[AE 1001]

Purpose of the Project: The purpose of the 1997/98 ACE of Florida 353 Project is to provide, in partnership with the Division of Applied Technology, Adult and Community Education, comprehensive staff development/training activities for adult educators and literacy providers structured to demonstrate program 'best practices" and performance criteria for adult and literacy programs relative to workforce development and welfare reform, and to facilitate the Practitioners Task Force for Restructuring and Accountability for adult education, community education and literacy programs.

Relationship to the Division Strategic Goals: The project will impact the Division Strategic Goals Welfare-to-Work, One-Stop Career Centers, Literacy and Family Issues. The public relations and marketing clearinghouse will facilitate key initiatives relative to improvement in comprehensive networking capabilities for these strategic goals.

Who Will Benefit: The primary aim of this project is to benefit the adult education/community education/literacy program practitioner through collaboratively delivered staff development/training activities based upon results of a comprehensive needs assessment. A better-trained practitioner will produce a better-prepared adult education/community education/literacy program student. Therefore, the secondary aim of this project is to help ensure the continuous quality improvement of student preparation programs and services relative to the workforce initiatives in Florida.

What Makes This Project Innovative: This project provides the opportunity for the collaborative delivery of staff development/training activities utilizing the established partnership with the Division and based upon the results of the needs assessment conducted in each of the five Department of Education regions. Continuation of the Practitioners Task Force established during the 1996/97 ACE of Florida 353 project will ensure effective program/concept issues identification and recommendation of appropriate action plans relative to those issues. The collaboration between the Division and ACE of Florida demonstrates the commitment to quality and performance that both the United States Department of Education and the Florida Legislature expect. This innovation of providing collaborative delivery of programs and services sends a positive message to workforce development and welfare reform program students - current and future.

[AE 1002]

Contact: Walter Boatright, Jr. (904) 364-2755

Goal: The goals of this project are to develop a model delivery system that will match the individual CBAE student's strengths and weaknesses with the requirements, needs, and expectations of local employers, training programs, and/or the military; to ensure that students leave the project with well defined educational/career goals and increased employment potential; to pilot the model delivery system with students in TSIC (Targeted Services Improvement Cluster) II; and to disseminate the model in the 13 TSIC counties.

Background: Suwannee-Hamilton Area Vocational Technical and Adult Center implemented a model CBAE program in 1990. The annual CBAE enrollment increased by 74% and the percentage of 16 to 18 years olds has increased from 39% to 77%. Their needs are greater because they have fewer credits when enrolling, and no defined educational/ career goals. Sixty-five percent of the CBAE grads from the past five years are unemployed and have no defined plans. Students from five counties will benefit from the planned integrated system of services. These include those currently enrolled as well as recent graduates.

Agency: Palm Beach County

[AE 1003]

Our project, which helps non-traditional students with limited English proficiency apply to and succeed in post secondary education, targets Community School students who have reached English competencies in adult ESOL programs, and other nontraditional students who will benefit from information about, and skills for, post secondary education. We identified our prospective students through the county's Community School adult remedial programs and through the School District's Office of International Student Support/Multicultural Awareness. We recruited through these offices, and local community agencies serving our target population. The overall objective is to provide classes and workshops that will furnish preparation for the TOEFL examination, practical knowledge and application of skills helpful in succeeding in post secondary education where students must be self-motivated and directed in order to do well, plus information on the post secondary opportunities available in our area. Our project responds directly to a need for these specific pre-college services identified by the Office of International Student Support and the District Office of Adult, Community and Vocational Education which provides programs to help non-traditional students attain their academic competencies but, as yet, no systematic support services to smooth the transition to the next phase of their education. ADELANTE = DEVAN = FORWARD addresses these education service gaps.

Classes are scheduled for two hours, twice per week, for ten weeks. The instructor(s) have considerable leeway in allocating time to the different topics; approximately 2/3 of the time is spent in TOEFL preparation, and 1/3, in pre-college skills practice and information. At the end of the ten weeks, we hold a College Information Night, at which educators from all local post secondary education providers present information, supply materials, and answer questions about their schools; we invite all interested nontraditional students, whether they attend our Community Schools or not. Close to 100 students attended this event. Our curriculum centers on TOEFL prep materials, "The Best TOEFL Book," and the instructor develops pre college skill materials. They include: setting goals and objectives, taking notes, using the library, managing time, budgeting finances, listening, asking questions, and an overview of the college/vocational school environment. We also cover applications, financial aid, work/study, entrance exams, and student services on campus. Students purchase the TOEFL text, and the local schools and we supply other materials. The College Board furnishes their TOEFL Information Booklet. Our project was at two locations. Resources at each location include a classroom, access to a computer lab in order to enable the students to complete at least some of the curriculum on the computer, a large room for College Information Night with appropriate audio-visual equipment, and office facilities for the Project Coordinator and clerical person. Our staff consists of one TOEFL teacher at each of the two locations, a clerical person at each, and at least one pre-college skills workshop leader. There is also a Project Coordinator to oversee all activities. Staffing really depends on the nature and size of the project offered. It is important that all incoming students be tested to establish English competency appropriate for TOEFL preparation. We require a ninth grade competency level. Also, as discussed below, it is vital to have linkages with local post secondary schools and community organizations that serve the target population, to assist in recruiting and providing services.

Our project depends on cooperation with several agencies for operation. All local senior and community colleges, as well as the vocational schools in our county, participate by furnishing information and presenters for our College Information Night. We provide our classes at one satellite location, a Community High School in a different region of our county. Assistance in publicizing the program to prospective students is provided by our School District's Office of International Student Support/Multicultural Awareness and the Department of Adult, Vocational and Community Education. We also cooperated with the Community Language Facilitators and ESOL Coordinators at all county schools, who publicized our program to students and parents. Funding has been provided through grants from the Community Foundation for Palm Beach and Martin counties, the Southern Regional Education Board, Florida Atlantic University and the Office of International Student Support. The project staff is drawn from our Community School's faculty and administrators. We supplement their expertise by drawing on the experience of local community organizations that work with our target population.

The needs that our project responds to and our evaluation procedures are addressed in this abstract, above.

Agency: ACE of Florida, 1998-1999

2. Describe the target population and document needs ... The target population for this project will be the teachers, volunteers and administrators from local education agencies and CBO's providing adult education and literacy programs and services in Florida. This target population has a proud history of providing quality programs and services in Florida but is now faced with implementation of the tremendous changes in state and federal program policy. While staff development activities and training will address many of the needs of this target population, the adult education "Help Desk" web site will provide answers when the questions arise so that programs can address the needs "just in time." The bottomline positive effect on the adult education target population - its adult students - would be tremendous.

3. Describe the federal and/or state goals and priorities... This project addresses the state Goal of "reduce illiteracy and under-education among adults in Florida" and the national priority of "training persons engaged, or preparing to engage, as personnel in programs designed to carry out the purposes of the Adult Education Act." The state goal and federal priorities describe the purpose and process needs for adult education and literacy programs in Florida. The adult education "Help Desk" Web Site established with this project will greatly enhance the delivery of program purpose and process through a collaborative ACE/DOE referral service.

4. Describe the Indicators of Adult Education Program Quality selected... This project will directly impact adult education Quality Indicators VI - Program Planning and Evaluation and IX - Staff Development because the added "Help Desk" web site will provide for practitioners to directly impact the appropriate planning needed for their program through this innovative method of "on-line' staff development. All the other seven (7) quality indicators will be indirectly impacted since questions to the web site will involve components of those indicators.

5. Describe how funds will be used... Though this project is classified as teacher training in delivery, it contains some special demonstration characteristics. This project will provide a very innovative method for teacher training through on-line, just-in-time web site "help" developed, implemented, maintained and evaluated for teachers, volunteers and administrators of adult education and literacy programs and services. The web site "hit" local program referral to DOE regional teams for follow-up activities will provide cost effective, just-in-time services.

6. Describe what makes this project innovative: This project is innovative because it will provide an "on-line" forum opportunity for teachers, volunteers and administrators to share concerns involving change in state and federal program guidelines. The adult education "Help Desk" web site will effectively link program practitioners with Department of Education personnel and project consultants to collaboratively provide the answers and strategies necessary to effectively deliver adult education and literacy programs and services "just-in-time."

Total Budget Requested: $59,000

Agency: Broward County

[AE 1005]

Agency: Alachua County

[AE 1006]

Target Clientele: Program Coordinators, Specialists, and Managers.

Objectives: Use of a computerized database management system to increase the efficiency and effectiveness of program management. This includes, but is not limited to, facility & course management, instructors, historical data analysis and participant projections, brochure production, main frame maintenance and calendar determination.

Operation: ACCE has developed an interleaved Marketing & Management cycle to manage 4 seven week terms per year. The major premise of the design is one-time data entry. Each of 10 site managers are responsible for indicating which classes to offer at their respective centers. This information is then telecommunicated to the central office. The data is then used to print in-tent (to teach) letters, instructor contracts, appointments, and confirmation letters, various checklists to manage personnel functions, ready the data for importing into a desktop publishing program and mainframe uploads for course registration.

Site management functions include room and custodial schedules, instructor rosters & check-in sheets, and payroll.

Historical student and course data is downloaded from the main frame several times per term. This data is used for statistical analysis to determine course activity, senior citizen participation and demographic information. It is also used to project anticipated participation and subsequently, numbers and types of courses to offer.

Resources needed: BM PC or compatible microcomputer, ENABLE/OA 3.0 or above integrated software, and Ventura, desktop publishing software.

Staffing: ACCE has employed 1 full-time, coordinator-level microcomputer systems analyst/programmer.
 

The Adult Education Department at Indian River Community College in conjunction with the District 4 Florida Department of Transportation (D.O.T). is providing workplace literacy classes for the maintenance yard employees of the D.O.T. The overall objective is to provide basic literacy skills to these employees. The need for this program became apparent when many of the D.O.T. employees, especially at the supervisory level, were not able to complete work orders, employee evaluations, and other daily tasks. At the onset, all employees at this facility were tested with the Tests of Adult Basic Education (TABE), so as not to single out those whom we wished to target. Eligibility was based on the TABE scores. Although many of the employees were high school graduates and even beyond, those scoring below 9th grade level could attend classes because their TABE scores showed a need to upgrade basic skills. After testing, each employee was counseled individually to assure confidentiality. Those who were not eligible were encouraged to begin programs of study at the community college, whereas, those who were eligible to begin the B.E.S.T. program were strongly encouraged to do so. This voluntary program is open-entry. The curriculum is designed to operate in three nine-week segments. It includes basic skills improvement activities as well as curriculum specific to the Department of Transportation, such as safety, maintenance math, and the proper completion of forms, etc. The students meet twice a week in two hour time blocks. Upon attaining a TABE score of 9.0 or better, the participant is awarded a certificate of completion. Certificates of achievement are awarded to those who advance one grade level in each subject area. Recognition is also given to those with perfect attendance and other positive employability skills. The Adult Education Department of Indian River Community College provides classroom facilities, instructors, instructional aides, and basic skills curriculum materials. The Department of Transportation provides the instructional materials pertinent to their organization, such as safety manuals. D.O.T. provides a liasion to work closely with the I.R.C.C. coordinator, teachers, and students in transmitting information, follow-up on absentees, etc. D.O.T. also provides paid release time to its employees to attend class. The B.E.S.T. program is operating in the other District 4 counties of Broward and Palm Beach and has become a model for other D.O.T. districts throughout the state. This program has received ardent support from Mr. Ben Watts, Secretary of the Florida Department of Transportation and Mr. Rick Chesser, D.O.T. Secretary of District 4.

[AE 1008]

The target clientele for this program is not limited to any one particular group. The "Carefree Learner" program is for all ages. The overall objective is to learn about marine environments of both the temperate and the subtropical zones. The program is designed to provide an opportunity for any person in the community to learn about the surrounding environment. It is hoped that the public will become more emphathetic with the bay environment. The program is scheduled several ways. The original format includes the Lifelong Learning courses which use the "Carefree Learner" as a "floating" classroom. Other programs include paid excursions on the boat for groups and organizations that pay on a per-use basis. These two-hour excursions include seining and hands-on identification of marine creatures. Flyers are distributed and scheduling is handled by an Adult and Community Education coordinator. The main resource is the boat, which can be constructed through a comprehensive cooperative arrangement with the community and other agencies. The captain/instructor is also a primary resource. It is helpful to have someone who works full time in the school system and is familiar with the local marine environment. "Carefree Learner" participants explore Sarasota Bay aboard the boat. The focus is on the grass flats and the mangrove areas. After a shallow water trawl with a seine, participants place fish and animals collected into the on-board aquarium. On-board talks and discussions include: fish and marine life, the grass flat communities, birds, mangroves, the shore line, water quality, and environmental issues that affect the ecology of Sarasota Bay. The "Carefree Learner" travels across Sarasota Bay and Roberts Bay, along Bay Isles, in behind Siesta Key, and past Skiers Island and Edward Island. The boat returns to Marina Jack along the mainland bayous.

Agency: Brevard Community College

[AE 1009]

Target Group: Adult Basic Education clients, performing academically in reading, writing, and math below the 8th grade level.

Objectives: Provides a self-paced, individualized learning situation that gives credit for prior learning and through completion of specified activities and continuous assessment, the adult learner masters basic skills competencies in reading, writing, and mathematics at Level I (0-5.9) and Level II: (5.0-8.9).

Need: There is a need to provide an individualized plan for basic skills learners so they can progress and be measured as to mastery of ABE Curriculum Frameworks and course student

Program Components: The CBABE Curriculum contains the following components for instruction and training: Modules in Reading, writing, and Mathematics are available for Level I. Learning guides are designed for each basic skill competency to be mastered. Level I (0-3.0) am a teacher directed guide to help with selection of materials for low readers. Each Learning guide has a pre & post-test. Level II provides modules for Reading, writing, Mathematics, Health, Consumer Education, Science, and Social Studies. All have self-directed individual learning guides and pre/post-tests. A progress management system is built in to record student progress and mastery or course -competencies. The CBABE Curriculum has a comprehensive Manual that is used as a facilitator reference or in training of instructors on how to implement CBABE. A CBABE HANDBOOK for organizing the classroom instructional setting is also available.

Resources Needed: IBM Computer, WordStar 3.1 or 4.0 (A diskette can be provided to place WordStar on an IBM Computer). The adopter transfers the curriculum to diskettes and mails back the loan copies. A paste-up illustration package is mailed with the -diskettes. The adopter makes any changes on the computer in the curriculum to meet local instructional material needs and prints hard copies for duplication.

Operation Needs: Important to implementation of CBABE is a trained staff that knows how to manage an individualized, self-paced learning situation. This program takes the "guess work" out of determining what materials are needed to teach a specific competency. It is packaged to reduce preparation time to a minimum for the part-time adult educator. The program is more workable in a lab situation where materials are readily available. File cabinets are needed to store manila folders, which contain individual learning guides and pre/post-tests. A commitment of supervisors and teaching staff is needed to carry out a CBABE program. Not all teachers have the temperament for creating an individualized instructional situation. A trained CBABE curriculum specialist (part-time or full-time) is needed to assure successful implementation.

Funding: Cost would include printing of modules. A typical ABE class would need 10 CBAE Level 10 CBABE Level II sets of reading, writing, and math to start the program and I. It is suggested that Health and Consumer Ed. be added next. These courses are less costly due to the instructional materials used. Science and Social Studies are optional. These two courses are better suited for Pre-GED or learners working at a reading level of 8th grade. One copy of the CBABE Manual is provided at $5.00. The Resource Guide lists instructional materials, ordering information, and prices so the adopter can start ordering selected materials several months before program implementation.

Training: BCC can provide training on CBABE implementation through a consultant contract. A six hour workshop is sufficient in most cases. Follow-up consultation is available. Current cost for one consultant/trainer is $500.00 per day, plus travel expenses. Special Note: The reading, writing, and math modules are being updated during 1991-92 to include more life coping skills competencies and selection of new resources to reduce costs for implementation.

AGENCY: Brevard County

[AE 1010]

Due to local and statewide use of Competency-Based Adult Education (CBAE) and Competency Based Adult Basic Education (CBABE) curriculum and support manuals there was a need to update and develop new curriculum. There is also a need to provide computer aided instruction to the at-risk students. Brevard County is leading the way with the development of the CBABE Autoserve System. The CBABE Autoserve System will allow students to work through the adult basic education curriculum and take the tests on any freestanding Macintosh computer. It gives the instructor total grading and record managing capabilities. The CBAE/CBABE Program is a performance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in society. Currently, we disseminate 56 high school semester courses and 10 adult basic education courses to over 70 counties/centers throughout Florida and the United States and Canada. Each course is written by qualified instructors and reflects various learning styles. The newly revised CBABE courses now include the functional skills track as well as the state performance standards. This program is made possible through a Special Demonstration/Teacher Training project under Section 353 of the Adult Education Act from the Florida Department of Education. Training is provided free to adopting agencies through the ETC-Education Training Center which is funded by a 353 Grant also with Brevard Community College as its fiscal agent.

Agency: The School Board of Brevard County

[AE 1011]

Contact: John Wigley (407) 633-1000 x375

Goal: The goal of this project is to develop GED courses in math and writing and to train locally and in Target Service Improvement Clusters on CBAE curriculum and the Self-Server System. By supporting a consortium between Florida IDEAL and Brevard County Adult Education, there will be the creation and implementation of a multi-media lab to field test educational software.

Background: Brevard County has been the leader in competency-based curriculum development and training since 1985. The goal of this program is to meet the statewide demand to continually update the CBAE curriculum to remain in compliance with the State Course Code Directory. Because of the SCANS Report, Blueprint 2000, and emerging state curriculum frameworks, the need exists to develop performance-based high school curriculum, alternative assessment methods, and accompanying professional training. GED courses in math and writing will be developed and intensive training locally, and in TSIC and rural areas on the CBAE curriculum and Self-Server will be conducted. In collaboration with Pinellas County Schools, understanding of performance-based instruction and assessment will be increased, multi-media interactive training will be delivered, and performance-based English/Language Arts will be developed to enhance the CBAE curriculum.

Outreach services to adults who are educationally disadvantaged will be expanded. Programs will be developed which promote innovative systems and materials and which have national significance. There will be intensive and on-going training in competency-based curriculum and the Self-Server System.

Agency: Seminole Community College

Teacher Demonstration 353 Grant 1992-1993

[AE 1012]

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. Included 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: Florida Literacy Coalition: 1998-1999

[AE 1013]

· Purpose of the Project:

· Describe the Target Populations and Needs of Population to be Served:

The target population will be educationally, disadvantaged adults and under-educated adults. Training participants will include volunteer and staff representatives from public and private literacy stakeholders who will ultimately impact the target population. Florida is one of the fastest growing states increasing in population by almost 10% between 1990 and 1995. During the same period, the Latino population has increased by 28%. The Florida State Literacy Survey findings report that 48% of adults in Florida and 60% of our Latino population demonstrated skills in the lowest two levels of prose, document and quantitative proficiencies which are considered necessary to function effectively in most work settings and in the general community. These factors, coupled with the thrust of welfare reform to move people into economic self-sufficiency, make it paramount that we work together to reduce illiteracy and under education among adults in the most creative, effective and efficient ways. State and local governments, educational institutions, criminal justice (adult and juvenile) systems, libraries, community based and statewide literacy organizations, etc., all have a stake in effective literacy programs. Learning how to coordinate our efforts and work effectively together is of vital importance in reaching our goal.

The goal of this project is the primary goal of the State Administered Adult Education Program Goal, "to reduce illiteracy and under-education among adults in Florida." It will address, in part, the national and state priority to create 'linkages with private sector employers and other agencies."

· Indicators of Adult Education Program Quality: Staff Development

· Process of identifying staff development needs. An inventory' of the status of coalition(s), their membership, activities and leadership skills will be undertaken.

· Number and percent of staff involved in staff development activities will be identified.

· Funds will be used for Teacher Training Participants in the Coalition Building. Training will come from public and private literacy programs and others involved with educating those adults who are educationally disadvantaged and under-educated.

· Innovative nature of project: The FLC serves as a "provider-neutral" hub, which functions as a catalyst for coalition building. As such, the FLC does not endorse any specific national affiliation or instructional method. Creating forums through coalition building among literacy providers throughout the state will facilitate pursuit of common goals and enhance the sharing and utilization of resources and delivery of services.

Total Budget Requested: $83,075

[AE 1014]

. Purpose of the Project: The purpose of this project is for the Florida Administrators of Adult and Community Education and ACE of Florida to collaboratively develop management and leadership training components for current and future adult and community education administrators in Florida. The project addresses the national and state priorities of "to reduce illiteracy and under-education among disadvantaged adults" through quality training. The two training tracks, management and leadership, will address specific competencies which local program administrators should utilize to effectively address the new federal and state program policy requirements and the numerous program changes facing Florida's adult and community educators. This project will seek to link adult and community education practitioners, Department of Education personnel and university programs as a collaborative team to accomplish its objectives.

2. Describe target population and document needs of the population to be served: The target population for this project will be the current and future administrators of adult and community education programs in Florida. This group of professionals has done competent jobs during the past twenty (20) years helping to make Florida's adult and community education programs some of the best in the nation. However, recent federal and state program policy changes will have more "change effect" on adult and community education program delivery in the next five (5) years than all the previous twenty (20) years combined. Therein lies the tremendous need for this target population - how to survive in a new and different system - one which is based upon a collaboratively delivered, customer driven, performance-based "business" approach. This project will facilitate the appropriate administrator training to collaboratively address these needs. The bottomline result of this project will impact the "real" target population for adult programs in Florida - the disadvantaged adult student.

3. Describe the federal and state goals and priorities address: This project will address the national priority - "training persons engaged or preparing to engage in adult education" and the state priority - "provision of educational services to achieve school improvement and accountability". The success of this project will be measured by the survival and expansion of local adult and community education programs in Florida. Comprehensive management training is the key to effective collaborative/performance-based program delivery.

4. Describe the indicators of program quality: This project will address Indicators VI - Program Planning and Evaluation - planning is ongoing and participatory and IX - Staff Development -ongoing training process that considers specific needs... includes opportunities for practice and systematic follow-up. This project will collaboratively deliver quality management and leadership training addressing critical areas of program delivery with comprehensive follow-up activities included.

5. Describe how funds will be used as teacher training classification: This project will utilize

353 funds to address training; however, special demonstration of innovative methods for this training will be incorporated in each component. The management training will be of special value in promoting effective program collaboration and will help to provide for local adult education program survival and expansion in Florida.

6. Describe what makes this project innovative: This project will offer an innovative collaborative "training team" concept which will focus on the specific management and leadership performance components that each adult education administrator should effectively utilize and consistently demonstrate. The "training team" will link adult education practitioners with Department of Education personnel and university personnel to ensure quality and performance of each management and leadership training component delivered.

Total Budget Requested: $56,000

Agency: Florida A & M University

[AE 1015]

Contact: Dr. Oare' Dozier-Henry (904) 599-3482

Goal: The goal of the accelerated master's program is to produce highly informed, socially conscious professionals with rich field experiences that will prepare them to address the challenges predicted for the 1990's.

Background: Recognition of "pockets of illiteracy" led to the DOE-sponsored formation of Target Service Improvement Clusters (TSIC) to address the literacy needs and opportunities found in Florida's communities. FAMU is host to the administrative center of TSIC One. A link connects the practice/methodological needs of graduate students in Adult Education Administration with support of the Literacy Action Pioneers Project. It is anticipated that 25% of graduate students will participate in assisting in the design and assessment of individualized learning strategies, compile data, and establish student portfolios. Demographics of resource personnel addressing the challenges of illiteracy should parallel multi-ethnic and socioeconomic realities. The DOE Fellows Program actively recruits minority and rural adult leaders who will impact on their immediate communities. The program in Adult Education Administration appeals to both traditional and non-traditional graduate students who will lead the state in addressing problems of illiteracy. This is the third and final year of the three-year project.

[AE 1016]

A nucleus of five instructors in Language Arts and five instructors in Science met during the 1993-94 school year for a total of fifty hours during which time they received instruction in construction and implementation of competency based materials for use in an adult education setting. A consultant provided expert direction from Hillsborough Community College. Additional support was provided from staff of the School Board of Hillsborough County. This nucleus is used to train other Language Arts and Science instructors in the production of written materials and videotapes.

The specific objectives of this project were to train participants to screen and produce both written materials and videotapes for a competency based adult education instructional program. During this fifty hours the nucleus was trained in the use, evaluation, and production of written materials and videotapes for a competency based adult education instructional program.

Initially all participants were pre-tested to ascertain what levels of knowledge and expertise they brought to this experience. In-service training was then provided in the integration and use of competency based materials as well as for the writing of competency based materials. Commercially prepared videotapes were reviewed, and criteria for selection were determined. Some of these tapes were selected to be piloted in the Language Arts and Science disciplines during the 1994-95 school year.

Extensive training was also provided in the writing of scripts and the production of videotapes. As a result of this training, two videotapes in Language Arts (oral presentation) and two videotapes in Science (laboratory safety and the scientific method) were written and produced by project participants. They were assisted by the expertise of consultants and by the production staff of Television Station, WTOG, Channel 44. Related written materials were also developed.

A written posttest was administered to the project participants covering the use and production of competency based written materials and videotapes along with their use in an adult education classroom setting.

The consultants and selected staff of Hillsborough County's Adult and Community Education Center reviewed the written materials and four videotapes, which were produced by the participants. A representative from the Florida Department of Education viewed one of the four tapes and was enthusiastic as to its content and attested to its meeting the specific objectives of the project.

The four tapes, which were produced, and the related written materials were field tested in Hillsborough County's Adult Education Program during the 1994-95 school year. Over 1,000 Adult Education Program students represent this target clientele. The students are those who are earning credits leading to an adult high school diploma as well as co-enrolled regular school students earning make up credits in order to graduate with their day school class.

Video presentations in Language Arts and Science were designed to deal with materials, which were not being covered adequately in essential curriculum areas. The presentation format was designed for each video to capture the attention of adult students, foster easy understanding, and promote discussion within the class. The result of the usage of these videos during the 1994-95 school year has been a clearer understanding of the target knowledge and/or skills, better use of these skills in general, and in more effective and efficient holding of subject matter in subsequent course.

Students' performance on final exams in science courses has improved on the average of three points. Students are now better able to answer questions dealing with laboratory safety and the scientific method. This is due to better and more consistent coverage of vital curriculum components that are included in all science courses.

The Language Arts curriculum has been enhanced by the classroom usage of the prepared videotapes and related written materials. Prior to the introduction of this material, the making and critiquing of oral presentations was very difficult in an open entry/open exit program, which relies on individualized instruction. By using these videos and the related printed materials, instructors are now better able to confirm adequate student preparation. Presentation of content is more consistent across the several adult centers throughout the district.

Students feel better about skills and knowledge gained when they are presented in a non-threatening way. The situations as portrayed in the Language Arts videos help the adult students realize that others have failed to understand these same skills. Therefore, students viewing the tapes are more apt to ask questions and expand their knowledge. Instructors are now able to lead into activities relevant to their specific courses including writing, discussion, and oral presentations. There is now in place a consistent set of factors to measure a student's ability to make and critique oral presentations. Oral presentations, discussions, and writing experiences, which have taken place after the use of these videos and related written materials, have resulted in better student product and improved scores on final exams.

In-service training programs were conducted during the 1994-95 school year to prepare Hillsborough County's Adult Education Program Language Arts and Science Instructors in the use and production of competency based instructional materials. These Language Arts and Science tapes and related written materials have become an integral element of the Adult Education Language Arts and Science curricula.

Two sets of all produced materials were distributed to the fourteen Hillsborough County Adult and Community Education Centers. One set is housed in the Media Center; a second set was given to the adult education Language Arts and Science Departments. In addition, these professionally produced sets of tapes and related materials are available upon request for other adult and community education programs.

Similar 353 Grants were written and approved for the 1994-95 and 1995-96 school years in the areas of Mathematics, Social Studies, paragraph writing, and critical thinking. The video tapes and related written materials for all three years will be packaged and disseminated to each of Florida's school districts as part of the current 1995-96 353 Grant.

Agency: School Board of Hillsborough County

Goal: The goal of this project is to develop increased efficiency in the evaluation, use, and production of written materials and video tapes relating to competency-based instruction. The specific objectives of this project are to train participants to screen, select, and produce both written materials and videotapes for competency-based adult education instructional programs.

Background: The Florida State Board of Education mandates a competency based, open entry, open exit curriculum in the area of adult education. It is also mandated that adult education teach the same course frameworks as are taught in secondary education. The Hillsborough County Department of Adult and Community Education, whose instructional staff is almost entirely part-time and placed in centers throughout the county, realizes its obligation to provide both its instructional staff and students with materials that relate to the state frameworks. These materials should also be appropriate for use in an open-entry, open-exit, competency based type of delivery system.

The target population for the grant request is composed of all adult education teachers and administrators in Regions I through V of the State of Florida. The changing landscape of work, technology and citizenship in each of these regions in the late 1990s presents adult educators with major challenges and major opportunities. The impact of welfare-to-work legislation, for example, coupled with continuing problems of drop-out and low-achievement in K-12 education, has brought new pressures to bear on the adult education system. At the same time, its centrally funded resources are unlikely to increase a great deal in the short term. The challenge of meeting new and changing needs with essentially static allotments of central funding places a high premium on innovation, inventiveness and the capacity to leverage new resources and needed forms of support from the system's many stakeholders. Studies carried out over the last decade with DOE funding have made it clear that only a professional, well-trained and regularly updated body of adult education administrators and instructors can effectively respond to the challenge. In an era of niche-marketing, just-in-time production and individual learning plans, it is also clear that the best responses must necessarily be tailored to the particular situations of the regional economy and society where learners live and work. "Continuing professional education" and "effective regionalization of initiative" therefore have to be keywords in any publicly supported effort to enhance adult educators' abilities to deliver timely and effective programs.

The project directly addresses three national priorities defined in the Federal Adult Education Act: (1) Training persons engaged... as [administrative] personnel in programs designed to carry out the purposes of the Act; (2) Training persons engaged or preparing to engage in [teaching] adult education" [including all categories specified]; and (3) Involving the use of innovative methods, systems, materials or programs that may have national significance. At the State level, official adult education goals are defined in terms of desirable levels and quality of service to Florida learners, rather than from the point of view of the system reform or professional development required to ensure those outcomes. State priorities likewise target characteristics of final provision. However, it is evident that reinforcement of staff competence and system effectiveness are central to achieving all the learner-level outcomes defined and, to this important extent, the project proposed here will have a positive impact on all our program goals, and particularly the central one: "reducing illiteracy and under-education among adults in Florida." Moreover, the proposal is entirely consistent with Goal 6 of Florida's Blueprint for Education (Professional Development), and strongly supportive of three of Florida's strategic goals for education: School-to-Work, Welfare-to-Work and High-Wage/High-Skill.

The principal Indicator of Adult Education Program Quality targeted by the proposal is IX, "Staff Development." The proposed activities will also have a measurable impact on one important dimension of Indicator VI, "Program Planning and Evaluation" (namely, community input to programs) and on one dimension of Indicator VII, "Curriculum and Instruction" (instructional resources: technology).

Funds will be used to implement a project that qualifies both in the Special Demonstration and the Teacher Training categories of 353 funding. The workplan calls for providing critical training to persons engaged in adult education and for strengthening the professional development system at a regional level in a manner that will "involve the use of innovative methods", "promote more effective programming" and further "a comprehensive or coordinated approach to problems of adults with educational deficiencies."

The particularly innovative dimension of this project is its approach to strengthening regional capacity to identify and meet adult educators' professional development needs, to associating business and community stakeholders in the process, and to using and cultivating training resources within the region itself as well as those available via inter-regional exchange.

The total budget required is $249,959.

Agency: Leon County School District

[AE 1019]

Contact: Elaine Ake (904) 922-5343

Goal: The goal of this project is to provide assistance to those districts looking for methods of continual aggregate data collection for review and evaluation of student progress on an individual, class, and district-wide basis.

Background: With the advent of Florida's new plan for school improvement and accountability, increasing emphasis will be placed on measurable student outcomes. Not only will this require individual schools to access baseline data for their student population, it will require schools to analyze such data from year to year in order to develop plans for school improvement. In adult education, easily retrievable data on student performance, aggregated by class, and district-wide, is often difficult to obtain since adult education is voluntary and students come and go. Standardized tests are not the best measures of student performance but there is a need to analyze and report what students have learned. There may be other ways to measure student performance which are correlated to student outcomes. These may be considered as bona fide measures to be used in planning for school improvement and reporting for accountability.

Agency: The English Center, Dade Public School Adult Education Center

[AE 1020]

Curriculum Language Areas: Language Arts

The Project: Listening comprehension is usually the first skill to be acquired in any language-learning situation but advanced learners often remain frustrated with their level of listening comprehension. Personal conversations, which can be predicted from common knowledge and extra-linguistic clues, may be easily understood but news programs, weather reports and commercials are often unintelligible. Realizing the frustration of advanced students with their attempts to listen to useful TV programs, I videotape international, national and local news. By taping several stations, one can provide students with material that is timely, and reported by several anchors with unique speech characteristics delivered at different speeds.

Objective: The objective of this class is not only to understand news programs, but also to develop vocabulary. Second language learners have a selective ear. Many times they hear only words with which they are familiar. By listening several times to the same passage, students are made aware of the words that they have missed. They consult their desk dictionary and choose the word in the context of the news item. Finally, students summarize each news item using the new words. Follow-up activities are used to foster retention.

Overall Value: In "Listening and Learning with the News" students become familiar with American news programs, master new vocabulary, idioms, acronyms, and recently coined words. By analyzing and discussing the news, they learn critical thinking skills and gain a greater understanding of current events, which will help ease, them into the American cultural setting.

The Students: This project has been used with adult ESOL students. It can be used with any middle or high school students in regular English or social studies classes. Outside Resources: Teacher must be able to tape several news reports before each class and must be aware of copyright laws.

More Information:

Developer: Maria Zeien

School: The English Center, Dade Public School Adult Education Center

3501 SW 28 Street Miami, FL 33133

Telephone: (406) 445-7731

Agency: Okaloosa-Walton Community College

[AE 1021]

The Literacy Life Style Management project is a 353 demonstration project developed by Okaloosa-Walton Community College designed to reach economically and educationally disadvantaged adults. The goal of the project is to improve family lifestyle through education. This will be accomplished by combining basic literacy skills with health, nutrition, and wellness concepts.

The project is designed to reach adults who are least educated and most in need. A brochure containing information about the project is to be distributed to potential students by service agencies with established clients. An example would be eligible clients of the Women, Infants and Children (WIC) program.

The modules are presented in a flexible format that is suitable for formal classes, individual conferences and independent learning through computer assisted instruction. The pilot group will include 150 adults identified through interagency contacts who will participate in learning activities.

Scheduling of classes may be through agency client referral of individuals or groups. Essential components of the program include focus upon development of a positive self-image, modeling, hands-on experiences, and active learning. Accurate, practical information that has immediate applicability to family life will be the key element of the modules.

The success of the program depends upon a strong network of community agency contacts to identify possible program participants. Funding for the program should include the essential components of transportation and child care as well as consumable supplies for hands-on laboratory activities and demonstrations. Further funds should be appropriated for staff development in the areas of health, nutrition and wellness. Needs assessments are desirable for agency and client input to avoid duplication of existing programs and to identify priority areas. Pre-tests and post-tests are used to document cognitive learning and a program evaluation instrument is administered at the conclusion of the participants contact.

Agency: Sarasota County

[AE 1022]

The target clientele for this program is not limited to any one particular group. The design is to provide a vehicle for any person in the community to learn about the surrounding environment. The goal is to create awareness about the ecological implications created by the development of ecologically sensitive areas. Once the correlation is established it is hoped that a more prudent policy will be developed or a least that the public will become more emphatic with the bay environment.

The program is conducted on a two-fold basis. The original format includes the Adult Education courses on the subject, which are included with the regular class offerings. The offshoot programs include paid excursions on the boat for groups and organizations that pay on a per-use basis. Another recent focus is to offer summer camps for middle school-aged students, utilizing the boat in a comprehensive manner for weeklong seminars.

A departmentally sanctioned coordinator, who acts as a booking agent, handles scheduling. The main resource is the boat, which can be constructed through a cooperative arrangement with the community and other agencies. A sponsoring high school is of great value, as the biology staff usually serves as the qualified teachers.

Agency: St. Lucie County

[AE 1023]

The National Issues Forums (N.I.F.), developed by the Kettering Foundation, bring people together to talk about important issues of the day. Many organizations, colleges and universities, libraries, service clubs, and membership groups--that are part of a nation-wide network to study and discuss issues of national concern, have used N.I.F.. The issues considered are always of personal and civic importance, such as health care, crime, and the economy. During the Forums ideas are shared, policies are discussed and at the end of the course of study, choices are made.

N.I.F. has been incorporated into I.R.C.C.'s Adult Education program in all disciplines of study: Literacy, G.E.D., and ESL. N.I.F. meetings are held once a week for approximately one and half-hours. A moderator leads a group discussion paying special attention to respect everyone's opinion and clarifying the choices offered. The students as to their opinions on the selected topic complete pre-forum ballots. This program educates our students about issues for which they lack factual information and knowledge. Students who are quiet and reserved have the opportunity to speak out, to share their feelings, to voice their opinions and beliefs, and to relate stories of events that have actually happened to them concerning the current issue. N.I.F. provides our ESL students an excellent opportunity to practice expressing their ideas in their new language. These opportunities allow our students to develop self-esteem, cultural awareness, and respect among all nationalities Discussion is enhanced through the use of video tapes, books, pamphlets, and at times, guest speakers who share their expertise on the selected topic. It takes four to six sessions to complete each topic. At conclusion, post-forum ballots are completed and sent to the Kettering Foundation. The nation-wide results are compiled and used as a basis for reports on how the people of the United States feel about certain national and world issues.

The forums are offered as a part of the adult education curriculum and therefore funded by the state. The adult education department purchases the books at a cost of $2.95 per topic/book. These non-consumable books are purchased in sets of 20.

Agency: Hillsborough County

[AE 1024]

Childbirth education, provided to parents throughout the childbearing year, has been shown to have an extremely positive effect on birth outcomes and parent/infant relationships. Unfortunately, such education is rarely available or accessible to those who need it most. Parents with poor literacy skills, marginal incomes, and weak social support systems receive little or no childbirth education. Lack of childbirth education for low income women was cited by the Florida Maternal and Infant Care Task Force in 1982 as one of the major problems contributing to poor pregnancy outcomes. That which is obtained from direct health care providers in maternity clinics is severely restricted by lack of time, limited availability of qualified childbirth educators, teaching materials, and classroom space. Barriers to programs offered in community settings include excessive cost, inconvenient location, lack of transportation, and lack of child care. Few reflect sensitivity to the literacy skills of hard to reach groups nor do they address the very special concerns and interests of minorities, low income families and poorly education adults.

Hillsborough County's Adult and Community Education Program addressed this problem using Community Instructional Services dollars and the consultative services of staff at Tampa General Hospital to develop an outreach childbirth education program. This program was selected by the Adult and Community Education Network as a model for adoption in other counties. Since its inception in 1985, it has served approximately 5,000 parents referred from Hillsborough County Health Maternity Clinics. Its success can be attributed to the cooperation of the Hillsborough County Health Department, The Tampa General Hospital, The Florida Bay Chapter for the March of Dimes Birth Defects Foundation, Florida Healthy Mothers, Healthy Babies Coalition, and local childbirth educators. By maximizing local resources (human, physical, and financial), childbirth education is currently offered at eight strategically adult and community education centers. A curriculum for both client and teacher training has been developed and is in use in the Hillsborough model.

In 1991 the program continues to exist utilizing Lifelong Learning dollars. A literacy unit has also been included.

Agency: Florida Literacy Coalition

[AE 1025]

Partnerships in Literacy was developed as an in-service staff development model for literacy providers interested in the development and implementation of workplace literacy programs. The initiative to promote workplace literacy/workforce education was sponsored by the Florida Literacy Coalition. Instructional support for these projects was provided through volunteers who serve as members of the Florida Literacy Coalition Board of Directors.

The project has been demonstrated through the following formats:

1) Regional workshops conducted with public/private literacy providers

2) Workshops conducted with business and industry groups

3) Concurrent training sessions as part of the annual Florida Literacy Conference

4) Presentations as part of the Vocational Education Conference and the Adult and Community Education Conference

5) Preconference training day at the 1991 Florida Literacy Conference (Jacksonville, Florida) conducted by Florida Atlantic University.

A panel, which includes, presents workshops: adult educators, business representatives, and volunteer representatives. Each offers a different perspective of workplace literacy and the workshop is supported by a slide presentation with script (developed by IBM) and a resource "how to" guide on developing and implementing workplace literacy programs.

The workshops/presentations have been promoted through the Florida Literacy Coalition through the bi-monthly newsletter, FLC Network, and special conference mailings. In addition to speaking engagements, the Florida Literacy Coalition provides technical assistance to employers and literacy providers through the toll-free literacy hotline 800-237-5113. The National Contact Center (Project Literacy U.S.) refers employers to the Florida Literacy Coalition (state contact) for additional support and technical assistance for the establishment of workplace literacy initiatives.

2. Describe Target Population(s) and Document Need(s) of Population(s) to be served: The target population for this project will be a minimum of 56 present and future adult education administrators of Miami-Dade County. They manage, or will be managing, 23 adult education centers and three technical centers that employ over 1000 professional and clerical staff, who collectively serve over 100,000 ABE and ESOL students. Their competence is evident in the increasing enrollments over the past 20 years. However, the policy and procedural changes now occurring from federal and state legislation, is having a substantial impact in two ways. First, the changes are requiring less emphasis on enrollments and greater emphasis on completions and job placement, resulting in major changes and demand of administrators in developing new managerial objectives, practices and procedures, often requiring implementation with minimal guidelines. Second, many who are now near retirement and not wanting to make the change, are electing to return to less demanding positions or take early retirement, leaving positions open to new administrators who also are not competent in the new policies and procedures.

3. Describe the Federal and/or State Goals and Priorities addressed in this project: The project addresses the national priorities of "Involve the use of innovative methods, systems, value, materials or programs that may have national significance or will be of special value in promoting effective programs under the Act," Training persons engaged, or preparing to engage, as personnel in programs designed to carry out the purposes of the Act," and "Training persons engaged or preparing to engage in adult education".

4. Describe the Indicator(s) of Adult Education Program Quality selected for planned use of federal funds: The specific indicators to be addressed are indicators VI (Program Planning and Evaluation), and IX (Staff Development). It is anticipated that all nine Quality Indicators will be considered when developing the required list of quality indicators upon which benchmarks and best practices will be based, one of seven performance based management strategies of this development program.

5. Describe how funds will be used: (a) Special Demonstration: This project is a special demonstration of the first ever performance based management training for adult education administrators. It is also applicable to (b) Teacher training as the role of managers as trainers of teachers will be an integral part of the proposed management training.

6. Describe what makes this project Innovative: First, and foremost, this is the first performance based management development program for current and future adult education administrators. Second, this will be a collaborative program involving MDCPS, the Adult Education and Human Resource Development program of the College of Education, the Academy for Strategic Management of the Institute of Government, Florida International University, Miami, Florida, and National Training and Development Specialists, Winter Springs, Florida. Third, the program will be presented to all administrators, and conducted both at a single site and via distance learning utilizing the instructional television fixed systems (ITFS) linkage with all the adult education centers through WLRN, Miami-Dade County Public School System's station.

Total budget requested: $51,423

Agency: Florida Community College at Jacksonville

[AE 1027]

Contact: Kay Thomas (904) 632-5049

Goal: This is a three-year project designed to create, pilot, evaluate, and disseminate a model multi-media professional deveopment training series that meets specific adjunct faculty needs while addressing the institution's financial and time constraints. The project addresses Program Quality Indicator 9.0 by creating an on-going faculty development process that focuses on the skills necessary to provide quality instruction with opportunities for practice and systematic follow-up.

Background: Like other community colleges and school districts nationwide, Florida Community College at Jacksonville faces shrinking funds, a large percentage of adjunct (part-time) faculty and a highly diverse student population. These factors create a number of professional development challenges. Nearly 40% of applied technology and adult educators currently receive no in-service training. Less than 25% are highly satisfied with current offerings and opportunities according to "Applied Technology and Adult Education: Professional Development Needs for the 21st Century." Within a three-year period FCCJ hopes to create, pilot, evaluate, and disseminate an innovative multi-media professional development series of six 30-minutes videos, and six audio tapes along with an interactive series workbook and facilitator guide for adjunct instructors of ABE, GED, and Adult High School adult students.

Agency: Pinellas County Literacy Coalition

[AE 1028]

READ Pinellas, Inc., the literacy coalition in Pinellas County, serves functionally illiterate adults and youth, 16 years of age and older. The singular goal of the all-volunteer organization is to reduce illiteracy by providing easy access to information about educational and related community services. This organization is also a model for eliminating "territorialism" among literacy providers. There are over 80,000 functionally illiterate adults who need the services provided by READ Pinellas member groups.

READ Pinellas has established a countywide referral system network for volunteer tutors and prospective students. A hot line number connects individuals needing literacy services with a tutor and/or an adult education class. The cooperative efforts of READ Pinellas members who represent tutor groups, public libraries, schools, community organizations, government agencies and businesses are aimed at maximizing resources and avoiding duplication of services. The 65 number organization meets once a month to coordinate literacy programs and services, to promote public awareness, and to raise project operating funds.

In order to establish a literacy coalition, such as READ Pinellas, a community should seek to:

1) identify literacy needs;

2) identify organizations currently serving illiterate adults;

3) collaborate with groups identified to establish a coalition and to set a regular meeting schedule;

4) establish goals and objectives and organizational structure;

5) solicit funds through membership dues, financial contributions, fund-raisers and grants;

6) staff a literacy office.

READ Pinellas has an office space provided by a local bank gratis. A VISTA volunteer serves as a services coordinator in the office. The organization has been successful for four years. In 1990-91, more than 3,000 adults and youth were served and more than 900 tutors provided approximately 48,000 volunteer hours.

Agency: Glades Central Community High School

[AE 1029]

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.

The sessions are led by certified personnel 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 video tapes 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 behavior contract must be signed by the student, the SATS facilitator, a parent/guardian and the sending administrator.

Students are recommended for placement in the program by an assistant principal for student services. 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's 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.

Relationship to the Division Strategic Goals: The project will impact the Division Strategic Goals Welfare-to-Work, One-Stop Career Centers, Literacy and Family Issues. The public relations and marketing clearinghouse will facilitate key initiatives relative to improvement in comprehensive networking capabilities for these strategic goals.

Who Will Benefit: The primary aim of this project is to benefit the adult education/community education/literacy program practitioner through collaboratively delivered staff development/training activities based upon results of a comprehensive needs assessment. A better-trained practitioner will produce a better-prepared adult education/community education/literacy program student. Therefore, the secondary aim of this project is to help ensure the continuous quality improvement of student preparation programs and services relative to the workforce initiatives in Florida.

What Makes This Project Innovative: This project provides the opportunity for the collaborative delivery of staff development/training activities utilizing the established partnership with the Division and based upon the results of the needs assessment conducted in each of the five Department of Education regions. Continuation of the Practitioners Task Force established during the 1996/97 ACE of Florida 353 project will ensure effective program/concept issues identification and recommendation of appropriate action plans relative to those issues. The collaboration between the Division and ACE of Florida demonstrates the commitment to quality and performance that both the United States Department of Education and the Florida Legislature expect. This innovation of providing collaborative delivery of programs and services sends a positive message to workforce development and welfare reform program students - current and future.

Total Budget: $130,000

AGENCY: Stewart Mott Davis Center for Community Education; 1997-1998

[AE 1031]

Purpose

To facilitate the identification and publication of performance standards and benchmarks for adult, literacy, and community education in Florida by providing technical and research assistance to the Florida Practitioner's Task Force for Adult, Community and Literacy Education.

Relationship to the Adult Education Quality Indicators

This project addresses all nine of the Indicators of Adult Education Program Quality. The project directly addresses Curriculum and Instruction, Program Planning and Evaluation, Educational Gains, Educational Outcomes, Recruitment, Program Orientation, Retention and Support Services. The project also addresses Staff Development through the series of workshops developed for adult, literacy, and community educators.

Who Will Benefit

Florida's adult, literacy, and community education practitioners are in a position to play significant roles in the identification and implementation of performance standards and benchmarks for adult education. Performance standards and benchmarks reflect the national, state, and local demand for greater accountability and higher standards from educators, families, and the business community. Practitioners working with family literacy, ESOL, ABE, high school completion, and community education can provide valuable assistance in the identification, acceptance, understanding, and implementation of these new standards and benchmarks.

Requested Budget: $60,000

Agency: Polk County

[AE 1032]

The target population of all educational projects was ultimately the student, but to meet state and local product goals for student enrollments and completions certain enhancements of the traditional process needed to be addressed; therefore, teacher training for 115 Polk County Adult Education instructors was the main focus of the 1992-93, Section 353 Grant.

The objectives were:

A. To determine in-service needs of adult education teachers through distribution of a countywide needs assessment.

B. To identify exemplary teaching practices and to create a directory called TEACHERS that promoted site-based inservice visitations of model classrooms.

C. To create a competency-based orientation program for new and veteran teachers based on the results of the needs assessment mentioned above.

D. To provide extensive inservice training based on the development of the TEACHERS directory and the orientation handbook.

The project operates year round by using the Adult Education Coordinators to give inservice to the new adult and community education teachers using the TEACHERS directory and the orientation handbook.

On-site visits to the model classrooms were scheduled, with the coordinator's permission, directly with the classroom instructor. Copies of the "Orientation Program for Teachers of Adult and Community Education" and "TEACHERS" are currently in use at each area center in Polk County. A copy of the orientation program has been sent to the National Center on Education and Training for Employment as they requested for their library. Product information has been sent to every school district throughout Florida.

In order for this project to be effective, cooperation among the various coordinators and adult and community education instructors was vital.

The program needed major funding in the beginning (i.e. Inservice pay, travel, personnel, printing, etc.) Once the program was established the cost is relatively small. A facilitator and part-time clerical personnel was needed.

The needs assessment used is attached for your information. This was tallied and the results were used to establish the necessary inservices.

Process evaluation was an on-going activity throughout the grant year as the Project Director, Project Coordinator and the Area Coordinators met on a regular basis to discuss progress and to develop strategies for insuring successful delivery of in-service offerings. Product evaluations were a major function of each in-service program. Material presented was consistently rated "Good" and "Excellent" with the majority of responses in the excellent category. Most workshop participants expressed a desire to have a copy of the orientation manual for their own use, but copyright agreements did not allow for that degree of distribution. The manuals were developed for office use as a training tool for new teachers and not for general distribution.

By the nature of the activities involved, evaluation of TEACHERS, the site-based in-service program, resulted in a far less structured process. The value of the on-site visitations was gleaned from comments on the various forms the teachers were required to complete. The short time during the school year that TEACHERS was available limited the amount of feedback received, but word-of-mouth reports indicated that the classroom visitations provided extremely worthwhile learning experiences.

The plans for the orientation program were expanded to cover all areas of need identified through the initial assessment rather than just the highest ranked. The fact that the development of all this material took nearly the whole school year limited the amount of in-service training that could be offered. All-in-all the grant products are a valuable resource for on-going teacher training in Polk County that would not have been possible without the Section 353 Teacher Training funds.

This experience has made it clear that if a teacher training grant includes the development of new materials, the project should incorporate two phases to be implemented over a two-year period, not one. The first phase or first year would permit sufficient time for designing, drafting and producing the materials. The second phase, or second year, would permit needed time for utilization of materials through year around in-service training; evaluation and refinement of grant products, and dissemination of a proven professional document to other districts.