[WR 1001]

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

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

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

[WR 1002]

Contact: Marshall Skinner (407) 597-3848

Goal: The goal of this project is to improve the delivery of basic educational skills to targeted ESOL population to effectively promote productive employment and successful attainment of U.S. citizenship for this group.

Background: Due to the increasing numbers of non-English speaking people migrating into Martin County, there is a social and economic urgency for this group to gain English proficiency so they may be mainstreamed into the community. A need has been identified to research and develop a relevant comprehensive multi-level, multi-faceted curriculum which reflects and addresses the specific survival needs and goals of the student population which actively studies English as a second or possible third language.

Agency: Indian River Community College

[WR 1003]

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

Agency: Broward County 1994-95 Exemplary

[WR 1004]

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

Statistics:

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

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

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

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

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

Prescreening Criteria:

o Students must demonstrate an interest in a mid-level position as indicated on an interest inventory or a job skills assessment instrument

o Students must qualify as disadvantaged according to Federal JTPA criteria

o Students must demonstrate self discipline as measured by classroom participation, attendance and completion of educational goals.

Project's Plan:

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

o A mentor will be selected for each participant o An individual job development plan will be devised for each participant based upon his/her entry skills and interests

o Students will assist in developing and sign their learning contract o Students will maintain an experience log denoting skills they learn from their mentor

o Students will work at least four hours a day

o A monitoring system will be implemented to track the project's success o Students must receive their GED or Adult High School Diploma before they complete the work study program.

Intended Outcomes:

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

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

Benefits to Alamo Rent A Car, Inc.:

o The creation of a well-trained cadre of potential employees

o Reduction in recruitment and training cost

o A model for training present employees

o An investment in Alamo's corporate needs

o An investment in the community's needs.

Benefits to Adult and Community Education:

o An opportunity to form a partnership in developing a much needed project

o An opportunity to assist students in gaining an entry into the workforce

o An opportunity to learn more about the corporate culture o An opportunity to assist Alamo in achieving programs in their civic arena.

AGENCY: Suwanee County School Districts; 1997-1998

[WR 1005]

The purpose of the project is to prepare students for the world of work. Prior to the A.C.T. NOW program at Suwannee-Hamilton Vocational, Technical, and Adult Center (SHAVTAC), 65% of CBAE/GED students were unemployed with no defined educational/career goals. Through the ACT NOW program, students were assessed, counseled, and provided transitional services. Students in Suwannee, TSIC if (Dixie, Hamilton, Lafayette, and Madison) and Columbia counties participated in the program. After analyzing the ACT NOW program, it was apparent that students needed more comprehensive training in skills which are essential for success in the workplace. The following examples are actual events revealing the need for comprehensive workplace skills training before students job shadow: a) Job shadowing scheduled but students failed to go or call coordinator/business; b) Student unwilling to change physical appearance; c) Student did not dress in professional manner as previously discussed with coordinator; d) Students could not complete job shadowing because of frequent tardies or absences from school - which resulted in school withdrawal; and e) Student's attitude not open, courteous, or friendly. An essential component to the project is the development of comprehensive workplace skills training. This project will provide essential skills for success in the workplace, and continue to assist students in defining educational/career goals. SHAVTAC will serve as a model resource center.

 The project will correlate with the following Adult Education quality indicators:

1.0 Educational Gains

2.0 Educational Outcomes

7.0 Curriculum and Instruction

The total budget requested for this project is $72,509.00.

Agency: Dade County

[WR 1006]

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: University of South Florida

[WR 1007]

Contact: Wayne B. James (813) 974-3455

Goal: The goal of RITE (Responsible Inmate-Taught Education) is to make available the RITE Program through the creation and publication of curriculum materials which will include a comprehensive manual and videotapes of actual class presentations.

The objective of the program is to plan, develop, and standardize a 12-week intense training program for college-degree inmates who want to serve as teaching assistants in the prison system.

Background: The Bureau of Adult and Community Education during the 1993-94 fiscal year funded Responsible Inmate-Taught Education (RITE). During that time, three RITE programs were conducted. During the next year, two additional RITE programs were conducted. Together these programs trained over 65 college-educated inmates as teaching assistants.

Correctional education needs a way to take advantage of college-degree inmates to extend the capabilities of its teachers. The Curriculum Training Manual with its accompanying videotapes will make use of a quality instructional techniques approach for developing paraprofessional resources.

Agency: Hillsborough County

[WR 1008]

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: Orange County

[WR 1009]

Contact: Frankie Dovel Montello (407) 849-3200 Ext. 2820

Suncom: 329-2820

Goal: The goal of this program is to eliminate oral communication barriers which preclude limited English proficient adults from achieving success in job prep programs (technical) and/or advancement in the workplace. The objective is to develop an Interactive Oral Communication Component (IOCC) of VESOL (Vocational ESOL) so that program participants may overcome these barriers and successfully pursue high wage employment.

Background: According to the U.S. Bureau of Census, in 1990 13 percent of the population of Orange County spoke a language other than English at home and considered themselves to have limited knowledge of English. The number of limited English proficient county residents has increased since then and has negatively affected the school systems. During 1993-94, 6,489 adult LEP (limited English proficient) students were served in ESOL courses but only five percent of this number successfully participated in technical education courses.

In order for LEP's to successfully participate in technical job prep programs or seek employment, it is necessary to function at a high level of English language proficiency. LEP students who want to pursue technical careers must master the spoken aspects of the language. Major concerns of technical instructors and employers are the inability to understand their LEP students/employees, and the inability to access their LEP students/employees comprehension of instructions

Agency: Dade County 1995-1996

[WR 1010]

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: Polk County School District: 1998-1999

[WR 1011]

Purpose of the Project.

To expand our current 353 services within the Jobs and Benefits One-Stop Center by providing Workforce Readiness to the hardest to serve customers; those in need of assistance not available through existing channels. This pilot will serve East Polk County, including individuals from the Migrant and Seasonal Farmworker Center. If successful, the program could be implemented county wide next year.

Describe Target Population and Needs:

a. Adults of limited English proficiency (predominately Spanish in this area).

b. Older workers trying to re-enter the workforce.

c. Individuals with literacy levels of 5.0 and below.

National and State Priorities:

a. National Priorities based on the Federal Adult Education Act. Section 353

• Expanding outreach activities to disadvantaged adults who demonstrate basic skills at the fifth grade level and below.
• Adults with limited English proficiency in speaking, reading or understanding the English language.
• Disadvantaged adults who are:
• Immigrant adults including adult migrant farmworkers
• Adults with disabilities
• Limited English proficient adults
• Minority adults
• State Priorities based on the Federal Adult Education Act. Section 353 Provisions of educational services to adults who are functioning at the fifth grade level and below.
• Provision of educational services to adults with limited English proficiency.
• Expanding outreach activities to disadvantaged adults through:
• Workforce
• Use of Technology

Relationship to Florida's Adult Education Indicators of Program Quality.

The following indicators will be addressed:

• Recruitment
• Retention and
• Educational Outcomes
• Support Services will be available, if needed.

Funds will be used as a Social Demonstration project.

This program is innovative in that it targets the hardest to serve and is designed to meet the unique needs of the targeted population.

The total budget requested is $50,000.

A Preparation for the Commercial Driver's License Exam

Agency: Indian River Community College, Brevard County

[WR 1012]

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. Audio tapes 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: Dade County

[WR 1013]

TARGET CLIENTELE: The target population consists of printing industry employees who are Limited English Proficient, the majority of whom have: not completed high school, were born in other countries, and have not received formal training in methods, materials, and delivery of Workplace Literacy instruction that are industry-specific.

PROJECT OBJECTIVES: The overall goal of the project is to develop an industry-specific "Literacy for Quality" training model for limited English proficient employees with two components/levels: Workplace literacy basic skills and Total Quality Management (TQM) skills based on the literacy skills taught in level one.

Specifically the objectives are to:

(1) establish a mechanism for project management;

(2) serve at least 200 limited English proficient employees in the printing industry who lack the necessary literacy skills;

(3) develop/adapt industry specific curricula in workplace literacy and TQM skills including problem solving and communication for targeted Limited English Proficient employees;

(4) train instructors in the delivery of the developed curriculum and workplace literacy methods that are industry-specific;

(5) evaluate effectiveness of program on improving employee skills among piloted companies;

(6) disseminate program procedures, methods, and curricula to others interested in workplace literacy programs including trade/business associations, universities, community organizations, and businesses.

NEED FOR PROGRAM: An industry-wide survey was conducted to determine the extent of literacy related problems in printing operations. Respondents reported that they could attribute specific problems in their plant to worker's lack of essential skills. This is the basis around which the program was developed. A needs assessment of the six targeted companies indicated that 60 to 100 percent of their employees are below the fifth grade level in English and have not completed high school. Approximately, 60 percent of these employees were born in other countries (see table 1).

Agency: Duval County (Exemplary 1993-94)

[WR 1014]

Literacy for the Homeless Program, the target clientele are homeless adults, whether in long term or short term emergency or transitional shelters, or no shelter, those individuals seeking employment, to acquire practical life skills, to build self-esteem and to have economic independence. The program is for anyone who does not have basic literacy skills, (up to the 8.9 grade level) seeking a high school diploma, and who needs functional life skills.

The objectives of the program are:

a) Our commitment is to provide educational and training programs which help adult learners realize their full potential; and

b) Provide means for the homeless to escape homelessness by providing relevant educational programs and supportive service referrals in order for them to reenter the mainstream as productive citizens.

The program is needed due to the rise of unemployment, downsizing, the lack of two incomes in the home, to name just a few. According to the 1993 preliminary data for the Census Assessment provided by the Emergency Services and Homeless Coalition of Jacksonville annual study. The survey indicates that there were 2,180 homeless counted in Jacksonville, an increase of 951 over the prior year. The census also shows that 80% of the homeless are between the ages of 18-35 (40%), and 36-54 (40%), those age groups where men and women should be their most productive. Over one-half (53.9%), of the homeless lacked a high school diploma or GED.

The program is an open entry/open exit self-paced program. The student along with the instructor sets goals that range from budgeting, employability skills, ABE remediation, preparing for and passing the GED, getting a job, and reading the newspaper. Our commitment is to provide the student with the best experience to meet their needs.

a) The scheduling of classes are based upon a collaborative effort that will fit the Funded lnstitution and the agency. The classes must be at least 6 instructional hours per week, and have at least 15 students enrolled. Instructional materials include the three-part Curricula, ABE/GED Curricula, materials on self-esteem/confidence building, job information, attitudes toward work, and Functional Life Skills. If you get at least 15 students enrolled, a paid instructor can be provided by the Funded Institution because it will receive FTE'S.

b) The resources needed are: Homeless shelters where the clients live is the ideal situation, churches that provide food and clothing, soup kitchens, treatment centers, after-care centers, and Day centers that provide services to the homeless.

c) A special curriculum was prepared which includes Life Skills, Employability Skills, and the Expressive Arts curricula. The Life Skills curriculum features ABE instruction within the context of survival skills, information specific to Jacksonville.

The Employability Skills curriculum highlights work ethics, problem-solving, and interpersonal communications. It also includes job-seeking skills and the development of a career path. The Expressive Arts Curriculum provides a vehicle for written oral and artistic expression for development of self-awareness and self-confidence. Special cooperations are needed to operate the program such as Partnerships that need to be established between the Host Institution and Community Agencies where you want to provide the classes. It Is imperative that the Administration of that agency gets involved because they know their clients and they can be that motivational force and support for the success of the program. Partnerships also need to be established with the Vocational/Technical Institution that can provide vocational training.

Incentives are given to students who show progression of any kind, completion of the ABE curriculum, completions of any part of the Special curricula, and for those who pass the GED. Any person classified as homeless is entitled to instructions at no cost according to the 1992 Legislature, but this program is one avenue in helping them successfully gain easier access into the system. If you can possibly provide at least two computers per center in order to enhance the learning and remediation process would be extremely helpful, and if not then the open lab provided by the Funded Institution. Facilities need to have classroom space with a blackboard or at least a conference room with a board that will comfortably seat 15 to 20 adults. Depending on the experience of the Administrator, it will take at least 3 months to organize, set up Partnerships, network between agencies, and set up collaborative agreements, and cooperation from the Funded Agency.

The funding source is the U.S. Department of Education, Stewart B. McKinney Act (Pub. L. 100-29), in the amount of $44,967. Florida Community College in-kind funds in the amount of $42,500. The FCCJ Foundation contributed $125.00, for the cost of 5 GED'S. Companies willing to donate gift certificates for incentives, refreshments, and personal gifts are always welcomed. c) The ideal staff would include 1 full-time Administrator, 1 full-time Assistant, 7 part time Instructional Staff, 1 full-time Recruiter, 1 full-time Clerk, 14 Tutors, and 14 Volunteers. The minimum staff to operate the Program is 1 full-time Administrator, 7 part-time Instructional Staff, 1 part-time Recruiter, 1 part-time Assistant/Clerk, and 3 Volunteers.

Assessment includes:

a) Every student is assessed with the Test for Adult Basic Education (TABE), as required by the State of Florida; an Individualized Development Plan (IDP), a comprehensive form completed by both the Instructor and the student to chart a course of action and provide you with needed information; each student is administered the Self-Directed Search (SDS), which will provide information on career interest useful in educational planning and student motivation; and finally each student receives a Work Readiness Inventory to evaluate their readiness for a job. Further, to assess the work aptitude, interests, related educational levels and work temperaments, the System for Assessment, Guidance, and Evaluation (SAGE) will assess up to 30 selected students to participate in this Pilot Project provided by the FCCJ'S Urban Resource Center. The assessment will provide information and counseling in the development of an individual career path. This plan may provide an avenue for the student to enter an appropriate FCCJ vocational program. Assessment activities also include interpreting the results and individual planning.

b) The Program Evaluation includes: The Program Objectives, Student evaluations, Instructors evaluations, monthly reports to the Institution, quarterly reports to the Department of Education, two Site Visit evaluations by the State Coordinator, and a year end summary to the Department of Education.

Agency: Dade County

[WR 1015]

Community Partnership for Homeless, Inc. was established in August 1993. 200 volunteers (Partners) and a Board of Directors of 64 members along with five staff members make up the not-for-profit organization. Since its inception the Partners and Board Members have contributed over 8,000 hours of volunteer service including siting and designing a Homeless Assistance Center and raising $7.5 million from Dade County's corporate community and national foundations. In addition to the $7.5 million in pledges over $3.8 million in-kind and $3.3 million from Health Foundation of South Florida, for a medical clinic, has been donated. The Homeless Assistance Center is under construction at 1500 N. Miami Avenue on a site donated by the Dade County Public School system.

Dade County Public Schools has worked closely with Community Partnership for Homeless, Inc., (CPHI) to create a unique partnership between education and the delivery of housing and social services to our most neglected people -- men, women and children living on the streets of Dade County. The Miami Skill Center/Homeless Assistance Center will become a re-entry point for education, life skills training, job training, and employment, as well as a comprehensive assessment center.

Every adult entering the Center will be provided with Life Skill classes, educational assessment, and career counseling by the Miami Skill Center. The Homeless Assistance Center will actually serve as a short-term residence to help people re-adjust to the classroom environment and formulate vocational plans. Every school-age child will be mainstreamed into the Dade County school system, with after-school tutoring provided directly at the Center. School counseling, childcare, and other services will be made available for all children. There will be a childcare training center that will make state-of-the-art child care available to residents, while training some to go into the child care field.

Vocational programs will be available fee-exempt to any homeless adult, including a variety of new programs at the Center and at the nearby Miami Skill Center. The on-site training in Food Services, Child Care, Nursing Assisting, Building Maintenance, Business/Computer Applications, Landscaping, Security, Auto Mechanics, and other skills will represent a significant expansion of vocational opportunities in the Omni, Overtown, Edgewater, and Wynwood neighborhoods, both for homeless adults and for the public. Residents can also participate in remedial classes, a computer learning lab, and employability skills classes at the Miami Skill Center.

Additional development for programs and Partners between CPHI, the private sector and DCPS are being completed to provide educational services for the children at the Center during after school hours.

Agency: Brevard County 1992-93

[WR 1016]

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.

Formerly Job-Site English Project

Agency: Orange County

[WR 1017]

The target clientele for this program is twofold. Potential students are the employees of area businesses who have basic skill needs. Many of the participants are limited or non-English speaking, however, programs targeting native English speakers with basic skills deficiencies are growing. The effort also targets employers who would like to provide this service for employees.

Classes are custom-designed, developed, and scheduled to meet the unique needs of each work place situation. A needs assessment is completed for each site. The results form the basis for development of curriculum that will meet the training needs of the employee and employer. Classes on-site are scheduled to minimize intrusion on work schedules. Each work site must provide a class setting that will be conducive to learning.

Training programs are most effective when employees are "on the clock." Classes held after work hours are not nearly as successful as those for which the employees are paid. The commitment by the employer to the project is underscored by the monetary investment. The belief is that if the objective is to improve workplace effectiveness, then it is only right that the company pay the employees while they participate. The minimum class size for this program is set at 16. At this figure, state funds cover the cost of the instructor and materials. The only cost to the employer is that associated with providing for employee participation.

Agency: Florida Literacy Coalition, Orange County

[WR 1018]

Partnerships in Literacy was developed as an in-service staff development model for literacy providers interested in the development and implementation of workplace literacy programs. The initiative to promote workplace literacy/workforce education was sponsored by the Florida Literacy Coalition. Instructional support for these projects was provided through volunteers who serve as members of the Florida Literacy Coalition Board of Directors. The project has been demonstrated through the following formats: 1) Regional workshops conducted with public/private literacy providers 2) Workshops conducted with business and industry groups 3) Concurrent training sessions as part of the annual Florida Literacy Conference 4) Presentations as part of the Vocational Education Conference and the Adult and Community Education Conference 5) Pre-conference training day at the 1991 Florida Literacy Conference (Jacksonville, Florida) conducted by Florida Atlantic University A panel that includes presents workshops: adult educators, business representatives, and volunteer representatives. Each offers a different perspective of workplace literacy and the workshop is supported by a slide presentation with script (developed by IBM) and a resource "how to" guide on developing and implementing workplace literacy programs. The workshops/presentations have been promoted through the Florida Literacy Coalition through the bi-monthly newsletter, FLC Network, and special conference mailings. In addition to speaking engagements, the Florida Literacy Coalition provides technical assistance to employers and literacy providers through the toll-free literacy hotline 800-237-5113. The National Contact Center (Project Literacy U.S.) refers employers to the Florida Literacy Coalition (state contact) for additional support and technical assistance for the establishment of workplace literacy initiatives.

AGENCY: Miami-Dade School District: 1998-1999

[WR 1019]

The purpose of this project is to create a model program for work place instruction and a new outreach delivery system to improve the employability of the state's workforce, in which technology links business sites as the schooling place for the work force. The plan is to transmit basic skills instruction and specialized training tailored to the needs of a business by way of computer.

This new delivery system is advantageous for several reasons. First, workplace instruction is non-traditional and allows a hands-on approach with real-life examples. Second, basic academic functional skills, SCANS competencies, and workforce readiness skills, are integrated into the specific vocational needs that students will put to daily practice, thereby reinforcing those skills taught. Third, because the instruction delivered is on, during or before the individual's normal working hours, the inconvenience of arranging transportation to a study site and/or childcare facility is eliminated. Finally, per the Florida Welfare to Work Task Force, the teaching method must be altered from students' passively receiving lectures, to actively participating in exercises.

Employees functioning below the eighth grade level in the local workforce are the target population. A survey of 300 businesses in an industrial park nearby the school revealed the following among respondents: 85 percent said that they saw a need for refreshing math, writing and/or reading skills with some employees; 81 percent said some of the employees can benefit from English as a second language instruction; 67 percent said computers were available at the work site; 69 percent said the company had instructional needs specific to the operation and 28 percent said some of their employees wished to earn a high school diploma.

A home page will be established at the web site for Miami-Dade County Schools. It will connect to a server at the school site through which learners at businesses can retrieve lessons. This is a replicable model that ties basic skills learning directly to the economy at the work site. -Needs of the population will be determined by personal contacts with employers who will refer employees functioning below the eighth grade level. Businesses encourage their workers to acquire basic education skills in order to benefit from job training programs.

This project meets the goals and priorities of the Federal Adult Education Act and state goals including Florida Statutes, the Adult Education Act and the Literacy Act because it uses technology and provides outreach through private sector linkages which in turn promotes a coordinated approach to workforce development, a Florida priority. The proposal addresses the following indicators of program quality: recruitment, curriculum and instruction, educational gains and educational outcomes. Learners go "on line" to start, continue or upgrade their individualized training in order to retain their jobs and compete in the national job market. Learners remain in the program long enough to meet their immediate educational goal and can reenter as goals change. Program planning is guided by the demographics obtained from the local business community. Students can participate in a Perkins funded career assessment program already in operation to identify their needs, interests and learning styles. This data will be used in conjunction with employee needs as identified by a business, to create an individual student's instructional program. This demonstration project is an innovative use of technology conceptualizing the workplace as a non-traditional classroom for individualized instruction to disadvantaged adults in the workforce. $79,268 is the budget request.

Agency: Marion County

[WR 1020]

Target clientele for the program are a mentally handicapped adult with an intellectual functioning range of mild to borderline. Students must be able to learn, evidence no severe behavioral problems, and be capable of employment. Overall program objectives are to teach the adults the skills needed to make a successful transition from the home/school environment to the world of work. The community is used as part of the "classroom" in teaching practical academics, socialization skills and job skills.

Programs for Independence follow the public school calendar but meets during the summer. Hours are 8:15 AM to 2:30 PM Monday through Friday. Resources needed are a self-contained classroom with a daily living skills component located near community "mainstream" (stores, etc.). An IHAEP (Individualized Handicapped Adult Education Plan) is developed for each student. The curriculum is based on the Basic Skills Track and the Functional Skills Track of the Adult Basic Education Curriculum Frameworks.

Interagency cooperation is necessary for the program's operation. The program is co-sponsored by the Marion County School System and the Association for Retarded Citizens. The main funding source is the FTE (30 students). The staff consists of two teaching units and three aides: one classroom aide, and two transitional trainers. (One of the aide positions is funded from outside source.) Needs assessment for the program is provided by the ARC, VR, HRS, JTPA, ESE, and the Project Transition Interagency Council. Program statistics show that over 62% of the students qualifying for the program have become successfully employed.

Agency: Broward County

[WR 1021]

Project ACES is designed to improve and expand life skills training and academic/ vocational opportunities for incarcerated individuals whose educational needs have not been adequately met. Through a needs assessment conducted at Broward County jails, several areas of deficiencies were identified. Project ACES seeks to address these needs. The program objectives include enhancing the existing ABE/GED educational program with life skills and career skills training in order to increase employment options of ex-offenders and break the cycle of illiteracy, crime, and incarceration.

Four hundred (400) students, who are incarcerated adults at the Broward County Division of Community Corrections (DOCC), are served in a year. Classroom space is provided by DOCC. Instruction takes place in jail cells. There are 20-25 students per teacher and aid in a class. Fifteen (15) classes are in session five terms a year. Classes are scheduled daily, Monday through Friday, for 5 hours a day for ABE/GED programs; career skills classes meet twice a week in the evenings for 3 hours each. Participants receive life skills training (parenting, pre-employment, conflict management, nutrition/health), entry/exit orientation, counseling, and post-release support. Literate inmates are given the opportunity to train in Laubach methods (and receive training certificates) to work one-on-one with non-literate inmates. Enhancement to the life skills program includes workshops conducted by guest speakers. The WASATCH computer program (including life skills, ABE, and GED materials) are used on sixteen (16) laptop computers (donated by the Vocational, Adult, and Community Education Department of the Broward County School System) by students. Instruction materials include standard ABE/GED educational textbooks and materials, life skills and GED videos, and a teacher-created career skills curriculum (specifically designed for corrections education). Two full-time counselors provide pre-and post-release counseling. The post-release support group sessions take place (once a week) at a community school (donated site).

Project ACES is funded in the amount of $227,223 per year (renewable for 3 years) through a federal grant in cooperation with the School Board of Broward County. The Gene A. Whiddon Adult Center provides equipment, ABE/GED materials, teachers, and curricula. Sixteen laptop computers are provided by the Broward County School System. Additional books and materials, testing material, instructional videos, career assessment materials, and the salaries of two counselors, one clerical person, and the project coordinator are provided by a federal grant. The project is a cooperative interagency program which requires a coordinator to serve as financial administrator and liaison between jail administrators, the business community, and cooperating agencies such as the Broward County Sheriff's Office, BETA, and Vocational Rehabilitation. An advisory board consisting of the project coordinator, local business leaders, jail administrators, and other key concerned citizens meets monthly to enhance existing community support, and identify local business owners who agree to be potential employers for ex-offenders. Jail teachers receive ten hours of inservice in appropriate corrections methodologies, and (4) two-hour life skills workshops. Teachers, counselors, and the program coordinator maintain documentation. Over the 1993-94 school year, we have had a 90% GED passing rate. Additionally, 61 inmates have successfully completed Laubach training (conducted free of charge by Laubach), and serve as peer tutors to non-literate inmates. 400 students successfully completed the career skills portion of the program. The use of 30-, 60-, and 90-day postage-paid postcards, and post-release support group sessions, provide some feedback to help evaluate the program. The project will also be reviewed by a third party evaluator (per grant requirements) to determine its effectiveness.

Agency: Dade County

[WR 1022]

Project Re-Start is an academic and vocational program for homeless adults in the Miami area. Since its inception in 1987, Dade County Public Schools has offered literacy, GED, ESOL, employability and life coping skills classes at various shelters and agencies dealing with the homeless.

Volunteers In Service To America (VISTAs), DCPS staff and teachers encourage this population to participate in full-time academic and vocational programs at adult, skill and technical education centers. Those who respond and enroll, usually re-integrate into the mainstream of society while still enrolled in these programs.

Homeless adults may live on the streets, in cars, in shelters, welfare hotels, or someone's porch, or temporarily doubled up with friends or family. They hear about Re-Start from ministers, agencies or VISTAs distributing Re-Start brochures. Homeless adults are enrolled on a fee-exempt basis in all vocational programs offered by Dade County Public Schools. Support services offered are: childcare, referrals to emergency housing, food stamp and social security offices, and emergency food distribution centers. Textbooks and bus passes are provided when funds are available. Contact: Dagmar F. Pelzer, Educational Specialist Dade County Public Schools 1450 Northeast 2nd Avenue, Room 835 Miami, Florida 33132 Telephone: 305-995-1839

Agency: Broward County

[WR 1023]

Target Population: The program served 180 adults, ranging in age from 22 to 72, in 1990-91. Participants have varying disabilities, including mental and physical handicaps, vision and hearing limitations, emotional disturbances, specific learning disabilities, and speech and language impairments.

Program Goal/Objectives:

The program goal is to improve the lives of Broward's adult handicapped population.

Program objectives include:

a) meeting the individualized needs of developmentally disabled adults despite their levels of severity;

b) providing functional, work-oriented tasks to develop skills needed to obtain supported/competitive employment.

Program Description: Three simulated work environments, each one customized to enable students with varying disabilities to successfully perform work-related tasks, are set up as skills labs. The computer lab is a multi-faceted program utilizing adaptive equipment, computers, language masters, and teacher-made materials. Students are required to enter account numbers and data base information, distinguish codes, proofread, and perform word processing tasks. The office skills lab is designed to teach basic typing skills, formatting correspondence, alphabetical and numerical filing, and other basic office tasks. At the completion of the hospitality/housekeeping skills labs, students possess the skills and knowledge to function safely and effective at hotels or in similar environments. Color-coding of materials and workstations facilitates the following of directions and motivates students to work independently. Each lab presents its own set of challenges to the students.

Agency: Broward County

[WR 1024]

The ESOL transition program is designed for Limited English Proficient (LEP) adult students in an intermediate-level English for Speakers of Other Languages (ESOL) program. Through a needs assessment conducted at the school, it was determined that our students wanted a more academic ESOL class in which they could acquire the writing skills which would enable them to meet the challenges of colleges, universities, and the professional business world. The program objectives are to enhance the written English skills of adults to enable them to meet those challenges.

The program addresses two of our school's SIT (School Improvement Team) goals:

1. Adult Literacy
2. Student Performance

Students are placed based on interview, educational objectives, and test scores. If TABE test scores equate to a level III class, the transition (writing) class is suggested. The student makes the choice as a standard ESOL level III class is also available. Our ESOL program is competency-based, individualized, and open entry/open exit. The transition class is offered daily, Monday through Saturday, from 8:20 am to 2:00 PM. Resources needed (which are already incorporated in a standard ESOL program) include two teachers, full-time or part-time: one for the ESOL Level III transition pre-college (academic-writing) class, and one for the ESOL Level IV (TOEFL) transition class; a support staff (1 or 2) to administer pre-tests for placement; and an ESOL coordinator (who functions as an instructor) to oversee the program. An optional additional class, ESOL Level III transition (vocational/pre-employment), would require an additional teacher. Suggested class size: 20 to 25 students. Existing equipment, supplies, and material are used. Existing curriculum has been revised to address specific competencies. Written English skills are a primary focus of lesson plans. Morning class sessions focus on survival ESOL, verbal conversation, vocabulary, and grammar. Afternoon sessions focus on expository and subjective writing, and cooperative learning groups. Computer software programs featuring editing and punctuation are ideal supplements to class work.

Funding for the program, including faculty, staff, equipment, materials, and supplies, comes from FTE-generated revenues received by the school as part of the Broward County Public School System. There are no special needs or funds required to implement the program if an ESOL program is already in place. Program needs were determined by verbal and written questionnaire surveys conducted at the school which were obtained from students and teachers, discussed at SIT meetings, and evaluated at department head meetings. Program evaluation is ongoing and includes: test results, teacher observations, and student testimonials. Two groups were closely matched for testing purposes and participated in pre- and post-testing using the TABE test. The ESOL transition group appears to have significantly higher TABE scores than the control group. Test results of the ESOL transition groups vs. a comparable control group have determined that the differences between the two groups are statistically significant. Teachers observed that students increased their skills and scored higher an expected on standardized tests.

Agency: Brevard County

[WR 1025]

The program targets all Harris Corp., Semiconductor Sector, micro electronic 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: Flagler County

[WR 1026]

Flagler County School Board's Adult and Community Education Department, in conjunction with Act Corporation of Flagler/Volusia Counties, sponsors Step-Up Industries Vocational/sheltered workshop. The workshop is designed to provide vocational work-related training to mentally and physically handicapped residents of Flagler County. Instruction in basic living skills is also provided to handicapped clients.

When a client enters Step-Up Industries he/she will be assessed within the first 45 days and an individualized plan for services, goals, and progress measurement is established. This plan is reviewed and updated regularly with a team meeting for each individual being held annually. Goals and Objectives can be modified, added, or dropped as the client's performance indicates.

Clients being assessed are provided actual work experience and instruction to improve vocational skills. Local businesses are contacted to provide work for the program. Clients are paid on a piece-rate basis that is derived from commensurate area wages and industry productivity norms.

Step-Up Industries operates under Act Corporation's U.S. Department of Labor Sheltered Workshop License. Act provides many of the local contracts and serves as an intermediary in billing procedures, pickup and delivery services and is responsible for the payroll of each client. One staff member is employed by Act and the other four by the Flagler County School Board. FEFP dollars are collected under the course entitled "Vocational Education for the Handicapped."

There are several other services available in addition to vocational training. Step-Up Industries coordinates with the Council on Aging to provide transportation for all clients who attend the program. Day care services are available on site for children whose parents participate in the program at no cost to the parent. An on-site cafeteria allows for clients to learn food preparation skills in addition to service the students, staff and clients who attend that Adult Education site.

AGENCY: Indian River Community College: 1998-1999

[WR 1027]

 "Career Quest" is a program that was written to assist adult education students with life management and employability skills. This year the "Career Quest" program has been disseminated in Regions Three and Five under a 353 Grant. The purpose of the proposed project is to continue to disseminate the "Career Quest" curriculum statewide due to the excellent responses to teacher training during 1997-98 dissemination in Regions Three and Five. The teacher training will provide training in instructional methodology, program delivery, and implementation of the "Career Quest" program. The teacher training will also provide sensitivity training, which will result in more effective teachers in the educational learning environment.

The target populations of the proposed project will consist of, but not be limited to, teachers of educationally disadvantaged adults, under-educated adults, abject welfare clients, non-high school graduates, minority LEP's, at-risk youth, homeless adults, and incarcerated adults.

The goals and priorities addressed in this project are to provide outreach activities to teachers who are responsible for teaching the target population listed above, and to train persons engaged or preparing to engage in adult education including: fulltime professional, adult educators, minority adult educators, and educators of adults with limited English proficiency.

The proposed project addresses the Quality Indicator, Staff Development. The staff development will include an individualized needs assessment study to customize teacher-training sessions. The training sessions will be offered to small groups statewide. Additional training workshops will be conducted throughout the year.

The funds for this program will be used for teacher training. The "Career Quest" program will be disseminated statewide to education providers. Teacher training will be customized according to the needs of the agency.

This project is innovative because it does not simply deliver teacher training in the use of the "Career Quest" program, but it serves to develop teachers as "Change Agents." Unique to this program is the philosophy: "Changing the learner and the teacher together."

Total Budget Requested: $72,053

Agency: Baker County

[WR 1028]

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

[WR 1029]

Workforce Gadsden is an on-going 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 Cooperations that are necessary to operate the program include 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.