Agency: Marion County Community Education

[ABE 2001]

Adjustment Skills for the Visually Impaired is an Adult Handicapped Program specifically designed to serve the clients of the Division of Blind Services or those who are legally blind and are in need of relearning Basic/Daily Living Skills or whose learned skills are now compromised by visual impairment or who are in pursuit of a high school diploma/or other education goals or who are in need of job training. In specific the program outcomes are: orientation and mobility skills will be learned; communication skills will be learned; personal care and management skills will be learned; eating skills will be learned; home management skills will be learned; kitchen skills will be learned; use of public services skills will be provided to meet individual needs; independent personal finance skills will be learned; employability skills will be provided to meet individual needs; provide tactile experiences to develop skills for dexterity, sense-of-touch, and manipulation; and assist the individual in meeting personal academic/vocational goals.

This program is managed in coordination with the Division of Blind Services insofar as referrals are made in regards to the educational services available through our program. The program is funded by the FEFP under the program number 416. The operational concept is to extend services by interfacing with the Division of Blind Services without duplication between the educational and social service agency.

The most essential element in providing this service is transportation. The second essential element would be an investment in specialty equipment such as Perkins Braillers, slate and stylus brailling apparatus, four track cassette recorders, and academic books written in Braille. Transportation has two potential resources, one being the ability of the educational institution to assume transportation and the other being Transportation Disadvantaged Funding provided by Federal law. Specialty equipment can be addressed through the following resources: The Division of Blind Services, the Florida ClearingHouse for Blind Materials, Florida Council for the Blind, and the American Printing House for the Blind Incorporated.

ADULT BASIC EDUCATION

AGENCY: School District of Flagler County

Adult and Community Education Department

[ABE 2002]

The Adult Basic Education program is operated by the School District of Flagler County. The targeted clientele are those individuals with less than an eighth grade education. The Literacy Center located in Bunnell caters to the residents of the subsidized housing project and individuals living in the rural west end of the county. The goals of the program are to provide instruction in not only basic academic skills, but also to increase community awareness among the students enrolled.

The Literacy Center is located in portables set up on the property of an Elementary School. Childcare and the Chapter I Migrant Parent Program is also located on this site. This allows for a good cooperative arrangement. Classes are scheduled daily from 9:00 a.m. to 3:00 p.m., then again from 6:00 p.m. to 9:00 p.m. Computer assisted instruction is available during the day with a qualified instructor. Tutors trained in the Laubach method of instruction work one on one with students who need the extra attention.

A variety of materials are used in instruction. The Specific Skills Series, Laubach and New Readers Press Skill Books are just some of the materials that make up the total curriculum.

Students who qualify economically are eligible to sign up for Education is My Job, a cooperative program between Adult/Community Education and Private Industry Council. This program pays students an hourly wage for attending school, plus a bimonthly bonus of $50.00 if individual goals are completed.

The program is funded through FEFP Dollars. An Adult Basic Grant in the amount of $1 1,000.00 pays for materials and supplies in addition to a part-time recruit.

Certified teachers are hired based upon need. Combinations of full and part-time instructors staff the program. The program is evaluated by student enrollment and student progress based on TABE Test Scores and retainment in the classes.

If you intend to use this project in your county, please contact the Florida ACE Network Project Director. For further information you may also contact Janet Valentine, Adult Education Supervisor, Flagler County.

ADULT BASIC EDUCATION

Agency: Flagler County

[ABE 2003]

Adult English to Speakers of Other Languages

Foreign students ages 16 to 80 representing approximately 50 countries, 35 languages and a wide range of educational and socioeconomic backgrounds. The objectives of our program are:

1. The students will understand and apply the basic rules of usage and agreement in English.

2. Students' performance will include the four skill areas: listening, speaking, reading and writing, which will be integrated throughout the curriculum with equal value placed on each.

3. The students will be able to function in the American culture.

4. The students will acquire and expand their interest in lifelong learning.

It is an open/entry exit program with four levels of instruction, beginning through advanced, distributed among thirteen classes, ranging from Preliterate to Advanced, including TOEFL preparation for the Test of English as a Foreign Language and accent reduction. We have also incorporated the Department of Immigration Amnesty requirements into our program of instruction to meet the needs of students who want to be permanent residents of the United States. The intensive daytime Adult/ESOL program consists of five instructional hours per day, Monday through Friday. A language lab complements classroom instruction by providing one to four hours per week of self-paced individualized instruction. The approach is eclectic, blending a variety of teaching methods throughout the curriculum. Whenever applicable, there will be no separation between form and use (unification view). Materials are presented within a communicative framework (meaningful situations). Alternate teaching strategies are employed during various segments of the curriculum in order to accommodate the individual learning styles of a multi-aged, multicultural group.

Spiraling and layering is used in all levels to:

1. Reinforce and expand on existing knowledge.

2. Incorporate new students into the program.

Students maintain a positive self-concept through continuous reinforcement by teachers and support staff. Appreciation of American and foreign holidays is fostered through participation at parties and in classroom presentations.

The strength of the current Adult/ESOL Program is largely attributed to the dedication and cooperation of the Adult/ESOL staff. At present, there are four contracted and nine non-contracted teachers in our daytime program. All are trained in ESOL techniques. Compliance with the current changes in state ESOL certification has noticeably increased professional growth and effectiveness. Program flexibility and the exploration of new methods continue to be departmental guidelines. Reinforced by the support and encouragement of the administration, the Adult/ESOL staff has been permitted to develop a dynamic and efficient individualized program, the success of which is demonstrated by student achievement and increased enrollment. The program is funded through Florida Education Finance Program (FEFP).

ADULT BASIC EDUCATION/ESOL: A Multimedia Model for Adult ESOL Educators

Agency: Seminole Community College

[ABE 2004]

Contact: Wendy Allison 

Goal: The purpose of this project is to provide minority, limited English proficient, undereducated adults with basic and functional literacy skills. The project includes the development of a curriculum and training model whose major element is computer-assisted technology. The purpose is to teach students skills, abilities, and attitudes that will empower adult success in an age of access to unlimited information.

Background: Currently there are an estimated two million non-English speakers in U.S. classrooms. Florida's ability to meet the crucial needs of this population depends upon a strategic plan to assure every individual acquires the necessary skills to function in a global economy. According to a 1990 census, Seminole County is the third fastest growing Hispanic populated county in the US, thus requiring the need to expand English instruction to this population. Seminole Community College has already demonstrated its commitment to incorporate technology into the ESOL curriculum by purchasing nine computers with multimedia capability The next project is to build a complete ESOL multimedia lab.

Agency: Palm Beach County

[ABE 2005]

The primary goal of this project was to provide a revised model of the adult ESOL curriculum and placement and promotion tests originally developed in 1989 - 1991. The project also expands to a third component, which is an 18-hour ESOL inservice training component for adult ESOL teachers and administrators.

Members of the writing teams revised and enhanced the ESOL curriculum student competency checklists of Palm beach County to include Parenting and Personal Safety, as well as a version of Student Performance Levels (SPLs) V - VIII of the Florida ESOL Curriculum Frameworks. The Competency Checklists now parallel the MELT SPL Levels 0 (Literacy) -VIII (Pre-GED).

Copies of the Adult ESOL Student Performance Level Competencies, Levels Literacy 0- VIII, are included in Chapter X of the Curriculum Guide. The copies are camera-ready. Districts are invited to use these checklists in their adult ESOL programs. The checklists provide a management system for individual students. Teachers may copy sections of the checklists as needed for individual students, classes, courses, or programs. Literacy Level 0- Level IV Competencies are spiraled so that students may cover twelve separate topical areas. Competencies from separate topical areas may also be combined to develop specialized courses or units. Levels V - VIII include competencies needed in order to succeed in a GED class and pass the GED Test.

The Guide contains several chapters to assist instructors with the curriculum: These chapters include Teaching Native Language Literacy, Teaching ESOL Literacy, Teaching ESOL Survival/Coping Skills, Teaching ESOL Citizenship, Teaching Pre-GED, Adult ESOL Student Performance Level Competencies, and ESOL Lesson Plans. Additional chapters are included to assist in program development. These chapters include ESOL Teacher Training, ESOL at the Workplace, Conquering Vocational Content, and Selected ESOL Materials.

The second component of the project is the Adult ESOL Promotion and Placement Tests. Two native language literacy-screening tests are available, in Haitian Creole and Spanish. There is also an oral and written placement test for use with ESOL Levels Literacy - IV. Promotion tests are available for two levels of ESOL Literacy and Levels I - IV. Three separate tests are available for each of Levels Literacy - IV. They are Part 1: Listening; Part 2: Reading/writing; and Part 3: Speaking.

The third part of the project is the Adult ESOL Curriculum Development Project Training Component. The Training Component contains a training facilitator's manual, a participant handbook, and a video. The package is designed for individual or group in-service. The Content meets the requirements for in-service training of the 1990 ESOL Agreement for Other Subject Area Teachers.

Agency: Broward County

[ABE 2006]

The purpose of the Life Skills Program is to provide adult handicapped students with "hands on" experience related to the curriculum they are learning in the classroom. Many handicapped students are able to demonstrate comprehension by role playing activities in the classroom, but cannot transfer this learning to life situations in the community. This program completes the learning experience by enabling the students to travel into the community to apply what they've learned to real life situations. All experiences encourage independence and self-reliance on the part of the students and increase their ability to become active within their families and productive members of their communities.

The target clientele includes adults and out-of-school youths, 16 years of age or older, with one of the following disabilities: Developmentally Disabled, Physically Disabled and/or Emotionally Handicapped. Currently, our school serves approximately 40 adult handicapped students. Two teachers certified in Special Education are assigned to this program. Students must be able to toilet and feed themselves and refrain from any physically aggressive behavior toward self or others. Students exit the program when all Individual Handicapped Adult Education Plan (IHAEP) goals have been met. The Life Skills Program is only a small part of the curriculum offered to the students who attend 5 days a week for 6 hours each day.

before participating in the Life Skills Program, students are evaluated using the assessment provided in the Broward County Adult Handicapped Curriculum Guide. Based on information collected on this assessment, AN IHAEP Goals and Objectives form pertaining to the Life Skills Program is completed for each student. A checklist correlated to the objectives of the IHAEP documents student progress and is completed for each trip. The following trips have been planned and included in the program: Walking Safety, Public Transportation, Library, Supermarket, Laundromat, Post Office, Restaurant, Shopping Mall, Craft Store and Chamber of Commerce.

One teacher takes a rotating group of 4-6 students on a practical experience trip every 2 weeks. Regular field trip procedures are followed. Many trips are repeated to accommodate small groups. A substitute teacher must be hired to work with remaining students during the hours the regular teacher is out of the classroom. Two teachers are always with the students at the school.

Agency: Florida Council on Aging

[ABE 2007]

Contact: Menza Mitchell

Goal: To form a coalition among Area Agencies on Aging (AAAs) in Florida to increase participation and retention rates of older persons in literacy and adult education programs.

Background: Florida sets the pace for the rest of the nation with its older population; 24% of Florida's citizens are age 60+. A 1994 Literacy Needs Assessment commissioned by the Florida Department of Education reported that over half a million (504,404) of these age 60+ Floridians have completed eight or fewer years of school (1990 US Census).

The infrastructure for addressing the problem of low educational attainment in older citizens is presently in place. It includes existing government and private/nonprofit and for-profit agencies, Community based organizations, professional associations, and volunteers. The coalition of 11 AAAs would identify strategies for accessing existing programs and services, and implementing or expanding the current delivery of literacy training for older Floridians. Linking the aging and literacy sections is a key factor in reaching goals.

Agency: Lee Education Center (Lake County)

[ABE 2008]

The class is composed of American students reading below the eighth-grade level with limited background knowledge in the various disciplines, and of foreign-born students with skill levels ranging from illiteracy in their native language to college level ability with limited proficiency in English.

The objective of the thematic plan is to have an interesting focus and to apply skills in meaningful content. A-MAZE-ING ADVENTURE was developed with the idea that many goals are obtained by redirecting one's path when certain other avenues have been closed.

A tentative schedule was developed for each nine-week block. Multilevel classroom and library resources provided background and information. Following research, hands-on activities brought added meaning to the study.

Passes to the city library and the cooperation of the librarian provided multilevel reading material for research. Volunteer resource people with enthusiasm for the program were essential. Team-teaching provided the professional breadth to balance the program. Standardized testing, informal testing, and teacher observation helped to identify students reading levels. The thematic plan offered the students a reason to read, stimulated inquiry and provided a focus for each student. The program's success was evident through attendance, completion of assignments, testing, and student, volunteer and school staff comments.

AGENCY: Leon County Schools Adult and Community Education

[ABE 2009]

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.

The Automated Florida Student Performance Standards System (AFSPS) was designed to track student successes beyond the testing environment. The system was developed through a 1992-93 Department of Education 353 Grant to gather data for review and evaluation of student progress through use of student performance standards as identified in the Florida Program Course Standards. In addition a training model for teachers and support staff was developed for the implementation of the system. The AFSPS can track any student's performance if they are enrolled in programs that use the Florida Program Course Standards.

The system was designed to run on an IBM PC workstation with 640k RAM with at least 10 MB of hard disk space operating under DOS 3.3 or above. The program requires a dot matrix ~ printer to print reports and may be used with NCS sentry 3000 scanner and bubble sheets for easy data entry. Every effort was made to minimize the computer resource requirements. The AFSPS is designed to track a student's performance in a particular course. The screens are used to maintain the individual performance standards that a student has met within a class for each outcome related to that course. Information is collected using NCS bubble sheets designed specifically for the system. Teachers complete the Course Header and Student Data Forms and turn them in for scanning on a quarterly basis. Individual student, teacher and district-wide reports are then generated.

Any size program or district may use the AFSPS System. It requires minimal equipment and support staff for use. Currently, Adult & Community Education utilizes all teachers to complete the forms. In addition, one person is assigned the task of checking and scanning the forms during the evening hours/four times a year.

Agency: Flagler County

[ABE 2010]

The Adult and Community Education Department of the Flagler County Schools has a multifaceted Literacy Program, funded in part through Evenstart, a Federal grant, entitled "Breaking the Cycle of Illiteracy". The program includes scheduled adult basic education classes, volunteer tutors, childcare, transportation, parenting classes, counseling, advocacy, home liaisons, recruitment and retainment. Adults needing to upgrade their basic academic or employability skills and having children ages 1 through 7 are the targeted clientele. The overall goal or purpose of the program is to improve the educational opportunities of children and adults by integrating early childhood and adult education in a unified approach. Each person, be it adult or child, receives direct instruction by a certified adult or early childhood instructor. The' families come together for integrated instruction and observation at scheduled times. For those that cannot come into the center, borne-based instruction and activities are arranged.

When a person needing basic skills is referred to the program or calls for assistance, the family advocate or Adult Basic Education Instructor in charge of initial intake schedules either a home visit or center meeting with the individual. An initial assessment is made of that student and his or her family. before entering a specific adult education class, the individual is administered the Test of Adult Basic Education. He/she is then placed into an Adult Basic, GED, Adult High School or ESOL class. These programs are scheduled at varying time and locations. An Individual Education Plan is developed with each student Transportation is arranged, if necessary, through the Flagler County Council on Aging or with the Flagler County Schools. Materials used in the program are numerous. The Barnell-Loft Specific Skills Series, Laubach Way to Reading, News for You, Prentice Hall Basic Skills Series, local newspapers, computer programs, and Reading for Today are all used in the Literacy Program. Competency-based curriculum is utilized in the Adult High School with a multitude of texts and supplemental materials. If a family requires basic social, economic or medical assistance in order to attend educational programs and make progress, then the family advocate assists in scheduling meetings and transportation to and from the appropriate social service agency.

A contract with United Childcare allows the Adult and Community Education Department the opportunity to offer quality childcare on site. Parents can attend classes with the peace of mind that their children are happy and safe. The early childhood specialist assesses each child upon entrance and works closely with the childcare staff regarding developmentally appropriate activities for the child. The goal is for the child to be developmentally ready to enter kindergarten. The $116,000.00 funded through the Evenstart grant, monies collected through United Childcare and FIE dollars funded through the FEFP cover the cost of the program.

Agency: Broward County

[ABE 2011]

The "Broward Backpack" is a unique, sensitive, and comprehensive outreach program designed to inform homeless families and runaway youth of basic education programs available to them. Our program's instructors and outreach recruiters are sensitive to the plight of the homeless, and work at shelters and in gathering places where the homeless congregate, to provide assistance in the form of referral services, issuing survival packets, and assessing primary and educational needs.

"Broward Backpack" is designed to provide literacy instruction and basic skills remediation for its participants. Fort Lauderdale is one of the seven largest metropolitan areas in Florida. Approximately 70% of the homeless population have chosen to live here. The Broward Coalition for the Homeless estimates that approximately 5,000 homeless persons can be found in the county on any given day.

The "Broward Backpack" outreach program intends to improve the quality of life for the homeless population of Broward County by attacking illiteracy. Participants are provided with training to complete forms and applications for jobs or public assistance services; learn to plan a budget; learn how to find and maintain a job; or raise their skills to attain a better job and more money to support their families. Adults whose basic skills (reading, writing and mathematics) levels fall below eighth grade level, are recruited to participate in Adult Basic Education classes. Adult Basic Education and General Educational Development classes are offered daily during morning, afternoon, and evening hours. Some of the classes are offered at daytime and evening shelters; others are available near soup kitchens where the homeless are fed.

In order to provide support services for the homeless, all outreach recruiters network with the social service agencies in the county to provide assistance with primary needs of food, shelter, clothing, health care, and employment. Together with the Salvation Army, Broward Coalition for the Homeless, Job Services, beTA, Catholic Community Services and various churches, homeless individuals are referred and assistance is given. Funding for this program may be done through FTE funds. All teachers should be in-serviced for specific information on homeless conditions. "Broward Backpack" has developed a supplemental kit for the homeless to be used in this regard.

Agency: Carol City

[ABE 2012]

This program targets adults 18 years and older whose academic function is below the 3rd grade. The overall objectives are to improve reading & writing and comprehension skills, develop & improve self-esteem and to master basic life skills.

Students are scheduled on the basis of their academic level using diagnostic inventory, test & TABE tests. The Program is highly individualized: One to one Instruction, small group and peer group instruction. Volunteers are a very needed resource along with the childcare center. The program absorbs the ESOL students who are not yet ready for the Pre-GED program. The adults, who are shy, embarrassed & uncertain about entering a formal, traditional classroom setting, are relieved after entering the program. The non-threatening and accepting atmosphere is congenial for the clientele.

Successful operation of the program depends largely on the cooperation of the administration, instructors, volunteers, childcare staff and the School security. (Valuation of the project is based mainly on the feedback of the student:

Agency: Brevard County

[ABE 2013]

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 ft 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

[ABE 2014]

Contact: John Wigley

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 multimedia 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, multimedia 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 ongoing training in competency-based curriculum and the Self-Server System.

Agency: Brevard Community College

[ABE 2015]

Community Commons is a singular partnership in the State of Florida. It is recognized by the Department of Labor and Economic Security as a pilot effort to bring coordinated services to Project Independence clients; a unified approach to reduce duplication and maximize support for the individual family receiving Aid to Families with Dependent Children. These families dwell in the most severe pockets of poverty, and are considered among the most difficult to serve due to a multitude of barriers, current and generational. 83,000 adult residents in Brevard County may be functionally illiterate. Cocoa and Merritt Island Centers include concentrations of families with incomes less than $10,000 annually (average 24%). Census Tract 626, the Cocoa site, is by far the most distressed with 49.3% below poverty level, and the rate for women heading families with children under 5, a devastating 88%. The primary goal of this project is self-sufficiency for families: the client, or head of household, represents one; the children will also receive services and the hope is a break in the intergenerational spiral of dependency on social programs, affecting generations to come. A full range of educational and social service and employability support coalesced in a unified effort, within the heart of the community, and adaptable to individual families, is the method.

The traditional manner of service delivery and public service program administration has not effectively served this hardest to reach population. For the first time, there is an urgency to assist families to become self-sufficient. Separation of services is, in itself, an obstruction. Community Commons' original DLES proposal created a new model, more responsive and adaptive to families, and based on their own unique needs. Clients are referred by Project Independence following an assessment of job readiness and steps needed to move toward self-sufficiency. The Community Commons staff is trained to assess, or refer for assessment, the needs of the whole family, and provide on-site, accessible support through its partnership of over 40 agencies. The vision is to provide a center in every housing authority. The pilot program began with one in Cocoa and has expanded to Merritt Island. Plans are to open a Melbourne Center. Titusville and Mims have also expressed a desire for the program.

Each site, or center, provides assessment, counseling, and a mentor relationship with the staff, who are all trained (clerical to administrative) to be aware of the client's progress and contribute to the client's support. This is an extension of the Teacher/Recruiter/Counselor (TRC) concept developed for literacy by bette Singer. Centers are open 8:00 a.m. to 5:00 p.m. weekdays. Activities include ABE/GED preparation by School Board instructors, parenting class, intensive job club for the job ready (a 3 week, daily set of classes covering all aspects of employability). Recreational activities by Pace Setters included $6,000 in seed money in '91 and $2,000 in 1992. These were part of an intervention to promote family stability and substance abuse prevention.

A special outreach to female adolescents (for mothers and daughters) centered on self-esteem, presentation skills and affordable wardrobe, and health and disease prevention. A summer of 1992 performance at the Cocoa Village Playhouse brought the impact of this recreational program to the extended community. Pace Setters also provides technical assistance to achieve objectives and reevaluate goals. Circles of Care established an on-site counseling office. Project Independence provides day care transportation and job club facilities. Brevard Community College provides introductory computer skills and 12 especially written vocational language preparation courses (3 levels/4 areas) on-site. The Extension service brings homemaking and cottage industry. Community Development Block Grant has given nine state-of-the-art computers and set up for a Cocoa computer lab, and will fund a Merritt Island lab in 1995. The Sheriff's department provides patrols and a substation in a housing unit near the site. The Housing Authority provides facilities @ 50% of cost, including a security system. A host of other support comes from partners such as United Way, Private Industry Council, Job Services, etc. (See Steering Committee roster.) These are all brought to the Commons area.

The program exists on the agreement to collaborate, placing individual agency agenda secondary to the success of the client! The program staff and on-site expenses are primarily funded from the Florida Department of Labor and Economic Security (DLES) through Brevard Community College as the lead agency, and the Department of Housing and Urban Development (HUD) through the Brevard County Housing Authorities. The DLES funds are available on a 60:40 match ratio. Matchable funds exclude federal or in-kind contributions. Firm match would be nonfederal, non-private receiptable contributions, or personal time from qualifying sources. Needs assessment is done at intake and reevaluated at least every 90 days. Clients are also asked to evaluate staff and services annually at completion and job club evaluations are done monthly. Brevard Community College provides staff evaluation and is audited for compliance with policies and procedures of the funding sources.

Agency: Brevard Community College

[ABE 2016]

TARGET GROUP: Adult Basic Education clients, performing academically in reading writing, math below the 8th grade level.

OBJECTIVES: Provide 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) Level I: (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 skills competency to be mastered. Level II (0-3.0) are teacher directed guides to help with selection of materials for low readers. Each learning guide has a pre & posttest. Level II provides modules for Reading, writing, Mathematics, Health, Consumer Education, Science, and Social Studies. All have self-directed individual learning guides and pre/posttests. 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/posttests.

A commitment of supervisory 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 I and 10 CBABE Level II sets of reading, writing, and math to start the program. 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 7-8 grade. One copy of the CBABE Manual is provided at $5.00. The CBABE Organizational Manual is free. All can be reproduced. With the program comes a Resource & Guide that 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: ED*EX Education Experts

[ABE 2017]

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, pretest, posttests., 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.)

Agency: Leon County

[ABE 2018]

The target population for this project is adult handicapped citizens in Florida and the teachers and administrators who plan and implement educational programs for these individuals. During 1990-91, through a 353 Project Grant, Leon County Schools Adult and Community Education revised and expanded its comprehensive Curriculum for Students with Special Needs and the correlating Activities for Students With Special Needs.

The major objective of this project was to improve educational programs for adult handicapped students by providing program administrators and teachers with an instructional guide and resources to help accomplish this goal. Passage and funding of the Zollie M. Maynard Law further emphasized the need for such resources by school districts in Florida.

Project materials are excellent resources for enhancement of existing district programs and would be invaluable to districts that are planning new programs for adult handicapped students on all ability levels. In Leon County, these instructional materials are used in open entry/open exit educational programs that are FTE funded and reported in program category 416. Project components include selecting goals/objectives, developing individual handicapped adult education plan (IHAE), teaching strategies/materials, record keeping and evaluation.

Project materials were developed and field-tested in cooperation with adult education teachers in adult handicapped classrooms in Leon County. Teacher training, prior to use of project materials, is highly recommended for program success. Materials and training may be available to districts needing this assistance.

Agency: Leon County (1994-1995)

[ABE 2019]

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 0 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 then i a comprehensive reading curriculum designed for the adult learner who reads at a low level. Additionally, most ABE teachers are not trained in teaching reading and, therefore, 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 districts 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; assessment 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 classroom without additional expense. Teachers can immediately began using it with their adult learners and immediately see results in improved reading skills.

Agency: Dade County

[ABE 2020]

…The English language needs of immigrants in the area.

The major immigrant groups using the service are Hispanic and Haitians. ESOL is taught in 25 adult education centers throughout the county. The curriculum is based on guidelines and objectives established by the DCAASE Advisory Council, a group made up of teachers and administrators from all centers. An ESOL Guide, published by the Office of Vocational, Adult, and Career Community Education (OVACCE) at Dade County Public Schools, offers specific guidelines for teachers to follow in classroom delivery. At the core of the program is a student assessment system in ESOL that ranges from pre-literacy to level 6.

The program is partially funded by the Federal Government via the Florida State Department of Education under Public Law Section 321 of the Adult Education Act.

EDUCATION OF HANDICAPPED ADULTS PROGRAM AT RENAISSANCE WEST

Agency: Baker County

[ABE 2021]

The target population of the program is severely emotionally disturbed adult students. These students are clients at Renaissance West, a residential psychosocial program. The focus is independent living skills aimed at preparing clients to return to community living. The program serves students identified as Handicapped Adults in the area of Adult Basic Education and offers basic literacy and life skills for adults. The program includes writing, reading, and math, applicable to everyday adult coping skills.

Renaissance West coordinates efforts with the Baker County School Board to educate the clients in accordance with the Florida State Board of Education Administrative Rules and Regulations for exceptional student education. Each student has an Individual Handicapped Adult Education Plan which defines program outcomes; annual goals and objectives; job prep & training; performance levels; specialized services; teacher evaluations; etc. Our program consists of one instructional employee and administrative support. Scheduling and needs assessments are negotiated between Renaissance West and the Baker County School Board. TABE (Test of Adult Basic Education) is used as a locator test. Other materials appropriate to Adult Basic Education and independent living skills are used. A teacher's register and plan book is maintained by the Baker County School Board staff. A classroom facility is required.

Staff training retreats are occasionally held by Renaissance West. The Baker County School Board also offers staff development in-services and training conferences. Renaissance West offers workshops, fieldtrips, vocational rehabilitation, social security benefits, psychiatric counseling, housing, and twenty-four hour a day supervision. FTE is generated in the program. The program cost factor is 1.614. Effectiveness is largely determined by test scores and the affective and attitudinal changes in clients. Another measure of effectiveness includes the initiative shown by students in attending the class and remaining in class for the duration of the class time.

ESOL LAB

Agency: Broward County

[ABE 2022]

Our computer-assisted lab was designed to accommodate adult ESOL students functioning at levels three through six. Recognizing that students enter the classroom at all different points on the educational continuum and each with unique deficits, we adopted the Plato curriculum.

The program operates with one lab instructor. Teachers in levels three through six bring their students to the lab for one hour and fifteen minutes per week.

The computer lab and software provided include specific language arts skills such as parts of speech, application forms, punctuation, building and using sentences etc. Each of these modules contains a pretest, a tutorial, drills and a posttest which provide the student with a self-pacing individualized program. In addition, the software provides record keeping information for both student and instructor.

The computer lab and Plato software had been previously purchased for the GED program. With this equipment available to us, we took the opportunity to adapt it to the ESOL program. We hired one computer literate ESOL teacher to manage the lab. The computers which we are presently using came from the Plato company, however, some IBM and IBM compatible computers with networking capabilities can be used with the Plato software or any other appropriate software.

Agency: Pinellas County (1994-1995)

[ABE 2023]

The Florida DOE has established adult ESOL curriculum frameworks that provide the flexibility to accommodate learners in open entry/open exit programs; however, most counties have adopted a text driven curriculum which utilizes a linear syllabus not compatible to adult ESOL classrooms. ESOLutions uses a matrix syllabus and a whole language content based approach for the survival/life skills strand of the ESOL frameworks. This small group instruction without regard for sequence and select related competencies at different levels of ability for multilevel classes. This project provides an ESOL curriculum and instruction workshop for teachers and coordinators of adult ESOL in the use of effective methods and techniques based in the ESOLutions curriculum. This curriculum is particularly useful for part-time teachers who have little preparation time.

This twelve-hour training workshop can be broken into two or three days of training to any size group. The workshop agenda, participant packets, handouts and a professional reference packet on cross-cultural issues and training are included. Also provided are the ESOLutions teaching manual, a video of the curriculum in action, and student workbooks at the beginning, intermediate and advanced levels.

Duplication of these materials would be necessary for all participants. The workshop trainer should be familiar with the practice and theory of ESOL, multicultural issues, and the implementation of the ESOLutions curriculum in the classroom.

This program can be funded through any usual district source for training and curriculum (professional education funds, DOE 322 grants, etc.). An initial needs assessment is available to assist counties in whether to implement the curriculum. Pre- and post tests, workshop evaluations, and follow-up needs assessments are provided to determine effectiveness.

Agency: Florida Community College at Jacksonville (Duval County)

[ABE 2024]

Florida Community College at Jacksonville (FCCJ), in collaboration with a statewide consortium of adult education professionals, has developed a customized computer-based tracking system to capture and report data on ABE, GED and AHS student demographics, assessment, curriculum progress, instructional success, and student goals. This first of its kind, innovative system addresses the literacy needs of Florida's undereducated, disadvantaged, and other targeted adult learners. It will be used to improve student success, program quality and responsiveness, and planning. The Student Success Tracking System (SSTS) responds to emerging state and federal concerns regarding accountability and indicators of program quality.

The SSTs program is written to run on an IBM PC or clone that operates as a standalone unit. Program routines can be written to interact with mainframe systems, however. The data components (demographics, registration, assessment, and curriculum progress) can be obtained from mainframe Systems, via disk in ASCII format from other programs and systems such as TESTMATE, and/or by scan forms. The schedule for obtaining the information will vary depending on how agencies operate. Student curriculum progress is tracked based on state curriculum frameworks' performance standards and intended outcomes or objectives that have been developed specifically for this system. Reports on data categories such as student progress, goals, learning styles, assessment results, instructional success, by sites, subjects, cohort groups and specified time periods, are produced.

The SSTs requires an institutional commitment to ensure its success. Cooperation among interrelated departments is also a necessity. In many instances, existing staff can be utilized to implement and maintain the system. There has been no established student record on adult learners. The SSTs provides the vehicle for collecting and reporting comprehensive, consistent and reliable data that will facilitate institutional planning and evaluation of student success.

Agency: Hillsborough County

[ABE 2025]

Peer Coaching & Training for Administrators and School Personnel

Contact: Yvonne Cadiz (813) 974-2548 Suncom: 974-2548

Goal: The goal of EXCEL is to develop specialized training materials and in-service training to Adult ESOL teachers who will serve in their districts as Adult ESOL Peer Coaches. EXCEL will provide ESOL training to school administrators and school personnel and provide districts with an ESOL Resource Kit and resource manual.

Background: As the number of immigrants and refugees who enter Florida continues to grow, an ever-increasing need exists for appropriate educational services which will enable them to become productive members of their communities. Many of these immigrants enroll in adult ESOL classes in which the teachers have little or no formal training in cross-cultural communication and understanding. Moreover, numerous limited English proficient (LEP) students enroll in adult basic education (ABE), general educational development (GED) or adult high school (AHS) classes either upon completing an ESOL program or after having lived in the United States long enough to become able to use English for basic communication, but who need to further develop their academic and functional skills. Teachers for these programs often have little training on the special needs of a multicultural classroom. In Hillsborough County and neighboring districts there is an indication of need to develop a cadre of ESOL Peer Coaches There is also a need for training workshops in order to develop a kit of materials to ensure that ESOL, ABE and GED teachers are meeting the needs of the ESOL student. Training is also needed for school administrators and other school personnel.

Agency: Leon County

[ABE 2026]

The target population for this project is adult education students enrolled in existing adult education classes and adult education teachers who are teaching these students. During 1991-92, Leon County Schools Adult and Community Education, through a 353 Project Grant relating to family literacy, developed and disseminated, to interested school districts, ten self-contained family literacy instructional modules designed to facilitate the incorporation of family literacy activities into existing adult education classroom instruction. All modules may be included in Adult Basic Instruction. All modules may be included in Adult Basic Education (ABE) classroom instruction as part of the Functional Skills Track contained in the ABE Curriculum Frameworks (9900000). A major objective of the project was to reach a very large, already identified population desperately needing this knowledge, with as little as possible additional preparation by the adult education classroom teacher.

Project materials are excellent resources for districts planning initiatives in family literacy. Literacy Kit topics include: self-esteem, Communication, Dealing with Anger, The Developing Child, The Teen Years, Discipline, Promoting Success in School, Family Learning Activities, Strengthening Facilities and Stress. Each of the ten instructional kits contains objectives, learning activities, and background information for teachers, handouts and classroom activities, assorted publications for classroom use and additional recommended resources to enhance instruction.

Project materials were developed and used in the classroom by adult education teachers. Teacher training is highly recommended prior to implementation of instruction. Materials and training may be available to districts needing this service.

Agency: Flagler County

[ABE 2027]

The Flagler County Schools' and Community Education Adult Activities Center provides educational services for the adult handicapped population of the county. The overall program objectives include education in life skills, basic academics, self-help and social integration. In addition, each participant receives an Individualized Educational Plan. The IEPs are developed by staff observation, family input and through the administration of a survey tool called S.A.I.L.S. - Systematic Approach to Independent Living Skills. This survey assesses six major learning areas: home management, personal management, social/emotional, prevocational/vocational, functional academics and communication skills. In order to be eligible for this program, the individual must meet four criteria. The participant must be eighteen years of age or older, provide documentation of an existing handicapping condition, provide proof of freedom from communicable tuberculosis and be trainable. Documentation of an existing handicapping condition can be submitted through a written report from the Department of Health and Rehabilitative Services, Vocational Rehabilitation, Labor and Employment Security, the Educational Division of Blind Services, or medical or psychological records from a qualified physician. In addition, the A.A.C. provides a Health Services Program designed to encourage the primary caregivers to devote attention to health problems of their family members.

Caregivers are encouraged to monitor participant's overall health and to use physicians, dentists and community health agencies if the need should arise. The Adult Community Education Department initiated this program in response to recent cutbacks in federal and state funding, which forced senior citizens to be put under the care of their families. Significantly large numbers of these families required that both parents work to support the family income. This leaves many senior citizens, living with such families, alone during the day. Many of these individuals required stimulation, companionship and care to maintain or improve their current skills and mental outlooks. When a handicapping condition occurs, such as Alzheimer's or stroke in these individuals, attending a senior center or community center can become impossible. What was needed was a unique facility that was specifically designed to meet the needs of these members of our community.

This center also provides relief for the primary caregivers in the form of the secure feeling that comes from the knowledge that their family member is attending a care facility that offers educational programs and social interaction in a protective setting administered by the School System. The A.A.C. employs accredited teachers and nurses at an affordable price and thus provides relief from the stress often associated with the care of a handicapped person. Lastly, the care facility can function as a support group for care providers of the impaired or elderly. Discussion groups can be formed where techniques for stress management and improved home care can be presented. In establishing this program a committee comprised of home health care providers, Council on Aging representatives, nursing home and hospital personnel, Alzheimer's' Association members, ministerial representatives, Nurses Association members, Adult and Community Education Advisory Committee members, and other members at large, met to determine the needs and guidelines and to endorse this program. In addition a survey was prepared and distributed by Adult/Community Education to the members of our county. Prices and a brief description of the proposed program were included.

On the basis of the committee recommendations and the survey results, the Superintendent of Schools applied to John E. Lawrence, the Adult/Community Bureau Chief for F.T.E. funding at 1.6 weight as an Adult Education Program under the Adult Handicapped plan. Upon approval of the Flagler County School Board, the Superintendent of Flagler County Schools, the Director of Adult and Community Education and the Region 12 Coordinating Council, the Adult Activities Center was created.

The facility is open the extended hours of 7:30 am to 5:30 PM Monday through Friday to benefit working caregivers. Participants arrive and leave according to their own chosen schedules. The day is broken up into segments that feature free time, outdoor activities (weather permitting) rest periods and scheduled lessons. During free time the participants play cards or checkers, listen to a story, work on puzzles, watch TV, and perform indoor plant care or work on a craft project. Outdoors, there are walks around a school track, a visit to a County Pool or Nautilus Gym, outdoor horticulture in the vegetable garden and nature study.

Rest periods are a half-hour in length and so are times for snacks and beverages. Lessons may be in Adult General Education: General Education Promotion 9900010, ABE 9900000, GEP 9900020 and Adult Life Stages 99000030. In addition, Vocational Job Preparation for the Handicapped VEH0002 may be taught. The main emphasis is on individualized instruction that follows the participant's Individual Handicapped Adult Education Plan (IEP) that was generated by interpretation of the Project S.A.I.L.S. results and through consultation with the participant and caregiver. IEPs are updated at least once a year and evaluated on an as needed basis. Project S.A.I.L.S. is an assessment tool that addresses independent living skills in six major learning areas: Home Management, Personal Management, Social/Emotional, Prevocational/Vocational, Functional Academics and Communications.

A copy of the S.A.I.L.S. assessment survey and a daily schedule are included in the supplements to this abstract. Typical resources that are needed to implement and maintain this program include worktables, puzzles, cards, arts and craft supplies and instruction books, a sound system, piano, comfortable reclining armchairs, televisions and VCRs. An alarm system used to call for emergency help from Fire, Police and Ambulance is a must. A bell system warning the staff of a non-permitted exit of a participant is strongly recommended. The facility must be equipped with a sprinkler system that conforms to local building codes and HRS regulations, if the facility is seeking HRS certification.

The cooperation that is necessary to operate the program includes an in place agreement between the School Board of Flagler County and the District Board of Trustees of Dayton beach Community College. With the assistance and approval of the Region 12 Coordinating Council it was resolved that the School District of Flagler County should have the primary responsibility for the such described program under Vocational and Adult Basic Education. This agreement was pursuant to State Board of Education adopted regulations Section 6A-6.66 for County School Boards and Section 6A-14.37 for Community College under Florida Statute 228.075. Also Flagler County Adult Community Education submitted its proposal for approval to the Superintendent of Education of Flagler County and the School Board at Flagler County and to the office of the State Director of Adult and Community Education.

The State Human Resources Services Agency was consulted during the planning stages for advice on necessary building codes, health and documentation requirements to gain H.R.S. accreditation. Inspections were scheduled by H.R.S. prior to opening. A team of inspectors made a series of visits to the site to explain regulations. We conformed and received accreditation prior to opening. The Adult Activity Center is funded by Adult Handicapped F.T.E. through Florida's Education Finance Plan. Each student is funded through program hours. A nominal supply fee is collected from each participant to defray costs for supplementary materials. In order to be eligible, Flagler County had to submit a written Adult Handicapped Plan to the Department of Education for approval. Staffing requirements include the need for a State Certified Teacher and a Licensed Practical Nurse. The nurse should have done course work in CPR and be familiar with the Heimlich Maneuver. The L.P.N. must be able to monitor and dispense medications. In addition, nurse as well as teacher must be physically able to assist participants in and out of wheelchairs and bathrooms. Rigorous custodial care is a must and must provide for daily cleaning of all facilities with an on call emergency capability. Start up costs for furniture and sprinkler systems were $15,000. The recurring costs include rent $2400/mo., phone $40/mo;, electric/$120/mo., and salaries for teacher, nurse and custodian.

In conclusion, we at the Flagler County Adult/Community Education Department feel particularly proud that our AAC program can be viewed as unique both in the process by which the center was conceived and its results, which is an attempt to solve a relatively new community.

The facility is placed amid a multipurpose setting, adjacent to both Wadsworth Elementary School and Buddy Taylor Middle School. It is also within 150 feet of our Freda Zamba Aquatic and Nautilus Complex. There is a constant going and coming of people to classes and children playing around the school. Our participants are not isolated but are part of a school community that provides learning and care facilities to community members of all ages.

Agency: Florida Literacy Coalition

[ABE 2028]

The annual statewide Florida Literacy Conference is sponsored by the Florida Literacy Coalition in cooperation with the Florida Department of Education. The conference program includes a diverse range of literacy topics and provides valuable staff development opportunities for literacy providers (public and private), business and agency representatives and adult new readers (students). The event is held in March with an attendance of 600-700.

General Sessions feature state or national leaders in education. Previous general sessions have featured national literacy speakers: First Lady Barbara Bush, Harold W. McGraw, Jr. (BCEL), Bill Wilson (KET Network), Peter Waite (LLA), and James E. Duffy (ABC Communications). State of Florida speakers have included: betty Castor, Commissioner of Education and Jim Smith, Secretary of State.

A Call for Presenters is issued in October and Conference Registration Forms are distributed in December. The program offers 65-70 concurrent sessions for the two and one-half day event. The schedule for the conference is developed into specialized tracks: Family/ Intergenerational Literacy, Workplace Literacy/Workforce Education, Correctional Literacy Programs, Library Literacy Programs, Health and Literacy, Teacher/Tutor, General Interest, and Adult New Reader (student).

Some financial assistance is available to participants through a scholarship fund offered each year to literacy providers. Student scholarships are available to adult new readers for travel assistance funds. The student scholarship funds, provided by Paragon Cable, are usually $1,000 with a $75.00 limit per student.

The site for the annual conference is selected based on the support available from the local community of literacy providers, usually a region with an active local coalition or Project Literacy US (PLUS) group. The conference is planned through the work of committees representing a broad base of support (public/private literacy providers, business, agencies and government) with extensive community involvement. The 1992 Florida Literacy Conference is scheduled for March 11-13, 1992, West Palm beach, Florida.

Agency: Pinellas County

[ABE 2029]

This program is an innovative partnership between Project Independence (DLES), The Salvation Army and Pinellas County Schools. This program will incorporate outcome-based education strategies, technology, mentoring, and other intervention activities not currently available to adult students. A unique feature of this program is that the children (ages 2 -6) of Project Independence clients are integrated into the existing preschool classes held for paying students at The Salvation Army Center. Expected outcomes include not only educational achievement but also coping skills, employability skills and parenting skills. In this way, not only are the students more likely to be successful in their post-program pursuits (educational training/employment) but the children also will have benefited by acquiring attitudes and skills which are precursors to their own independence. This program removes traditional barriers and is outcome-based with retention as a primary objective. When clients' needs are met in a relevant framework, they are more likely to achieve their goals.

The measurable objectives are as follows:

1) At least twenty-five PI clients will enroll in the program during the project year. At least 60% of the enrolled clients will successfully complete their mutually developed program goals.

2) The academic and functional skills of all clients enrolled for at least 90 days will improve as measured by pre- and posttests. using accepted standardized measurements or alternative assessments. At least 75% of students who achieve passing GED pretest scores as a program goal will take the GED exam and receive an equivalency diploma.

3) All program completers will indicate improvement in at least four of the following areas as measured by their responses on an exit survey: self esteem, motivation, confidence to pursue job training or employment, parenting skills, problem-solving ability, and resourcefulness.

According to the Project Independence Information System, approximately 525 program participants reside in the targeted zip code areas. Of this number, it can be assumed, based on historical data, that approximately 65% of these individuals do not possess a high school diploma. Additionally, there is a large residential complex owned and managed by the Clearwater Housing Authority located in one of the targeted zip code areas. Approximately 75% of the residents in that complex are recipients of AFOC and potentially eligible for the program.

The program includes ABE and GED course work, a functional or life skills curriculum, goal setting conference evaluation which includes students, Project Independence staff, and school staff, parenting and family literacy education, mentors and volunteer tutors, incentives and awards for student progress, student and staff assessment of student's functional skills, employability skills instruction, transportation, on-site child care, paid by Title IV-A, and meals. The program is an open-entry, open-exit, self-paced individualized program that allows the student to exit with a certificate or diploma when he/she has completed his/her goal. Goals are negotiated and reevaluated periodically and the student's exit from the program can be discussed with the staff. Students are assessed in various ways. Academic success is assessed by the TABE, county and teacher designed tests, and teacher observation. Life skills are assessed through portfolios, authentic assessment, check lists, pre/post tests, journals, class discussion, conferences, special projects, and classroom presentations. Students and their children will receive door-to-door transportation by bus. Childcare for children ages 2 -6 will be provided. Parents and children will be fed a hot lunch. The clients will have structured opportunities to practice their parenting and reading skills with their children on site. Students spend five hours a day in adult education classes, which include computer-assisted instruction. Students are thoroughly assessed and the teacher and student mutually develop an individual educational plan. Incentives, in the form of books, games, and recognition, are given as measurable progress is achieved.

This model program requires and has the cooperation of the School Board of Pinellas County, The Salvation Army, READ Pinellas, VISTA, DLES/Project Independence, the Private Industry Council, Coordinated Child Care of Pinellas, Inc., HRS/Florida, Gulf Coast Community Care, and local literacy councils. This type of coordination is exactly what has made this program so outstanding and unique. It highlights cooperative and holistic approaches to help solve the welfare and social service dependency challenges facing this country. The following funding is provided for the specific areas through a grant from the Department of Labor: Salaries - $59,845; benefits - $16,595; Employee Training - $2,000; Instructional Materials/Office Supplies - $5,000; Student Meals -$19,088; Instructional Computer Software -$10,000; Mental Health and Social Services -$1,625.

Personal counseling services, such as substance abuse counseling, physical abuse counseling, and self-esteem, is provided through Gulf Coast Community Care. The outcomes have been measured in accordance with the program objectives: 1) A total of 48 clients have enrolled to date. 240% compliance. The mutually developed educational and personal goals developed by student and staff are 72% in compliance. 2) The academic skill levels of all students are measured and reported to the contract manager monthly. Those students enrolled for at least 90 days have improved by the use of standardized measurements. 100% compliance. Portfolio and authentic assessments, teacher observation, and special projects measure functional skills. Students are 100% compliance. Twenty students passed GED pretests. Fifteen students passed the GED exam and received equivalency diploma. 140% compliance. 3) Fifteen program completers have shown improvement in at least four areas: self-esteem, motivation, confidence to pursue job training or employment, parenting skills, interpersonal skills, problem-solving ability, and resourcefulness.

A Preparation for the Commercial Driver's License Exam

Agency: Indian River Community College

[ABE 2030]

By April, 1992 operators of commercial vehicles risk losing their licenses, and subsequently, their jobs if they do not pass a comprehensive written or oral examination. The "Keep On Truckin"" program is designed to develop reading and language skills generic to the trucking industry through individualized and/or group instruction. A curriculum has been developed to meet the needs of those drivers whose reading skills fall below a 9th grade level.

Students are initially tested with the T.A.B.E. to determine reading level. Study modules provide extensive drills and practice through true/false, multiple choice, fill-in-the-blank, matching, and vocabulary activities. Audiotapes of the vocabularies provide additional drill. The study modules and tapes are used in conjunction with the commercial driver's license (CDL) examination handbook issued by the Division of Motor Vehicles. All materials are easily transported. Classes are held at both on and off-campus sites.

The Adult Education Department at Indian River Community College provides instructors, support personnel, classroom space, and materials. An instructor does not need any specialized knowledge of the trucking industry or any prior information pertaining to the CDL exam. However, training or experience of instructors is required in assessment of the adult learner. The coordinator and/or instructors are available to visit job sites upon employer's request to explain the program, schedules of established classes, and at times, to implement on-site instruction. The study modules in book form have been published by Kendall-Hunt Publishing Company and are available for purchase. Since March, 1991 this project has been supported, in part, by a National Workplace Program grant from the U. S. Department of Education. This Federal program provides assistance for demonstration projects that teach literacy skills needed in the workplace through exemplary education partnerships between business, industry, or labor organizations and educational organizations.

Agency: Brevard Community College

[ABE 2031]

TARGET GROUP: Undereducated Adults in need of parenting and basic reading comprehension skills.

OBJECTIVES: Provide eight parenting topics in a highly pictorial and non-threatening instructional mode at two reading comprehension levels; provide a leader's manual used for training and group instructional activities; provide a content format that allows for conducting parenting classes alone or combining parenting techniques with improvement of literacy skills in reading comprehension; provide a method to use parenting as a vehicle for recruitment of disadvantaged undereducated adults into ABE outreach classes.

PROGRAM COMPONENTS: "Let's Work It Out: Topics for Parents" addresses 8 different parenting topics (Discipline, Parents as Role Models, Communication, Problem-Solving, Family Crisis, Coping With School, Love and Affection, and Sex Education) at two reading comprehension levels (LEVEL I (2-4) LEVEL II (5-7). The curriculum is designed to promote extensive group interaction and improve reading comprehension and language arts skills, while helping create within the learner an awareness of the need for further education through ABE Outreach classes. A LEADER'S MANUAL accompanies the instructional materials to aid in training of group leaders. This manual provides lesson plans for teaching each topic. A PROCESS MANUAL (1983 ed.) is available from BCC that details how to organize and set up this program as part of ABE Outreach.

RESOURCES NEEDED: Since this material can be used in a variety of settings, resources will vary. A trained parent educator who has worked with the disadvantaged would be appropriate to review the material and conduct training of group leaders, usually requiring a six-hour session. Purchase of materials would be through NEW READERS PRESS, INC., A Division of LAUBACH INTERNATIONAL, Dept. 90, Box 131, Syracuse, N.Y. 13210.

VARIETY OF USE: Recommended to be used in outreach community centers to reach the disadvantaged and create parent support groups; in Child Care Head Start program, family literacy centers, church settings, drug rehab centers, ABE classes, HRS programs, and school district programs.

TRAINING: Consultant services are available on how to set-up an Outreach parenting/basic skills program for disadvantaged adults. This can be accomplished in a 4 to 6 hour workshop, depending upon the implementation needs of the agency/institution. Individual trainer's consultant fees are $500 per day, plus travel expenses.

CONSULTANT SERVICES:

Brevard Community College

1519 Clear Road Cocoa, FL

TEL: (407) 632-1111, Ext. 3180

FAX: (407) 633-4565

Agency: Dade County

[ABE 2032]

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 help them, as well as the three full-time teachers. 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 work 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 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: Okaloosa-Walton Community College

[ABE 2033]

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, which 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 which 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. Pretests. and posttests. are used to document cognitive learning and a program evaluation instrument is administered at the conclusion of the participants contact.

Cultural Geography

Agency: Lake County (1992-1993)

[ABE 2034]

The class is composed of American students reading below the eighth-grade level with limited background knowledge of the world and of foreign students with skill levels ranging from illiteracy in their native language to college level ability. The objective of the thematic unit is to incorporate cultural geography to enhance the background and create an understanding of and an appreciation for the similarities and differences in world cultures. Furthermore, using the thematic approach enables an incorporation of multiple disciplines including literature, the arts, history, science and mathematics.

A tentative schedule was developed for the semester that included dates for each port-of-call and special events. Volunteers and school staff were asked to present programs about foreign countries they had visited. These programs included the use of slides, objects from the country and first-hand accounts. Multi-level classroom and library resources provided background information. Following research, hands-on activities brought added meaning to the study.

Availability of a large multipurpose room to accommodate seventy-five adults was necessary for implementation of certain events. Access to the city library and cooperation of the librarian provided multilevel reading material for research. Volunteer resource people with enthusiasm for the program was essential. Team-teaching and a classroom aide provided the professional breadth to balance the program. Standardized testing, informal testing, and teacher observation helped to identify the students' reading levels. The thematic approach offered the students a reason to read and stimulates inquiry The program's success was evident through attendance, testing, and student, volunteer, and school staff comments.

Agency: Florida A & M University

[ABE 2035]

Contact: Dr. Edith D. Crew (904) 599-3482

Goal: The goal of the project is to develop a sense of community and continuous collaboration among parents who learn successful parenting techniques and ideas from other parents and who develop a greater understanding of how to make critical parenting decisions. Participants will be involved in parenting education activities and will be assessed for educational deficiencies so they may be guided into additional programs and activities to raise their educational levels and support parenting skills.

Background: This project is directed at parents whose capacity to parent school-age children is compromised by the parents' educational deficiencies. The project addresses national and state priorities by targeting educationally and economically disadvantaged adults, reaching out to ethnic minorities and women, emphasizing development of language and literacy acquisition necessary to comprehend and meet institutional and family requirements. It is geared toward school readiness and retention, enhanced student performance, and adult literacy.

The project is innovative because it integrates adult and childhood education, self-improvement, and parenting and is premised on the knowledge that many parents' success in parenting can be learned by other parents through modeling. It introduces nontraditional methods and applies them to both traditional and nontraditional learning environments.

Agency: Broward County (1991-92)

[ABE 2036]

Project LIFT: Literacy Involves Family Teams was a 353 special demonstration project awarded to the Pompano Multipurpose Education Center (PM PEC) for the 1990-91 school year in the amount of $40,000. It was intended to teach parenting and literacy skills to families qualified as economically and academically disadvantaged. By targeting families, the project served three groups of participants: Adults, school-age children, and preschool age children/infants.

Project LIFT objectives included:

1) Increase adult parents' TABE scores by two grade levels;

2) Increase communication skills and positive parenting techniques of adult parents and;

3) Increase standardized test scores for school age children whose parents participated in the LIFT program.

In addition to the TABE test, a behavior scale and a communication skills inventory designed specifically for the LIFT program, were used for assessment purposes.

Adult students were involved in ABE, GED or ESOL classes using Broward County Curriculum, two nights a week for three hours each night. Childcare was provided during this time. For one hour each night, parents and children were brought together for shared learning activities. The format for this hour was adapted from the Amanda's Place model and consisted of make n' take activities, story time and parent discussion/support time. Books for story time were selected from the Motherread program. Suggested activities were adapted from Broward County's Family Literacy Curriculum Guide developed by the Department of Adult and Community Education.

The project site was located in an elementary school whose staff was very supportive and helpful in the recruitment of students. The project utilized five classrooms (3 academic, 1 parent/children together, and 1 childcare) and the computer lab. The cafeteria was made available for guest speakers and special events.

Project LIFT served approximately 78 adult students and 37 children. Staff included three part-time classroom teachers, one instructional aide, two childcare providers and a bus driver. Teachers were funded through FEFP funds. All other staff was funded through 353 project funds. The bus was provided by the adult center and was a primary factor contributing to the project's success. The 353 special project was completed in August, 1991. A Program Implementation Guide was mailed to each county and the Bureau of Adult and Community Education.

The family literacy program has continued successfully for the 1991-92 school year through a cooperation of efforts. PMPEC continues to provide adult literacy classes and EVEN START is teaching parenting for those who qualify for services. The elementary school principal and staff have played an integral role in developing these partnerships.

Agency: Seminole Community College

[ABE 2037]

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: Citrus County Schools

[ABE 2038]

Contact: Keith Posta 

Goal: The goals of this project are to: identify and locate exceptional adults who have left secondary school before acquiring a diploma or certificate of completion; to develop an educational service model that provides employment and basic and functional literacy skills to achieve independence in society, and to disseminate information and develop a workshop training program.

Background: Data for Citrus County over a five-year period from 1986 through 1991 indicate that 22.7% of disabled exiters dropped out of school. Based on the 1992-1993 Post-School Outcome Data, the disabled exiters' dropout rate had increased to 47%. Recent data indicates similar numbers of disabled dropouts. The Department of Education has identified dropout retrieval activities as educational programs and activities that identify and motivate students whom have dropped out to re-enter school to obtain a high school diploma or equivalent. The "Statewide Dropout Prevention Database: What's Happening in Florida (1994)" confirmed that only 36% of the school districts reported dropout retrieval activities. No data on re-entry was available.

Agency: Florida Community College at Jacksonville

[ABE 2039]

Contact: Kay Thomas

Goal: This is a three-year project designed to create, pilot, evaluate, and disseminate a model multimedia professional development 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 multimedia 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: Hallandale Adult Community Center: A state recognized exemplary full-service School Center

[ABE 2040]

Contact - William J. Kemp, Principal

Reach Out for Literacy is a program developed from a Federal 353 Grant whose primary goal. is to identify and recruit students who are functioning below the 9th grade level and who are in need of basic literacy skills. A secondary goal is to establish off-campus/satellite centers in area neighborhoods thereby making opportunities to achieve literacy more accessible.

Literacy classes are held where a need and an interest exist including multipurpose centers, adult congregate living facilities, parks, and workplaces and can be scheduled from 8:00 A.M. until 9:30 P.M. depending upon the needs of the students and the availability of the site. Matching individual teaching styles to the various types of students at each location has proved to be essential for success.

The program is FTE funded and utilizes the Adult Basic Education State Frameworks. The program has grown from a core of four (4) sites to twenty-one (21) sites and has served in excess of 1,500 students during its first four (4) years of operation. Requests from additional sites are still received attesting to the need for and success of this type of program.

Agency: Pinellas County

[ABE 2041]

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 service 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: Correctional Education School Authority: Department of Corrections

[ABE 2042]

Contact: Clifford J. Scott

Goal: The primary goal of Scared Write is to reduce illiteracy and under-education among incarcerated adults. A secondary goal is to improve skills and competencies related to prose, document, and quantitative literacy skills.

Background: Of Florida inmates who were given basic literacy tests upon admission, 72.3% scored below the ninth grade level (1993-1994). According to Richard Tewksbury (University of New Orleans), there is a direct link between poor academic achievement and crime. For this reason, this project is directed to incarcerated adults in the Florida Department of Corrections. It is specifically directed to incarcerated adults in the ABE, Mandatory Literacy Program, GED, and vocational education programs offered by CESA. A book of inmate writings will be published which will greatly increase the numbers of the target population who will benefit both educationally and personally.

Agency: Broward County

[ABE 2043]

Increasing teacher effectiveness will significantly reduce illiteracy and under education among Broward's adult learners. This project was designed to provide school-based teacher to develop trained and qualified teachers for students enrolled in Adult Basic Education (ABE), Adult Handicapped (AH), and Adult English for Speakers of Other Languages (ESOL) classes. Three (3) model demonstrations sites established in active classrooms, readily accessible in terms of schedule and locale provided ongoing field experience opportunities to meet the unique needs of Broward's 1, 067 adult education teachers.

These three sites and six classrooms showcase innovative strategies and techniques which effectively provide for adults functioning below the fifth grade level, including but not limited to the following groups:

· minorities

· the disadvantaged

· the limited English proficient

· at-risk youth

· adults with disabilities

· intergenerational/family literacy groups.

The school sites provide active teaching/learning situations meeting adult student needs utilizing:

· up-to-date materials

· effective instructional strategies

· computer assisted instruction integrated into the curriculum.

A group of teachers and administrators developed the criteria for the model sites, creating and distributing applications. Observation and visitation instruments were developed by these experienced, competent professionals. Model site teachers (6) attended training and orientation workshops before beginning to serve as facilitators to teachers seeking field experience opportunities in adult education. The staff development person had the responsibility of coordinating this process. The model sites are well-equipped classrooms with experienced teachers trained to facilitate the collegial learning process. The administrators at the school-sites were extremely supportive and their cooperation is an integral part of this project's success.

This program was funded by a 353 grant but may be replicated with existing staff for inservice points as the incentive for all peer teachers and participants.

Agency: Leon County

[ABE 2044]

The Senior Adult Learner Curriculum and Resource Guide is designed to improve adult basic education programs and address the educational needs of the elderly by providing a curriculum that will enable teachers and administrators to provide quality educational activities on a daily basis and, at the same time, trace individual progress toward achievement of adult basic education student performance standards. The curriculum is based on the Adult Basic Education, Functional Skills and Adult Life Stages, Florida Department of Education Curriculum Frameworks and Performance Standards and will provide the accountability as mandated by the Florida Legislature to ensure the continued success of ABE-Elderly programs.

Leon County Schools Senior Adult Learners Program seeks to provide senior adults with valuable academic and life skills that will enhance their lives by involving them in intellectual interests in a changing world. The Senior Adult Learner Curriculum and Resource Guide contains major content areas that include objectives, activity sheets, suggested reinforcement activities and a resource list. Teaching strategies, skills assessment and planning tools, and Department of Education curriculum frameworks are included to offer support for the teacher. The teacher training module, assessment tools and the application of the content area to state frameworks assists administrators in providing quality programs, as well as accountability for instruction and funding.

Florida has the fastest growing older population (65+) in the nation, and this group will probably account for 24% of the statewide population by the year 2000. Recent research, conducted by the National Institute on Aging, 1992, showed that cognitive training does improve the intellectual abilities of older adults and that cognitive ability is enhanced and retained through education classes. In view of these statistics and available research data, adult educators in Florida must address the educational needs of older Floridians. As this age group continues to increase, so must programs and services designed to help older citizens improve and maintain cognitive skills and become or remain self-sufficient.

AGENCY: The School Board of Broward County

[ABE 2045]

Contact: Meredith McCleary

Goal: To provide a site-based innovative teacher-training model to meet the needs of Broward's 1,230 adult education teachers. To train coaches to research, model, and ensure that ABE and ESOL teachers have the necessary skills to serve adult students who lack basic and functional literacy skills.

Background: Increasing teacher effectiveness will significantly reduce illiteracy and under-education among Broward's adult learners. Broward serves over 31,000 students functioning below the 9th grade level in over 900 Adult General Education (AGE) classes. This project will design and implement a school-based teacher training model to develop qualified teachers for students enrolled in Adult Basic Education (ABE) classes with a focus on those students who have difficulty due to special learning needs.

Research shows that teachers learn new methods best by seeing those methods used in a classroom, by designing their own learning experiences, by trying out new techniques, by getting feedback, and observing and talking with fellow teachers. That is why this teacher training for adult educators is an innovative model. It is hoped it will be replicated statewide and nationally, to improve the quality and delivery of services to adult learners.

AGENCY: Pinellas County Schools

[ABE 2046]

We're SOLD: Strategies for Overcoming Learning Differences is designed to meet the unique learning needs students in adult basic education and GED classes. research indicates that as many as 30 to 80 percent of functionally illiterate students have one or more learning differences. To be effective, educators must be knowledgeable about learning differences and employ-teaching strategies to assist LD students overcome these challenges. This project has been developed to provide a comprehensive training program and follow-up services for administrators, teachers, and volunteers working with LD adults. This training will increase their effectiveness in providing instruction to adults who have, or suspect they have, learning differences. A workshop facilitator's manual has been developed to make it possible for any other district or literacy organization to replicate the training at very low cost.

We're SOLD consists of several unique components. The workshop facilitator's manual is a comprehensive training manual, which can be used by other districts and literacy organizations to replicate this valuable training. All handout materials are provided for duplication. The manual contains information about the educational needs of LD adults and detailed information about each workshop. The workshops can be presented to any size group. The program was developed around three six-hour workshops, but the eighteen hours could be divided into six three-hour workshops or other configurations to meet the needs of the adopter. A script for each workshop is provided, as well as all handouts and instructions on workshop activities.

The We're SOLD project can be adopted at a cost which can be contained within any parameters designated with the minimum being the duplication cost of handouts for participants. Audiovisual materials are available at minimal cost or can be borrowed from state agencies. A consultant/specialist can be hired to provide the training or existing staff can be used. Copies of a needs survey and methods for implementing the survey are included in the facilitator's manual. Pre/posttests are provided for each workshop as well as a follow-up survey to evaluate implementation.

Agency: Dade County Public Schools

[ABE 2047]

Contact: Susan Shugar

Goal: The overall goal of this project is to pilot an exemplary training program for part-time adult educators who teach reading to Adult Basic Education (ABE) learners. A secondary goal is to enhance the professional development of 50 part-time ABE educators through their attendance at Florida Reading Association Conference.

Background: During the 1993-1994 school year, 93,359 adults were served in Dade County Public Schools Adult Basic Education Program. Dade County employed 646 part-time teachers to provide instruction in the ABE program. Statistics indicate that 1.2% of these teachers were certified in reading. In a March, 1995 survey of ABE teachers, 87% expressed a need for training in teaching reading. Additionally, only 2% of the respondents indicated that they were members of a professional reading association. A survey of administrators indicated that 100% of the respondents indicated that their ABE teachers needed training in reading.

Agency: Baker County

[ABE 2048]

Target Clientele: The target clientele are employees of Northeast Florida State Hospital. Most employees in the target group work in the dietary, housekeeping, and maintenance departments where a high school diploma or its equivalent is not a prerequisite for employment.

Objectives: The Baker County School Board, in conjunction with Northeast Florida State Hospital, provides a Workforce Education program consisting of Adult Basic Education and GED Prep to employees of Northeast Florida State Hospital.

Program Format: Eligible adults are identified and recruited into the program. Release time is provided by Northeast Florida State Hospital for employees in the maintenance, housekeeping, and dietary departments.

The program has been expanded to include family members of employees. Classes are offered twelve hours per week, which accommodates employees' shift schedules. Free GED testing is offered by the Baker County School Board to eligible individuals.

Agency: Gadsden County

[ABE 2049]

Workforce Gadsden is an ongoing cooperative effort between the Gadsden County Chamber of Commerce and the Gadsden County School System to encourage and facilitate workforce literacy in small and medium-sized business/industries and government agencies within the county. The Chamber of Commerce brings to this effort its position of trust and credibility in the business community and local government departments while the Gadsden County School System brings expertise and resources in education and training to program participants. The project goal is to serve at least ten (10) small (25 or more employees) to medium-sized business and three (3) local government departments in the first year of operation (7-1-91 to 6-30-92). The need for the program rises out of the rapidly changing economic base of the county, the undereducated level of the county's workforce population, and the county's over-all low illiteracy rates (16% basic illiteracy and 30% functional illiteracy).

Functional aspects of the program center on the recruitment of businesses and government agencies to participate in the program. A Business/Industry Questionnaire is used in this respect along with other techniques--personal visits, presenting programs at civic clubs, disseminating information through the media, etc. Once a working agreement has been established with a business at the workplace, or some other convenient site, instruction is provided in small group settings by the project instructor/coordinator supported by trained volunteers. One-on-one tutoring is provided by Literacy Volunteers of America (LVA) - Gadsden County, for those worker/students unable to join small groups or classes.

Special Cooperation that is necessary to operate the program includes a joint effort by the Chamber of Commerce and the local School System to recruit business participants and to serve both the employer and employees in terms of identified training needs. Also, without a cooperative effort between the School System and Literacy Volunteers of America supplying trained tutors, the program could not function. Finally the business community must be willing to cooperate in terms of needs assessments and the evaluation of a program once established. Employee participation is enhanced where the company provides incentives such as release time, payment for test taking (GED), bonuses for achievement, etc.