

E) Expanding outreach activities to disadvantaged adults through:

1. Workforce Literacy

2. Training of Adult Education Instructors

This project will address the following Program Quality Indicators:

Indicator #1: Learners demonstrate progress toward attainment of basic skills.

Indicator #5: Program services, procedures and policies reflect a commitment to helping adults develop literacy skills.

Indicator #7: Curriculum and Instruction is geared to individual needs and learning styles.

What is Innovative about this Program: It is not necessarily innovative for teachers to learn new technology. However, what makes this proposal innovative is That just as most recently developed standardized testing instruments merged vocational skills into academic testing, so too does this project merge vocational skills training into academic class work. Students will be able to gain a basic understanding of the operation of a Personal Computer while going about daily assignments in the classroom as a part of that class work, and not as a special class. Students will develop a vital occupational skill while continuing to work on their High School Diploma. Simultaneously, teachers can utilize these skills to develop innovative curriculum and teaching aids, and more effectively manage the classroom.

Total Budget Requested: $14,100

Agency: Hillsborough County

[AR 1013]

Students who qualify for the In-School GED Program offered through Adult and Community Education are those identified as potential dropouts (aged 16 or over) who have attempted at least two years of high school credit (grades 9-12). Emphasis is placed on those who are behind grade level, have GPAs below 1.5, or have been served by a dropout prevention program. During the 1985-86 school year, 1,932 students in grades 10-12 dropped out of the regular day program with no expressed intention to enroll in another school in the near future. Because of this problem we proposed the implementation of a program for the potential dropout that would focus on extending the student's time in school so that he could earn a GED. Students and parents are counseled, indicating this is the final opportunity to receive a State of Florida High School Diploma (GED) in a conventional high school setting. Students and parents then sign a contract agreeing to standards for participation and behavior. Consequences of non-adherence are stipulated. Principals have final jurisdiction over all disciplinary action, which may include dropping the student from the program. Then, with parental permission, the student withdraws from day school and immediately enrolls as a student in the Adult Education In-School GED Program.

Students are scheduled into a self-contained traditional classroom for seven periods daily for a minimum of 45 days. During this time they work on the five GED topics as well as Life Management and Employability Skills. Students are permitted to use school transportation and cafeteria facilities, but they are not allowed to participate in any extra-curricular activities.

Teachers work closely with the vocational division to ensure that by the time the students exit the program they will have received a work evaluation. The program is funded at the regular Adult Secondary FEFP level. Each class is initially staffed with one full time and one part time instructor. The full time instructor is responsible for the screening and intake process based upon the needs of the prospective student as well as by the recommendation of day school administration and counselors. This program has been in effect since 1985 in nine of thirteen high schools and has an approximate 85% passing rate for those students who complete the course and are subsequently tested.

Agency: Hillsborough County

[AR 1014]

Begun in January 1992, Hillsborough Even Start program enables parents and their children to learn together. The adult literacy efforts include those of family Literacy. The promise of family literacy is to educate parents and children together so that they can lift themselves out of a life under education, dependency, and poverty- into a successful life of self-sufficiency.

Thus, the general intent of the program is to focus on the family. The educational physical, psychological and social needs of the parent and the developmental needs of the children are of primary concern.

The program is an integrated project incorporating the efforts of the Adult and Community Education Center, and The Early Childhood Learning Programs. The Kennan Trust Family Literacy guidelines and the High Scope Foundation guidelines set the standards.

Parents and children attend 2~25 hours per week of class. The parents attend the Adult Day High School adjacent to the Even Start Program Center where they are enrolled in Adult Basic Education classes. Some parents are enrolled in ESOL classes, as well. Each day, parents attend a parenting class taught by a counseling psychologist in an innovatively designed "parenting classroom" at the Even Start Center. The comprehensive parenting program presented is both formal and informal. Formal in educating parents in life management skills, personal growth and self-awareness, effective parenting skills, and strengthening families. Informal in facilitating decision, discussion, and support groups.

The children attend a unique early childhood program, where parents participate in and support their children's education daily. The model followed of parent and child joint literacy interaction is that of Parent and child Together Time (P.A.C.T.). The High/Scope methodology is implemented. Developmentally appropriate learning activities are presented in a positive, print-rich environment. Children are encouraged to actively learn how to make choices, and explore their interests. The early childhood teacher provides parents with weekly information relating to child development, learning activities for the home, and the High/Scope curriculum.

Also, a home visitor visits the Even Start families on a monthly basis, to extend family literacy services into the home. The program serves people with significant economic, social, and educational problems. Central to the success of the program is the focus or function of helping families with problems related to lack of under education and poverty. Thus, helping families with psychosocial issues, which block their efforts toward success and self-sufficiency. The counseling psychologist, working with an appointed school social worker and a collaborative community agency (Family Service Association-Counseling Group) function to service such needs of Even Start families.

All Even Start children are provided health and developmental screening and early intervention if needed.

Parents are offered the opportunity to explore life choices and introduced to higher institutions of learning in the community. A key ingredient to success is the focus on individual needs. The need of the family sets the agenda. The success of the program is greatly due to the involvement of the parents in shaping the program.

"They are involved in outlining their needs. It's not something imposed on them."

-Sonia Picallo

Ongoing staff development is held for supervisors, teachers, resource personnel, and aides in order to continually monitor both student learner success and program success.

The success of the program can be measured in a number of ways. From the standpoint of student assessment, the popularity of the program underscores the perceived value of the program. Additionally, attendance and participation rates in the program remain high. Instructors ascertain parenting skills improve. Parent and child relationships are enriched as parents become involved in their children's education. Reading and learning take place in the homes as well. Families learn to value education, gain a sense of community, gain the value of lifelong learning and reach new levels of achievement. Parents become goal orientated in establishing plans and plan to attend higher institutions of education. Parents' despair is replaced with confidence and empowerment.

The major objective of our Even Start program is to treat the conditions that affect the lives of families so that the parent can become the child's first teacher and the home the first school.

Agency: Dade County

[AR 1015]

JAM (Juvenile Advocacy and Mentoring) targets students participating in the Juvenile Alternative Sanctions System (JASS), a pre-trial diversion program for first-time offenders. The program has 3 basic goals: 1) to ensure that participating youth successfully complete their current school year; 2) to provide an opportunity for these youth to build positive self-esteem through interaction with a caring adult volunteer willing to listen; 3) to assist the youth in learning to accept responsibility for his actions through encouragement and support of the student in his efforts to adhere to his JASS participant contract.

Volunteers are recruited from interested organizations in the community such as the Dade County Bar Association, university students, church organizations, Rotary, local Chambers of Commerce, etc. After training and a HRS background screening, mentors are placed with a student in a school of their choice. They work with the school liaison to schedule a weekly meeting for one hour with the student.

The program works with no specific funding but with the cooperation of the school system, JASS, and private agencies that provide support services. JASS recruits, trains, and coordinates placement of mentors and students, as well as provides continuous support to volunteers.

Dade County Public School System provides the liaisons necessary for the mentor to meet with the student at school. Private agencies attend the monthly training and assist the mentors with problems they may have in dealing with these at-risk students. Evaluations are mailed by JASS to mentors, parents, and students at the end of the school year in order to receive a subjective assessment of the success of the program in addressing academic and behavioral improvement.

Agency: St. Lucie County

[AR 1016]

Lifetime of Learning targets 100 St. Lucie County adolescents ages 11-15 that are at risk of becoming involved in the juvenile delinquency system due to inactivity and lack of available programs. Lifetime of Learning provides quality educational, recreational, and social opportunities to youth through progressive, hands-on learning experiences designed to improve the conceptual growth of this age group. Statistics compounded by ChildCare Resource and Referral, Inc. in a 1992 survey reveal that the total student population for 5th through 8th grade in St. Lucie County is 5,500. Total capacity for age 11 at Port St. Lucie Rec Center and YMCA of St. Lucie County numbers 150. Only 45 slots are available for ages 12-15 during the summer months--and these programs, limited in time and availability, are restrictive to the working parent.

Lifetime of Learning offers 25 to 32 different activity courses over nine (9) weeks during the summer months. Courses are chosen and organized by the program coordinator referring to survey results outlining the top 30 activities as ranked by area middle school students. All instructors are volunteers solicited from many segments of the community. Registration is on-site, on a first come, first served basis. Class offerings are structured in four two-week sessions with the final week being daylong activities and field trips. Students choose one course from a list of three (3) to six (6) activities in the morning and another selection from a different list in the afternoon. The youth stay with these activities for the full two-week session. For instance, one child may take the 35mm Photography/ Gourmet Cooking offering from 9AM to noon, and Florida Fisherman from noon to 3:30PM--while another child may have Introduction to Theatre in the AM block and CPR First Aid/Watercolor Painting in the PM block. Class scheduling is flexible and based on availability, cost effectiveness, and volunteer interest. The pilot of Lifetime of Learning was held at Indian River Community College Community Center, while a school site is being looked at for next year. An adequate site is very important to program success. Other resources needed such as classroom materials varied with the class offerings. The volunteer based approach of Lifetime of Learning coupled with its attempt to provide activities chosen by the youth involved is certainly a progressive, and unique implementation of a summer program.

Agency: Dade County

[AR 1017]

The Literacy Laboratory at Lindsey Hopkins provides basic reading instruction for adults who read below a fifth grade level or are unable to read at all. The facility features self-paced learning, computer assisted instruction, and - most important of all - a low teacher to student ratio. Each term approximately 120 students learn to read in a warm, caring atmosphere where volunteers and other students as well as the three full-time teachers help them. Classes meet Monday through Friday for two and one-half hours, both morning and afternoon. There is also an evening program that meets Monday through Thursday and a Saturday program.

Working in small groups of eight to twenty, students move at their own pace through four levels of reading competencies. The curriculum is based on the well-known Laubach Way to Reading. Volunteers and teachers works together to provide one-to-one instruction for beginning readers and others who need special attention. Some of our teachers and volunteers are trained in the Herman method for readers with learning disabilities. Traditional phonics exercises are featured. Writing, grammar and spelling are considered an integral part of the program.

Computer technology is utilized to provide individualized instruction using a language experience approach. The Principle of the Alphabet Literacy System (PALS) is a research-based, interactive instructional program. It is a writing and reading system designed to teach functionally illiterate adolescents and adults through the use of the advanced technology of the interactive IBM InfoWindow system and videodiscs. A student Work Journal reinforces the audio and visual learning on the videodiscs. The program also utilizes word processors and typewriters for touch typing training and for writing composition. Other computerized reading programs supplement the PALS system. Students spend approximately one third of the daily class period at one of the 30 computer workstations. Here they learn keyboarding skills and become "computer literate" while acquiring basic literacy.

The Lindsey literacy program was one of the first in Dade County. Since its inception in 1987, it has served over a thousand students. Many completers have gone on to earn GED or high school diplomas, trained in vocational programs, or enroll in the community college. The program has served as the base for the development of other specialized offerings. A literacy class for the hearing impaired, a literacy class for non-English speakers, and a workplace literacy program for employees of three major hospitals have been implemented. As a result of the national concern for a literate workforce and citizenry, more and more individuals are making the commitment to learn to read. The adult literacy program at Lindsey Hopkins offers an effective way to reach this goal.

Agency: Manatee County

[AR 1018]

The Malt program provides an intensive instructional learning environment for third, fourth and fifth grades students. The program stresses each student's abilities and self-worth while addressing academic and behavioral concerns. MALT was created out of a need for a structured environment where self-control and basic skills are imposed upon students who are not yet able to gain these skills on their own in a traditional classroom setting.

MALT has five academic periods during the day at which times volunteer tutors are used to reduce the amount of students per class. We use a specific directed teaching method in all subjects and incorporate as many multi-sensory presentations as possible. Many of our students have attention deficit problems, therefore we change modalities many times during a class period to help pace the students and keep them focused. Manipulatives are used to introduce concepts at a concrete level, working up to the functional and finally abstract levels of language. Skills are reviewed many times as we find repetition to be a key to true retention of material.

Volunteers are the key factor in the success of MALT. Without a number of volunteers working with small groups the students are not able to progress as well. Students are grouped according to ability, not grade level. It is imperative that volunteers recognize and respect the importance of consistency, discipline and multi-sensory teaching in order to be effective with these students.

NFEDC: THE GREEN THUMB

Agency: North Florida Education Development Corporation: 1998-1999

[AR 1019]

The purpose of the North Florida Educational Development Corporation (NFEDC) is to provide literacy services to adults as stated in its Articles of Incorporation and By-laws. Article II - Purpose, Section 1.03(a) states "To administer Literacy Programs of federal, state and local public and private agencies in counties: Gadsden, Liberty and Gulf". The Policy and Procedure Manual of NFEDC, Policy 303-17 states, "It is the purpose of this policy to ensure that students remain enrolled only as long as necessary to receive the maximum benefit of educational and training services". One such supplemental literacy project is NFEDC's "The Green Thumb Project". Its purpose is the delivery of educational services and job training to twenty-five (25) young adults (16 to 24 years of age) who lack the level of literacy that is requisite to effective citizenship and productive employment through classroom instruction and experiential education in horticulture and agriculture.

The target population are residents of Gadsden County that are either educationally disadvantaged adults (less than ninth grade education), undereducated adults (non-high school graduates), or at-risk youth (16 years or older). Statistics demonstrate the need for the program because the High School dropout rate is 10.03% for 1996-97 compared to the state's rate, which is 5.42%, and for the past five years it has been consistently significantly higher than the State's rate. The adult illiteracy rate is 40% for the County for the year of 1997. The graduation rate has become worst, from 63% in 1993-94, to 50% in 1994-95, and to 21% for 1996-97. The Grade Ten Assessment Test (GTAT) demonstrates that by the tenth grade approximately 75% of the students in the Gadsden County School System have reading comprehension and mathematics skills below the tenth grade level and are amongst the lowest for the nation. [Sources: FL. Dept. of Education, 1997 Florida Statistical Abstract, and Florida Literacy Coalition 1997 Guide).

The Green Thumb project receives assistance from several social service agencies that provide services to young adults. Many of the participants will already be clients of these agencies, which are: the Gadsden County School System, Department of Juvenile Justice, Department of Children and Families, Public Housing Authority, and other community based organizations.

NFEDC will use nine indicators to evaluate the project's adult education program quality, such as the educational gains, educational outcomes, retention, recruitment, program orientation, staff development, curriculum/instruction, program planning/evaluation, and support services of the project and of its participants.

The Green Thumb project is supplemental to NFEDC's major program, Youthbuild, which emphasizes adult literacy through academic classroom instruction and experiential education/job training in construction technology. The Green Thumb Project is to supplement NFEDC's adult literacy efforts by attracting those participants that would succeed in its Youthbuild program but do not enroll because they are disinterested in construction technology and are more interested in experiential education/job training in horticulture/agriculture. The "Green Thumb" program also meets the identified 20a15 of School-to-Work, JTPA, Welfare-to-Work, and Family Issues.

Total budget requested: $80,000

Agency: Glades Central Community High School

[AR 1020]

Students who are failing because of too many absences can make up missed classroom time by attending class on Saturday mornings. Operation Second Chance gives students an opportunity to earn a passing grade(s) and helps chronically truant students to improve their attendance. The program can afford "high-risk" students the opportunity to earn needed credit and progress to the next grade level and/or graduate with their class.

During the second semester of each school year, Operation Second Chance operates on Saturday mornings, 7:30 - 11:30. Each student who wishes to participate must have the permission of his or her teacher-advisor, a counselor, a student services assistant principal, the principal and a parent or guardian as well as the permission of the sending teacher. The student completes assignments that are provided by the sending teacher, and finished assignments are given to the teacher on the following Monday. Each Saturday, every participant receives an Attendance Voucher indicating the number of minutes and periods made up, and a copy is kept in the student's file. At the end of the school year, a Certification of Participation is issued for each student who has satisfactorily completed the program. The Certification of Participation is signed by the principal and authorizes the teacher to change the student's grade. Once time is made up, participating students are not allowed to accumulate any additional unexcused absences in any class. Students who accumulate additional unexcused absences forfeit all made up time. Students may not participate for consecutive semesters.

The program has been operating since the 1985-86 school year. Funds received from area industries and discretionary funds received from a special program are used to pay a certified teacher to monitor the program on Saturday mornings. During its six years of operation, 261 students completed the program's requirements and received a passing grade and credit. A follow-up of the 1986, 1987 and 1988 successful completers revealed that 107, or 66.9%, went on to graduate from Glades Central Community High School.

Agency: Pensacola Junior College

[AR 1021]

The Peer Counseling/Support Groups for Adult Learners Program at Pensacola Junior College Adult High School assists troubled at-risk youth ages 16 to 20 years with economical, psychological, social and family problems. The program serves at-risk adults and youths that previously dropped out of regular high school for an array of reasons. The primary target population consists of adult high students who have experimented with or used drugs and alcohol or are associated with peer and family members who are substance abusers. Approximately 83 percent of the adult high school students at Pensacola Junior College are between the ages of 16 to 20 years.

The Peer Counseling/Support Groups for Adult Learners Program is an integral part of the adult high curriculum. Students enroll in adult classes consisting of Peer Counseling I or II with Support Group components for high school credit or non-credit Support Groups. Peer Counseling I and II with Support Group components are scheduled as other adult high classes. Non-credit Support Groups without Peer Counseling activities may be limited to weekly meetings. The Peer Counseling classes and Support Groups are staffed by a counselor and two volunteers of appropriate experience and expertise. The counselor and volunteers work as a team in both components--Peer Counseling and Support Group.

The Peer Counseling/Support Groups for Adult Learners Programs involved community based agencies from legal systems, mental health, health care, job services, substance abuse associations and rehabilitated substance abusers. Each community-based agency provides resource persons, instructional materials and other support services.

As a result of the team's commitment and support of agencies:

1) the adult high dropout rate has declined from 64 percent to 42 percent;

2) student arrests and suspensions have declined;

3) regular high schools have adopted the support group components; and

4) program participants are volunteering in the community to prevent other students from becoming substance abusers.

Agency: Dade County/Miami Skill Center

[AR 1022]

The Probationer's Educational Growth Program was developed under a Section 353 grant from the State of Florida Department of Education. Additional funding was provided by the Department of Corrections, FirstStep, and through community partnerships. The purpose of PEG is to locate, test and refer undereducated, youthful (16-30 year olds) first time FELONY offenders into EXISTING adult education programs in an attempt to break the under education-underemployment-poverty-crime cycle. The initial goal of working with 100 students during the year of development was surpassed in the first few months of the program. A total of 249 students were referred during the first year. In addition, over 125 volunteer tutors were trained in the special sensitivities of working with probationer-students. After 18 months, more than 500 students had been referred, with over 100 receiving GED diplomas, and the number continues to grow monthly.

During the past year, program personnel have presented workshops on successful replication of the PEG Program in strategic locations throughout Florida. A project dissemination manual and a volunteer tutor training manual have been printed by DOE and are available through the ACE Network or through the PEG office. Project personnel are available to visit with DOC, DOE, judicial and probation representatives for the purpose of establishing and providing technical assistance for new programs.

The overwhelming success of PEG is due to the tremendous amount of interagency cooperation, which was established early in the development process. Strong linkages were built between the Department of Corrections, Probation and Parole, FirstStep, county and circuit judges, HRS, and Private Industry Council. In addition, community partnerships with local service organizations such as Rotary and Serteens have provided funding for textbooks and GED testing fees for students. Intergenerational involvement lends additional support. Tutors and office volunteers are trained retirees who CHOOSE to be a part of PEG. They are recruited through Retired Seniors Volunteer Program (RSVP) and trained by Volunteers in Service to American (VISTA) volunteers.

Agency: Seminole Community College

[AR 1023]

Project PASS (Personalized Academic Success Strategies) evolved after Seminole's team of educators recognized a high correlation between low reading ability and the high dropout rate for those students reading between 7.0 - 8.9 on the Test of Adult Basic Education (TABE).

The academic strategies from PASS blended three prime components: reading, mentoring, and computer technology. Students in the target population received both reading and academic strategies. In the mentoring components, faculty was assigned to each of the reading students. Daily contacts for checking attendance, academic and personal progress were part of the project. Computer technology was used as an academic supplement in English and mathematics.

Results from the project are encouraging. After one academic year, the dropout rate decreased from 50% to 27%. Partnerships with the Private Industry Council in funding the computer laboratory (currently valued at $214,000), the local school district in making referrals, and grants for funding instruction (Dropout Prevention and 353) made Project PASS possible.

Agency: Duval County

[AR 1024]

Contact: Ann Williams

Ph: (904) 264-0489

Project Y.O.U. is a STUDENT AT-RISK program developed primarily for the purpose of motivating and building self-esteem in kindergarten and grades K-5. This mentor program is supported by the Local Community School Advisory Council at Crown Point Elementary School.

Parents today need all the help they can get. Project Y.O.U. focus is just that: "HELPING PARENTS BUILD BETTER RELATIONSHIPS WITH THEIR CHILDREN." Our children are our future and we have a responsibility to make sure the future leaders of our community are positive and productive. We have to be about reaching out to involve them in experiences that will create opportunities for them to belong, learn and give.

Regardless of their home environment, our children of today are at risk. They are at risk of becoming delinquents, substance abusers, adolescent parents, school dropouts and unemployed/under employed. The tragedy is that most at risk youth have enough intelligence to become self-sufficient citizens. Therefore, this project is designed to help students develop to their maximum potential. "Youth On Us" serves as a male and female mentoring opportunity for boys and girls. The program has two components: "JUST FOR SPECIAL BOYS" and "SISTERS". This program seeks to provide positive role models from the Jacksonville business community. We encourage all interested individuals to become mentors. This program has been successfully used at Paxon Senior High School.

Agency: Pinellas County

[AR 1025]

Contact: Mr. Edward Brown, Director

Ph: (813) 462-9648

Project Purpose:

The focus of this project includes the following:

• the development of an innovative program, materials, and a system of delivery for family literacy;
• the promotion of a community coordinated approach to the problems of persons with educational deficiencies;
• the dissemination of program and strategies to Pinellas County community agencies and then throughout the state; and
• the training of persons engaged as personnel in the adult instructional program.

Primary Subject:

Early intervention family literacy model for agencies serving at risk families (educationally disadvantaged).

Agency: Glades Central Community High School

[AR 1026]

The Saturday Alternative to Suspension Program was implemented in March 1991 as a means of reducing the number of out-of-school suspensions at Glades Central Community High School. Saturday sessions are scheduled on an as needed basis and meet from 8:30 a.m. to 12:00 noon. Students who are being suspended for the first time during the current school year are given the opportunity of participating in the program in lieu of an out-of-school suspension. Students are excluded if they are being suspended for using a weapon or excessive violence or whose removal is necessary for the safety of others or the student. There is a limit of 12 participants per session.

Certified personnel lead the sessions and activities conducted during the sessions are designed to encourage and promote changed behaviors through developing and attaining goals. Students share information about themselves and discuss why they were assigned to the program. Activities also include motivational films and videotapes and adult-led individual and group sharing activities. Emphasis is placed on self-appraisal, self-awareness, building self-esteem and goal setting. At the conclusion of the sessions, each participant completes a behavior contract explaining how he/she is going to improve negative behaviors. The student, the SATS facilitator, a parent/guardian and the sending administrator must sign the behavior contract.

An assistant principal for student services recommends students for placement in the program.One assistant principal is designated to maintain the list of participants for each session and to oversee the follow-up paper work such as the return of behavior contracts. When recommending students for placement, the other assistant principals reserve a slot with the designated assistant principal. A placement letter is then completed and signed by the assistant principal. The student is responsible for obtaining a parent or guardian's signature and for returning the letter to the recommending assistant principal the next school day. At the same time, the recommending assistant principal completes a draft of an out-of-school suspension letter. The out-of-school suspension is put into effect if the student does not return the placement letter, fails to attend the assigned Saturday session or attends the assigned session but fails to satisfactorily complete the requirements of the program. The recommending assistant principal expunges the suspension record for students who successfully complete the program.

Early data indicates that the program is succeeding. Only two (5.88%) of the 34 students who satisfactorily completed the program between March 4 and June 8, 1991, received another suspension. During the first seven months of the 1991-92 school year, 20.65% (38) of the 184 students who completed the program received another suspension. During the 1989-90 school year, before the program was implemented, 44% of the suspended students received more than one suspension.

Agency: Dade County

[AR 1027]

#A Middle School Youth at Risk Project

Targeted clientele are the state-funded Student at Risk program at Horace Mann Middle Community School which serves 86 youths at risk.

The overall program objectives were:

(1) To increase students' reading comprehension by 12%

(2) To increase students' math computation skills

(3) To increase students' positive attitudes and self-esteem

(4) To increase students' understanding, concepts and reading skills in science.

The program began on October 1, 1990, and terminated May 19, 1991. Activities included tutoring in math computation skills three afternoons per month, tutoring in reading comprehension for 26 weeks from 1:30 p.m. to 4:00 p.m. once per week using outstanding juniors and seniors from our feeder pattern high school, and behavioral modification enrichment activities one afternoon per month. Also included were trips to Miami Heat Basketball games, free bowling trips, and a holiday breakfast with an African Cultural Heritage program. One special goal was selected to motivate the students--a trip to Cape Kennedy and St. Augustine for all students who maintained good attendance in school and the tutoring programs. Resources needed were a room after school, twice a week for an hour each session. Once a week use of the library for two hours for the high school tutors was needed. Materials were used from the day school. (Access to a bus or minivan is helpful.) Existing staff was used. Extra time was budgeted with dollar rewards. Funding was $5,000 in Community Support Funds for Dade Schools, the Dade Coalition for Community Education gave $600, and $400 was collected from the children. The program's success can be measured by improving attendance to well over 90%, test scores in math and reading showed substantial improvement, and improvement in the children's attitudes and self-esteem.

#B Middle School Youth After School Enrichment Project

The targeted clientele are 1500 Horace Mann Community School students.

The overall program objectives were:

(1) To provide a program every seven weeks for all 5th-8th graders in the Horace Mann School zone to learn new educational skills, games, and activities

(2) To take care of children in a positive way between the end of the school day and the time when parents get home from work Students are in class one hour from 4:00 to 5:00.

Teachers are paid from $12 to $18 an hour depending upon their degree level. Most teachers are from the day program and recruit students. Materials used are computers, extra school supplies, use of classrooms after hours, and a lot of enthusiasm. The program is supported by a $3 student fee (55%), Community School Support Funds (25%), Dade County 4-H (materials), Metro-Dade Justice Assistance (Transportation/food), Latchkey Service for Children, Inc. (materials), and Miami Shores Mayor's Task Force (20%). Many incentives have been used to promote enrollment, including T-shirts, pizza parties, dances, and free bicycles (donated by Police Force). Per week 175 students are serviced from 1 to 4 days per week with a least 20% of enrollment from other public and private schools in the area. It is a true community program.

#C Middle School Youth at Risk Miami Shores Community Center Painting Project

The targeted clientele was directed to 30 students of last year's student At Risk Program that are now 9th graders.

The overall program objectives were:

(1) Providing a follow-up to last year's Student At Risk program, reinforcing self-esteem, job skills and social skills

(2) Bringing the predominantly white Miami Shores Community and the predominantly black Horace Mann Middle School closer together by helping Miami Shores paint their community center for a 75% saving of almost $4,500

(3) The 30 kids could actually work 12 hours, take pride in completing a difficult task that required teamwork, and take home a bicycle to show for their efforts.

Two painting classes were given to students prior to painting by Michaels Complete Home Painting. The Mayor's Task Force purchased all supplies. One staff member supervised the children. The professional painters guided the project step-by-step assisted by community volunteers. It took three Saturdays from 8:00 AM to 4:00 PM to complete the project. Two 15-member student crews split up the work. The bicycles were donated by the police department and presented in a special ceremony on the last Saturday, with a special cake for the kids and plaques and awards for the adults. This experience has laid a solid foundation for the ongoing relationship we now have between the school and the community.

Agency: Flagler County

[AR 1028]

The Truancy Intervention Program was established to enhance the county's fight against illiteracy and provide assistance to the school system during the budget crunch.

Utilizing school volunteers as attendance advocates (or truancy intervention personnel) began with three residents of a housing project during the early spring of 1992. These three retired individuals were discouraged because during the course of their day they noticed so many school age children out on the streets. Approaching Flagler County's Literacy Advisory Committee, they offered their assistance in monitoring attendance and making home visits.

The volunteers discuss the importance of school attendance to families during the course of these home visits and explain state law and its consequences. They try to emphasize the fact that the school will work with them to make the educational environment comfortable for their child. The family is asked to sign a series of forms pertaining to each person's responsibilities to help bring about improved attendance. Suggestions such as additional school conferences, may be suggested during the course of a home visit. Each volunteer may potentially go to the same family twice after being referred from a school's attendance office. HRS will become involved after the second visit if the family is still not complying.

The first "attendance advocates" were sent out. The home visits were successful and attendance has improved. All of our public schools are very supportive of this concept.

Interagency cooperation is very strong with this Truancy Intervention Project. The State Attorney's Office, HRS, County Sheriff's Office, local police departments and local social service groups all support this program through active participation.

No additional funding has been obtained to run this program.

Agency: Dade County

[AR 1029]

"WE CAN" targets single parent families. An excess of 90% of the clients referred for counseling and special tutorial services live in households where adult members are required to work additional jobs in order to sustain the family unit.

The program's targeted major objectives are:

1) orient appropriate staff and community to the family counseling mission;

2) create an awareness of the counseling program available to all elementary feeder schools;

3) provide free counseling for "at Risk" families who would otherwise not be able to afford such services.

The names of students/families who qualify for the program are referred to the Assistant Principal, who then assigns them to the appropriate staff counselor. The counselor then initiates contact with the family. At the first meeting the program is explained in detail.

To establish improved family equilibrium, the counselor:

1) helps with family rule clarification and

2) helps implement a family action plan consistent with agreed upon rules.

The staff is comprised of two licensed psychologists, one school guidance counselor, and one migrant counselor. Funding for the program was provided by a federal grant in cooperation with the Dade County Public Schools.

Agency: Landon Middle School/Duval County

[AR 1030]

Due to many discipline behavior problems and referrals at Landon Middle School, we felt the need to implement a Youth Motivators Program. This is a pilot program in conjunction with the Duval County School System to determine if this program would be feasible. We are trying to target youth at risk that come from a dysfunctional household.

We first identified these students using referrals from teachers and recommendations from counselors and our house administrators. We then polled our students to see who would want a Big Brother/Big Sister type of volunteer and to see what they would want from a program like this. We then contacted our business partners and our teachers and parent groups scouting for volunteers. When we got sufficient, we held a two-hour training program that encouraged volunteers to listen and not judge or lecture. Volunteers will use an individualized approach to make a difference in these children's lives.

This is a service project and no funds are required. Only a space and the good will of the volunteers are necessary. We will be assessing this program throughout its operation determining the reduction in referrals and behavior problems.