Agency: Dade County

[VOC 1001]

Target clientele and Objectives:

The Academic Vocational English (AVE) project is an exciting experiment in vocational and language instruction for immigrant adults. The AVE project in the Dade County Public Schools provides adult limited English proficient learners with vocationally based English language instruction.

Using Carl D. Perkins funds, the AVE project under the Adult Basic Education English to Speakers of Other Languages (ESOL) program builds a bridge between general ESOL instruction and vocational classes.

Lindsey Hopkins Technical Education Center was selected based on District and School Profiles from the Dade County Public Schools office of Management and Accountability. These profiles indicated Lindsey Hopkins is the technical education center most heavily impacted by ethnic, linguistic, and racial minority students.

Project Operation:

a) Scheduling - General VESOL and cluster VESOL students have the option to take a 25 hour a week program. Flexibility also allows some students to enroll in a half-time course for those students wherer 2 whole day's commitment is not possible. All courses are one trimester in length. Currently, general VESOL, Health Occupations I and II, Business Education, and Trade and Industry VESOL clusters are offered.

b) Resources - ESOL trained instructors with an interest in the targeted vocational areas are essential. A computer lab is a much needed support for individualizing and pacing work. Vocationally, specific ESOL materials are also essential.

c) Curriculum information - The AVEIVESOL curricula represents an integration of academic, vocational and ESOL objectives. Woven into the curriculum are topics related to study skills and critical thinking. General VESOL introduces students to the language and culture of the American workplace. The three most popular vocational areas at Lindsey Hopkins Technical Education Center were targeted for cluster VESOL development. These areas include Health Occupations, Business Education1 and Trade and Industry. Cluster VESOL addresses the vocational language and culture related to each specific area.

d) Other facts - The AVE program depends on strong collaboration and mutual support for its success.

Cooperation: Collaboration was the key to planning the AVE project. Administrators, academic and vocational faculty, students and industry have all had a hand in planning the general VESOL and cluster VESOL programs.

Agency: Pinellas County

[VOC 1002]

Bridging the Gap is a unique workplace literacy program for developmentally disabled adults competitively employed through a local supported employment program. Many supported employment clients are not successful on the job because they lack the necessary academic skills to perform their job responsibilities. Bridging the Gap combines both on-the-job teaching and classroom instruction.

The on-the-job teacher (OJT) model is the core component of Bridging the Gap. The OJT is the "bridge" between employees, employers, job coaches and adult basic education teachers. The OJT provides instruction at the job site in academic, social and/or independent living skills necessary for job success. Evening adult basic education classes are provided in which the focus of classroom instruction is job-related and targets functional academic skills needed to enhance job performance. A manual is available that provides instructional goals, learning objectives and sample learning activities that were developed for use in classes targeted to supported employees.

The success of Bridging the Gap is the result of strong interagency cooperation among the Pinellas Adult and Community Education department and local supported employment program providers. The HRS District V Supported Employment Task Force has served as the advisory committee for this project. Program evaluation is based on student progress reports and continuing feedback from participants, employers and agency personnel. Program supervision is the responsibility of Pinellas Adult and Community Education and a teacher coordinator.

Agency: Dade County

[VOC 1003]

Old Dillard Community School serves low income, government subsidized and non-English speaking residents who live in the surrounding community. Our Custom Garment Making curriculum has been designed to give these adults the opportunity to acquire marketable skills that will allow them to become self-supporting. Students learn techniques of construction and design. They also learn how to operate and maintain industrial sewing machines. The program gives our adults the opportunity to operate a small business within their home or to enter the job market. The instructor contacts industries in greater Fort Lauderdale and arranges job interviews for the students once mastery level has been achieved. This program was intended to be a vehicle that builds and strengthens the self-esteem and self-concept of adults who live with little hope for tomorrow.

Custom Garment Making is an open entry, open exit, self-paced, individualized program. Current textbooks for this class are written on an 8th grade level. The instructor adapted this information for our students who have little or no reading ability. Sewing techniques are learned by studying posters on the walls of the classroom. To further simplify the learning process a handbook has been written for students to understand unfamiliar terminology and instruction. Instruction is given with symbols rather than words. For example, an arrow (->) that points 'one way' is placed on the pattern piece over the section that reads 'place pattern on straight of grain.' This symbol explains to the student that it's like driving down a one way street. The student understands that all pattern pieces must go in the same direction; A symbol () that means 'do not enter' is placed on the pattern piece over the section that reads 'place on fold.' This symbol explains to the student not to enter this area when cutting. We augment job readiness skills by enrolling our students in academic classes. For example, Math teaches Custom Garment Making students to read the measurements on a tape measure; Reading class works on Custom Garment Making terminology. As formal tests cannot be used with our clientele, student assessment procedures have been adopted. Mastery of specific applied skills is evaluated through practical application. For example, students are given a piece of 8 1/2 X 11 inch paper, sample pattern pieces, an L-square paper ruler and are asked to layout, cut, and construct a paper garment. After each lecture, students must also construct individual sections of a fabric garment. Finally, the student--without teacher input--to show mastery constructs a one-half scale garment. Once all performance standards are satisfied the student receives a Certificate of Completion.

We believe our endeavor to be successful. The school has received letters of testimony from employers that relate how pleased they are with our students and praise their skills, efficiency, and commitment to their work. The students also reflect the success of this program. They stay long after class ends and go through the community urging others to "Join the class and do something for yourselves!" One student commented, "I don't get involved with trouble. I stay busy sewing. This is how I have a good time now!" Another student who graduated from the Fort Lauderdale Art Institute says, "This class will fulfill a lifelong dream to sew for my own boutique. I can do my own designs now and sew it myself." Students comment that this class helps them save money. "This class taught me to respect money. I look at the fact that now I can take 6 or 7 bucks and make a complete outfit. It looks like I bought it out of a store!" Another student echoes the voice of many, "People say I had to know how to sew before I started this class, but I didn't. Mrs. Johnson teaches you in a professional way from the beginning. I was scared at first, but now I love it! It was good for my self-esteem and confidence. I'm blessed to have Mrs. Johnson as a teacher."

Agency: Hillsborough County

[VOC 1004]

A partnership has been formed between the E. J. DeBartolo Corporation/Eastlake Square Mall and the Adult Education Department of Hillsborough County. This partnership combines the talents and efforts of the corporate world with the educational community. It enables the patrons of the mall, referrals from service agencies and vocational schools, farm working individuals, and citizens of the community to take advantage of the open entry, open exit, technology assisted classes available at the Eastlake Square's Community Education Center.

Each perspective student is counseled by a paraprofessional or a job counselor who explains the various courses of study such as English as a second language, adult basic education, GED review, parenting classes, and computer literacy classes .

The student is made aware that he will be taking a TABE or BEST Test to ascertain his academic or language level after he registers at the center. The TABE/BEST scores are listed on the data entry sheet and a database is used to develop a student prescription . The student uses his prescription to help him select his own materials and method of learning, thus creating a self-controlled learning environment.

Listening, viewing, video kits, and computer stations are strategically arranged in the room enabling the student to choose his own learning process. A teacher-directed area has been designed so that students can work individually or in groups with the teacher to enhance communication learning skills and develop self-esteem skills.

Weekly generated reports, competency based evaluations, and program assessments are reviewed with each student to help him ascertain his continuous progress.

Courses are available to meet the needs of the student in the community and are based on flexible hours that revolve around the mall's operational hours. This provides a unique and continuous learning environment six days and evenings a week

Agency: Dade County

[VOC 1005]

Target Clientele of the Housing Renovation Partnership (HRP) are Aid to Families with Dependent Children (AFDC) recipients and applicants who met certain criteria such as Food Stamps (FS) recipients and who were, in many instances, required while others volunteered to participate in the program.

The objectives of the partnership are twofold:

1. The 1987 Legislation required an initial evaluation which centers on caseload movement, program outcomes and costs; indicators suggest that Project Independence is an effective program in terms of job placement, provision of services and welfare cost avoidance;
2. The process of program development and implementation was promulgated to provide assistance to the target population for job readiness purposes. The overall objective, simply stated, is to move AFDC recipients from "....welfare checks to payroll checks."

The Partnership operates through:

1. Counseling and scheduling of AFDC recipients into educational (both academic and vocational) institutions to increase employability;
2. Resources needed:

• Counseling to provide an educational plan,
• Testing of the target clientele to determine levels of academic achievement for placement into academic/vocational training,
• Training centers, usually adult centers which can provide adult basic education as well as vocational training, and
• Job placement personnel to assist students, upon their completion, into jobs.

3. Curriculum information in compliance with state mandated curriculum frameworks for all academic/vocational training courses. Subsidies to the clientele for tuition, textbooks, uniforms, transportation and childcare.

Special cooperations necessary are: Solid support provided through AFDC and Food Stamps, Project Independence, HUD, Labor and Employment Security/Job Service, Home Builders Institute (HBI) and Education staff. This project is funded through Dade County Public Schools - Office of Vocational, Adult, and Career and Community Education which provides the teachers, the Department of Health and Rehabilitative Services which contracts with HBI for a project manager to oversee the entire operation of the project and support services and Dade County Housing and Urban Development which provides the building material and supplies. Needs assessments were determined through personal interviews and case file abstracts. The general evaluation of the project is that it is successful and effective in meeting its goal of supplanting welfare rolls with employee/taxpayer individuals.

Agency: Dade County 1995-1996

[VOC 1006]

The JOBS Project is designed to serve Project Independence students. These students are currently receiving welfare (AFDC and Food Stamps) and are women, men and their children as well as teen parents who are over 16 years of age, and lack the necessary academic, technological and employability skills to obtain work and remain gainfully employed.

The goal of the JOBS Project is to address the wide variety of needs and deficiencies these students have by preparing them for the demands of the local job market. This is accomplished by assessing and creating an individualized course of study for each student. The students receive instruction, tutoring, counseling, and careful monitoring of their attendance and progress.

This program originated due to the difficulty the Department of Labor had in attempting to find employment for welfare recipients and the ability of traditional training programs to meet their needs. It is designed to operate within an adult education setting with the access to a variety of services and classes.

The JOBS Project is an open entry, individually designed program. Upon entry, the students' academic levels are diagnosed by the TABE test, PACE Learning Systems, and their aptitudes and interests are diagnosed by the APTICOM. Each student is then placed into appropriate classes: Academic or applied technologies, which are supplemented by computer-assisted learning and/or individualized tutoring.

Students have a weekly group meeting where they are provided with an opportunity to meet with local community and business leaders to learn about job opportunities and enjoy a lunch donated by a local restaurant.

The Department of Labor, Project Independence ($166,207) and Dade County Public Schools ($113,111) jointly fund the JOBS Project. Increased enrollment, retention, TABE test scores and the number of persons that become wage earners instead of welfare recipients track the program's success.

Agency: Duval County 1992-93

[VOC 1007]

What: Our community paint program will provide jobs for 16 low-income teenagers and 2 adults. In the process of providing jobs, the program will assist the low-income families and the handicapped and senior citizens by painting their homes a base color and trim color free. The project will cause a downward curve in juvenile crime, during the summer, and will increase the aesthetic beauty of each home.

Who: The program's jobs are available for 16 low-income community teenagers, and 2 adults. The homeowners must live within Long Branch community boundaries, and live in the home that the application is for. All Long Branch homeowners that are handicapped, senior citizens on minimum security, and low-income can apply. Only single story homes will be accepted.

How to Qualify: Each homeowner must provide proof of ownership by presenting a deed, or homestead receipt. Proof of income must be a copy of annual tax return, pay receipts, and other information that will establish your income bracket. The total family income must be presented. Eligibility will be determined by the school's free lunch scale.

Home Painting Process: Teenagers will be divided into teams of eight with equal amounts of male and female workers on each team. One adult will supervise each team. Each team will work 8 hours a day 2 days per week, painting a house each day. The recipients will receive the service at no cost, and will have a choice of selecting 2 colors for their homes. Each home selected for painting will be allowed 10 gallons of paint.

Summary Synopsis: Long Branch Community is a target neighborhood with a high unemployment, major crime, and low educational statistical rating. The success of the program is evident in that it provided jobs, beautified homes; which created an intrinsic relationship in the community, and as always, whenever a low-income family redirects dollars from external maintenance to internal necessities, it's a plus for the community and city tax payers.

Agency: Brevard Community College 1992-93

[VOC 1008]

The New Employee Training Program ensures that an industry's orientation/training program is formalized and standardized. Because the Facilitator's Guide provides briefing scripts and transparencies for all briefings, all new employees receive essentially the same information. Although the guide is intended only as a guide to ensure all pertinent information is covered, it also enables an individual who is not an expert in a particular area to provide a credible briefing. Additionally, by providing required skills and certification training before employees report to their supervisor, the industry is able to identify and dismiss those employees who cannot successfully complete these programs with a minimal investment. As a final benefit, the industry may find that several departments are duplicating training efforts and save money by consolidating these efforts.

During the development phase of the New Employee Training Program, the college representatives evaluate the orientation process as it currently exists. Additionally, he/she reviews the various training programs for new employees. They then make improvement/ consolidation recommendations to the industry's steering committee. Upon approval from industry, they proceed to develop a facilitator's guide for the orientation process and training materials for programs to be delivered in conjunction with orientation.

New Employee Training is an outstanding area for an industry/community college strategic partnership. The curriculum development experts employed by the community college can formalize the orientation program, develop a facilitator's guide, identify training objectives in similar programs which can be consolidated, and enhance the training materials for the training and certification program.

Agency: Rosa County 1993-94

[VOC 1009]

The Opportunities Unlimited Program is designed for students 16-21 who have exited the formal educational setting before graduation. Students earn a regular high school diploma by meeting regular graduation requirements of 24 credits & passing the HSCT, or by completing through the GED Exit Option Program.

The program serves approximately 140 students per semester. The average length of program attendance is two to three semesters, although some students have remained for 6 semesters.

Students are counseled before entering the program as to program requirements and student expectations. All students sign a contract binding them to be responsible for the program requirements and for their personal conduct in the program.

Students in the program take 1/2 day of academics and 1/2 day of the vocational program of their choice. The curriculum is competency based and computer assisted learning is an integral part of every classroom. Instructors are caring and competent. Typical class size is between 15 to 18 students.

All students are TABE tested during orientation. Students are remediated through a pullout program on specific deficiencies. Santa Rosa Adult School and Locklin Vocational Technical Center are full service school sites. The Opportunities Unlimited students have a wide variety of services available right on campus. A Job Service of Florida Counselor is available for assistance with job placement and employability skills instruction. An Avalon Center Counselor is scheduled two days per week for intensive and individual counseling and group activities. Also available on campus is a full time child care facility, a Children's Home Society Counselor, Vocational Rehabilitation Counselor, a Private Industry Council Representative, an Occupational Specialist, and a full time Guidance Counselor.

During the 92-93 school year, 47 students in the Opportunities Unlimited program graduated. All books and transportation are provided through drop out prevention funding.

Agency: Brevard Community College 1991

[VOC 1010]

The program targets all Harris Corp., Semiconductor Sector, and microelectronic manufacturing employees with less than an Associate Degree. Harris Corp. believes that radical change must take place within the industry, the skills of its workforce and the way it conducts manufacturing operations. The objective of this program is to provide the training required to evolve the manufacturing workforce into highly motivated, self-starting, flexible, multi-skilled employees.

Employees are scheduled for class during their assigned shift. SEE Program students 4 hours per day for a total of 964 hours, Supplemental program students 2 hours per day until they meet the basic skills entry requirement for the SEE Program. Each program has a 20-student classroom, and an instructor's office. Harris provides all equipment and training aids. College and high school curriculum frameworks were reviewed and modified to meet instructional requirements for the SEE Program. New curriculum was created as needed. The Competency Based Adult Educational Curriculum for high school completion and the 0-4, 5-8, Adult Basic Education curriculum are used for the Supplemental Program. All exercises in the program have been modified to be industry specific. The Test of Adult Basic Education, Form 5, Level A is used for student assessment. A grade level of 10 is required for SEE Program entry.

Harris Corp. and BCC review the curriculum and methods of delivery constantly to insure that the special skills training needs are being met. Developmental funding for the program was provided by grants from the Florida State Sunshine Skills Program and the National Workplace Literacy Program. Harris has invested approximately 1.8 million dollars in the training. Staffing: Project Director, on-site supervisor, four industrial trainers, 2 learning lab aids, 2 student aids and a clerk. Harris Corp. provides a Human Resources Manager and secretary. A DACUM assessment of the workplace was conducted to determine needed skills. An independent evaluation of the project is being conducted under a contract with Florida Institute of Technology. Program completers and line managers provide written evaluations.

Agency: Lindsey Hopkins Technical Education Center, Dade County

[VOC 1011]

The Vocational English as a Second Language (VESOL) Program at Lindsey Hopkins Technical Education Center was created to meet the needs of students of limited English Proficiency. The VESOL program aims to serve as a bridge between the academic and the vocational programs available at Lindsey Hopkins. The program is designed to equip students with the cultural and linguistic skills necessary to assure their success in vocational programs and the American Workplace.

Pre-VESOL Levels 1, 2, 3, and VESOL Employability Skills are offered on a full-time (25-hour per week) basis. Cluster VESOL courses in the areas of Business Occupations, Health Occupations, and Trade and Industry are offered on a part-time basis.

In order to familiarize students with the school's vocational programs, the cluster VESOL classes are held within their corresponding vocational areas. Student admission into the VESOL classes is based on placement tests and personal interviews. Student progress is measured by comparing pre/post test scores On the Adult Language Assessment Scales (A-LAS) or the Test of Adult Basic Education (TABE). Students receive a certificate upon completion of the Employability Skills or Cluster VESOL courses.

The curriculum for each course is written and continually revised, updated, and expanded by the course instructors. A number of vocational objectives are selected for each of the VESOL programs. Potential employers in the community are interviewed in order to obtain a realistic understanding of the needs and qualifications required for potential employment. Learning activities are designed to identify and remediate individual student needs. A variety of commercial, as well as teacher designed instructional materials are used. Listening, speaking, reading, and writing skills are taught in the context of the vocational competencies making language learning more meaningful.

Funding to start the program was provided by the Carl D. Perkins fund. These funds are used to fund part-time instructors and to purchase supplementary materials, equipment, and supplies. Adult Basic Education funds support five full-time instructors. Extensive feedback received from vocational teachers is used to shape and reshape the VESOL program. The program has been adopted as part of the Blueprint 2000 - School Improvement Plan.

Since the VESOL programs have been implemented, enrollment in vocational classes has increased. Vocational teachers continue to be the main source of feedback in terms of how well former VESOL students are doing in the vocational programs. Corporations in the community have shown interest in the Program and have provided funds for scholarships.