DOCUMENT RESUME

ED 378 428 CE 068 153

TITLE Workplace Education Program (WEP) Emily GriffithOpportunity School Final Report.

INSTITUTION Denver Public Schools, Colo.SPONS AGENCY Office of Vocational and Adult Education (ED),

Washington, DC. National Workplace LiteracyProgram.

PUB DATE 94NOTE 145p.; For related documents, see CE 068 154-167.

Some pages in the appendixes contain broken type.PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PC06 Plus Postage.DESCRIPTORS Adult Basic Education; Adult Literacy; Basic Skills;

Communication Skills; Competency Based Education;English (Second Language); *Health Occupations;Higher Education; *Literacy Education; ManufacturingIndustry; Mathematics Skills; Medical Vocabulary;Outcomes of Education; *Partnerships in Education;Program Effectiveness; Program Implemeatation;*School Business Relationship; Tables (Data); TestCoaching; Vocabulary Development; Writing Skills

IDENTIFIERS *Colorado (Denver); General Educational DevelopmentTests; *Workplace Literacy

ABSTRACTThe Workplace Education Program (WEP) was a literacy

partnership between Emily Griffith Opportunity School and 5 businesspartners at 11 sites in Denver, Colorado. All of the businesspartners were in the health care sector. A total of 907 individualswere served during the project grant period. Of those individuals,226 attended supplementary workshops and the 681 attended modular andlong- or short-term classes in one of the following topics: Englishas a second language (ESL) and ESL/math, writing skills, basic skillsenhancement/General Educational Development (GED) Test preparation,vocabulary for health care personnel, and communications. Of the 681course enrollees, 575 completed their courses. The workshops, whichlasted from 4-8 hours each depending on the needs of the specificaudience, dealt with learning to learn and were generally offered todepartments at the individual project sites before other programinstruction or in conjunction with the project classes. (Appendixesconstituting approximately 90% of this document include thefollowing: activity time line and abstract; numbers/characteristicsof participants by site; final evaluation report; sample assessments,pre- and post-tests, and class evaluations; program evaluation forms;lists of courses taught/curricula developed; and resumes of keypersonnel.) (MN)

************************************************************************ Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

Workplace Education Program (WEP)Emily Griffith Opportunity SchoolNational Workplace Literacy Grant

Final Report, FY'94

Introduction

U S DEPARTMENT OF EDUCATION

ED CATIONAL RESOURCES INFORMATIONCENTER (ERICI

This document has been reproduces asreceived from the person or Organizationoriginating it

Minor changes have been made toimprove reproduction quality

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy

The Workplace Education Program (WEP) staff has had manyopportunities over the previous year and a half to discuss workplace educationsuccesses, frustrations, and innovations with other professionals in the field, aswell as with recipients of other forms of workplace training. There appear to be,among the multiple variables that affect program success, some predictors whichultimately lead to long-term rather than short-term improvements in workforceknow-how. Teacher training skills and flexibility are obviously necessary beforeeducators even think of knocking on the partnership "door." But the two criticalelements necessary to proceed beyond cursory training are buy-in and trust.The existence of one of these does not assume the existence of the other.

WEP staff worked throughout the grant period with 5 business partners,consisting of 11 sites: imperial Headwear; Provenant Health Partners Inverness,St. Elizabeth/The Gardens, Mercy, Provenant Senior Life Center, St. AnthonyCentral, and St. Anthony North; Swedish Medical Center and Presbyterian/St.Luke; St. Joseph Hospital; and University of Colorado Health Sciences Center(UCI-ISC). Swedish Hospital joined the program as a result of a merger whichtook place with Presbyterian/St. Luke's 6 months after the proposal was accepted.Those parties merged again with several other healthcare facilities to formHealthOne, Denver's largest healthcare system as of November 1994. Werestricted program activities however, to the sites we began working with earlyin the grant period, fall of 1993.

Program participants experienced many successes within specific groupsand departments in each of our sites. According to supervisor and employeeinterviews, staff, and outcome evaluations, the most successful partnership weexperienced, was with our sole production partner, Imperial Headwear. By theend of the grant period, end of November of 1994, Imperial Headwear was theonly partner who began to implement program instruction company-wide

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(specific details will be found in performance objectives outcomes, pg. 6, ESL;pg. 8 customer service communications; pg. 7, writing). Aside from the fact thattangible outcomes were easier to measure in this production setting, staff believesthat buy-in and trust made the critical difference in program success there. Theywere present from the beginning of the grant, due in part to an 8-year trainingrelationship Imperial has had with Emily Griffith Opportunity School. Theworkplace literacy grant was seen as an additional opportunity to address othertraining needs of that growing company.

Well before classes were scheduled, the program's lead instructor atImperial was zncouraged to attend their advisory board training meetings. Shewas involved in all aspects of ESL training issues. They opened the doors for herto learn, as well as to advise.

Through efforts to develop partnerships, WEP staff became moresophisticated communicators and trainers, often serving as guides for advisoryboard activities. More meaningful working relationships have developed as aresult. Human Resources contacts from three of our partners attended regionalworkplace literacy conferences and inservices in 1994 and have become advocatesfor adult education and workplace literacy in the Denver metro area. They havealso made themselves available to testify at hearings conducted by Colorado'sCommission on Education. They were there to support a bill before the statelegislature to determine whether special funding should be allocated for adulteducation programs in Colorado. (At this time, the only funding for theseprograms is generated from the federal budget.)

Through the ins and outs of program delivery WEP staff and our businesscontacts have learned a lot from each other. "Just-in-time" training, designed tomeet immediate company needs, expanded in several cases to include more far-reaching instruction addressing more long-term company goals and promotedbetter communication between departments.

Staff experienced first-hand, that

1. Advisory boards, education committees, or teams were critical tocompany-wide understanding of the goals and objectives of theWorkplace Education Program. (Provenant Health Partners, UCHSC)

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2. Where advisory teams were a functioning cross-section of theorganization represented, there were fewer complaints about crossed-communications regarding program activities. (Imperial Headwear,.

3. Boards or teams changed in appearance and composition as the needsand demands placed on the organization changed. (Provenant HealthPartners, UCHSC) In two cases, we were never able to form a trueadvisory council; therefore participants' were doubtful of the program'ssignifcance to the company's overall training goals. (St. JosephHospital, Presbyterian/St. Luke and Swedish)

4. Change was the single most defining feature in our businesspartnerships. Two of our five partners underwent mergers in 1994 andtwo others began negotiating mergers. Our healthcare research partner,UCHSC, restructured its entire hiring and promotion system. To acertain capacity, the advisory council helped maintain effective programequilibrium when companies underwent such radical changes.

5. Time constraints and work-loads continued to increase for all of ourpartners and their employees. Business contacts who were committed toand involyed in adult education provided needed motivation to bothsupervisors and learners and insured greater program participation.

6. Forming and maintaining advisory councils required WEP staff toincreasingly acknowledge and support the level commitment requiredof council members and of the learners who were participating inclasses. Learner recognition ceremonies became an integral part ofscheduled training. Supervisors were included in some of thoserecognitions. Staff initiated discussions to integrate supervisor supportactivities in our Training Transfer plan.

7. Finally, we learned again that humor and focus were two absolutelynecessary survival skills that must be developed and nurtured on theway to long-term positive change. So, as we teach, we learn.

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The WEP proposed three primary performance objectives and threeprocess objectives in its application for national workplace literacy dollars, 1993-94 grant period. The performance and process objectives address the actualaccomplishments of our application. The outcomes of those objectives, alongwith dissemination activities, evaluation, changes in key personnel and financialstatus report, will be addressed in the body of this final report. The schedule ofaccomplishments and number and characteristics of the participants are addressedin Appendix A and B, respectively. In addition, an abstract of our proposal canbe found in Appendix A.

PERFORMANCE OBJECTIVES

Goal #1

540 of 720 participants will attain or enhance job-specific literacy skillsmeasured by increased readiness for promotion - error :ate, absenteeism,and decreased employee turnover. (See chart on "Number of StudentsEnrolled and Who Completed/Continued," page 5.)

Evaluation:Nine hundred vid seven students were served during this grant period, 681 in

long or short-term modular instruction. (See Program Demographicgraphs in Appendix B.)

Two hundred and twenty-six of the 907 attended half-day and full-daysupplementary workshops; several of these were designed to assistemployees with identification and management of conflicts resulting fromdifficult company mergers. One hundred and six of the 226 enrolleesparticipated in learn to learn workshops called "Meet Your Mind" in ourprogram. Learn to learn modules lasted from four to eight hours each,depending on the need and the audience. These modules were generallyoffered to departments prior to other program instruction or inconjunction with our partners' job training. These workshops werepresented to University of Colorado Health Sciences Center (UCHSC) andto Provenant Health Partner employees. (Elements of learn to learn werealso incorporated in longer-term basic-skills enhancement classes, and toimprove spelling in the writing skills classes.)

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NUMBER OF STUDENTS ENROLLED andWHO COMPLETED/CONTINUED

Total enrollees: 681 in shcrt and long term classes

Total completions of modular and long-term classes: 575

Total workshop participants: 226

Enrolled Completed

(or Continued)

ESL and ESL/Math 96 84

Writing Skills 154 123

Basic Skills Enhancement/ 55 42GED

Vocabulary for Healthcare 48 31Personnel

Communications 328 295

681 575

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Of 681 enrolled in modular and long-term instruction, 575 participantscompleted instruction. Forty-two of these completed or are continuing inBasic Skills Enhancement classes, which included a GED track. Twelve ofthese students received their GED diplomas, better securing their jobsand/or enabling them to seek promotions. For example, one man became aline manager at St. Anthony Central (SAC), and has become a team leaderamong his co- workers. One GED graduate from Mercy Hospital, now intheir housekeeping department, enrolled in a certified nursing assistantprogram at Emily Griffith Opportunity School. She completed that courseand will be taking her CNA board exams in the spring. Another womanfrom Swedish Hospital has enrolled in LPN courses through CommunityCollege of Denver. Another man from SAC took a better paying job atanother health care facility in Denver. Three others got their GEDs withinthree months of each other - a mother and her two children all employeesof SAC. They were interviewed for Provenant's system newsletter, andserve as an inspiration to their co-workers.

Internal evaluation and supervisor interviews revealed that, almost withoutexception, Basic Skills/GED class participants' general confidence andability to perform job tasks increased significantly. This was particularlytrue for SAC and Swedish Hospitals' Food and Nutrition Departments.both of these departments were headed by individuals who had a trueconcern for the development of their employees. Each took "transfer oftraining" to heart. Each manager was able to enumerate instances at workthat, in their opinions, reflected skills gained in class:

More willingness to ask questionsBetter ability to describe work-related problemsBetter inter-personal skills; fewer conflicts and more flexibilityMore willingness and ability to use procedural manualsMore confidence in using forms; forms were used correctly andmore oftenMore confidence using numbers and working at a cash registerFewer mistakes when working with numbersIncreased leadership capacity

Eighty-four of the 96 participants enrolled in workplace specific ESL receivedongoing instruction; 73 of these participants were employed by Imperial

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Headwear. Curriculum there was determined, modified, and evaluated byImperial's education and training and advisory board, and was extremelyjob specific. The program's lead instructor at Imperial worked carefullywith the advisory board and its new president to determine a needsassessment that would draw more new participants to these non-mandatoryclasses. As a result, staff was able to create a new class of 15 this fall foremployees who had not taken advantage of earlier instructionioppertunities. In addition, 18 ESL students completed specific mathmodules designed for their production jobs at Imperial Headwear.Description and evaluation of the ESL component of instruction will beaddressed in Goal 3 of the Performance Objectives, p. 10.

Program participants were enrolled in seven (7) workplace specific writingskills classes. The majority of the writing skills classes were presented to123 UCHSC employees, as their education advisory board identified this astheir strongest immediate need. A total of 154 employees enrolled inwriting skills classes; 123 completed these modules. This fall, 31 ImperialHeadwear employees enrolled in "Descriptive Writing for Production."Many had been promoted to customer service areas from the floor, and didnot have the writing skills to effectively manage external and internalcompany correspondence.

In addition, "Vocabulary for Healthcare Personnel" was offered three times in1994 to clerical and support services employees with Provenant HealthPartners. Its development was the outcome of several advisory boarddiscussions. The classes were presented in a very basic format within anarrative context. Its design appealed to employees who had beenpreviously overwhelmed by medical terminology in reports, transcriptionsand phone conversations. Thirty-one of the 48 individuals who originallyenrolled completed those modules.

Interpersonal communication classes made up the balance of our identifiedprogram needs during this grant period. Because of the stre:;sful nature ofhealthcare jobs, on-going mergers, down-sizing, and syQems changes, theneed for more positive, skilled communication dominated the list of job-related needs identified by the majority of our partners. Ninecommunications skills modules were offered to a wide variety of

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departments and populations, most of them surrounding issues of conflictresolution. Two hundred and ninety-five participants completedcommunication skills modules of the 328 who enrolled during the year.Provenant Health Partners comprised our largest group of participants inthose modules, sending employees from Inverness, Mercy Hospital,Provenant Senior Life Care Center, St. Anthony's North, and St. AnthonyCentral Hospital. Departments served were Medical Records, Admissions,Pharmacy, Human Resources, Environmental Services, and the ClinicalLab at Mercy Hospital; Medical Records, Patient Registration, NutritionServices at St. Anthony Central; and speech, physical and occupationaltherapists as well as Environmental Services employees from Mercy,indicated a need to learn specific strategies to resolve conflicts with co-workers and patients in several departments. At Provenant Senior LifeCenter, a short-term senior care facility, instructors spotlighted specificmethods for improving communication between healthcare workers andtheir senior patients. Participants included nurses, social workers, physicaltherapists, employees from admissions, long-term care, pharmacy, plant-operations, speech therapy, and nr.rition services.

Communication skills were also offered in the form of customer servicefor the Customer Service and Credit departments for Imperial Headwear.This past fall, employees at SAC attended a series of follow-up workshopsto review and practice some conflict resolution techniques presented duringearlier workshops.

Goal #2At the conclusion of the grant period, 360 of the 720 will demonstrate a

minimum gain of 25% in listening, speaking, reasoning, or problem-solving. (See chart on "Literacy Gains for 1993-1994 Grant Period," pps.12 to 14.)

Evaluation:Five hundred of 575 participants who completed program instruction showed

gains of at least 25% in the above skill areas.

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Reasoning and problem-solving activities were components of all programinstruction that was offered except for the most basic ESL instruction.Communication skills, both writing and interpersonal, contained ongoinginteractive exercises. Gains in all four of the above areas weredemonstrated though teacher-designed assessments and were confirmed insupervisory interview (Internal evaluation conducted throughout the grantperiod, and more formally during the summer of 1994.) Some healthcaresupervisors hoped to see more application and practice of methods learned,but acknowledged that lack of time allotted to employees to attend classesand few partner incentives also contributed to inconsistent use of newcommunication skills practices.

Listening and speaking skills gains were noted for all but two of the 84 ESLparticipants who remained with the program over the year, and for all butfive of the 42 GED and Basic Skills participants who remained with theprogram. Two of these five exhibited strong learning disabilities; two hadcycles of poor attendance due to family problems; one had transportationproblems which she remedied this summer. The Basic Skills class at hersite helped her gain confidence in reading to a point where she felt able tostudy for her driver's license this summer. At age 50, she passed herexam.

Listening and speaking skills increases were demonstrated by the followingbehaviors:

1) Increased ability to work in teams and emergence of team leadershipskills

2) Participants posed more frequent questions when encounteringproblems (Swedish Hospital Food and Nutrition, ES.; UCHSC -

bookstore, clerical, print shop; St. Joseph Hospital - E.S. Dept.; St.Anthony Central Food and Nutrition, E.S.; St. Anthony NorthFood and Nutrition, Medical Records; Provenant Senior LifePatient Care; Mercy E.S. Dept., Food and Nutrition; Inverness -

Patient Accounting, Record Keeping; Imperial Customer Service)

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3) Ability to understand answers to questions without help from atranslator (St. Joseph Hospital E.S. Dept.; Imperial Headwear -

Production Floor)

4) Better ability to answer patient/visitor requests for assistance ordirections in the hospitals (St. Joseph Hospital- E.S.)

Goal #3After 100 hours of ESL instruction, 38 of the 50 participants will demonstrate

improved English usage.

Evaluation:Ninety six (96) individuals enrolled in workplace specific ESL classes during

this grant period. Eighty four (84) participants remained with theprogram long enough to improve their English language skills (60-80hours of class time). Seventy three (73) of these participants wereemployees at Imperial Headwear. Fifty (50) of these continued instructionthrough the year and improved English language skills significantly. Mostno longer required a translator when problems arose on the productionfloor. (Per two supervisors interviewed for internal evaluation conductedin August of '93.) Almost all of these 50 were more able and willing toask questions when problems arose on the job. They were able to read andcomprehend instructions on work orders more effectively. The error ratedecreased and communication between speakers of other languages onother work-teams expanded. Imperial is beginning the process ofconverting to work-teams, company-wide, and reports that the foundationlaid through the work-based ESL classes will make that transition easier.

At St. Joseph Hospital, the first two modules of ESL instruction consisted offour beginning, two intermediate, and four advanced-level participants (perCASAS, BEST, and teacher-designed assessments). The four advancedstudents and two intermediate learners made significant gains during thefirst session (approximately 80 hours of class instruction); one Tibetanenrolled at Community College this fall; one Vietnamese plans to beginclasses there in the spring of 1995; four Asians enrolled in the fourthmodule of GED/Basic Skills classes which began this last September.

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Three of the four increased reading skill by two grade levels, and oneVietnamese gentleman passed his GED exam in December of 1994. Allfour participants Lave taken on more responsibility in the EnvironmentalServices department. The manager of that department plans to make oneof these gentleman a supervisor in E.S. after he improves his Englishpronunciation skills.

After evaluation and feedback activities, Workplace Education Program(WEP) staff decided to schedule a beginning level ESL class separately forSt. Joseph Hospital employees. Eight enrolled, and the four who continuedfrom previous modules began to make much greater gains. Supervisorsreported greater confidence and more positive interaction between theseparticipants and their co-workers.

Imperial Headwear revealed that ESL and general communication instructionhad resulted in significant improvements on the production floor and in theCustomer Service and Credit departments: Less time was spent on theproduction floor arranging translations to discern problems and explainingsolutions. (Production typically ceases for 20-30 minutes while a translatoris found and the problem is resolved. Not only is time lost for thecompany and the employee, but the tranbiator also must cease production.The company orciinarily pays piece rate, but for any other type of job-related activity, such as translation, Imperial pays $10.00/hour. Onedepartment alone reported a savings of $50-$200 a week on this type ofactivity among employees who attended two or more modules of ESLinstruction during the year (minimum of 60-80 hours class-time). Eighty-five percent of the program participants were more likely to ask questionswhen uncertain about a work order rather than make mistakes which had tobe corrected later.

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LITERACY GAINS FOR 1993-1994 GRANT PERIOD

EducationalPerformance Objectives

Proposed ActuallyServed

Proposed %to Progress/Complete

Actual % toProgress/Complete

Job-specific LiteracySkills (refer to areas of 720 681 75% 84%instruction - page 6) (540 of 720) (681 of 720)

Listening, Speaking,Reasoning, Problem- 720 681 50% 79.8%Solving (360 of 720) (575 of 720)

ESL 50 96 76% 87.5%(84 of 96)

*Served in skills Not 226 Not Length ofsupport workshops addressed as addressed as vi,orkshops

Goal-Setting separate separate preventsConflict objective in objective in accurate ofResolutionLearn to Learn

the proposal the proposal measurementof gains. See

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* 130 of 226 utilized information gained in workshops after enrolling in otherprogram instruction. Applications were noted by program instructors andsupervisors.

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PROCESS OBJECTIVES

Goal #1Develop and implement qualitative and quantitative assessment and evaluation

tools.

Evaluation:Assessment and evaluation tools varied with the type of business partner and

culture of given sites. They evolved and were modified over the course ofthe grant with partners where advisory councils were utilized. Whereformal advisory boards were not utilized, needs assessment discussion andevaluation tactics were also part of ongoing communication betweeninstructors, site contacts, and departments being served at those sites.Samples of some of these needs assessments forms can be found inAppendix D. Evaluations fell into one of two categories: class andprogram. Samples of the class evaluations - completed by the students andsupervisors are in Appendix D. A standardized program evaluationcompleted by supervisors and human relations personnel, can be found inAppendix E.

Imperial Headwear was our sole production partner. Its workforce iscomprised largely of non-native English speakers. It was easier to identifygoals and objectives for this company and also easier to measure results.There were several reasons for this: 1) The company president, the boardof directors, and the human resource department were involved andinvested in finding means, through improved work-based communicationskills instruction, that would lead their employees to greater flexibility,independence, and efficiency.

To achieve these goals, needs assessments and Literacy Task Analysis(LTA) were conducted from the beginning. Populations to be served, andthe type of ESL instruction to be presented were discussed and developedwith Imperial's advisory board. Program staffs lead instructor at that sitewas an active participant in all those discussions. Needs assessments wereprimarily work-based. This year, an extensive employee needs assessmentwas developed, in part, to discover why more employees were not takingadvantage of this non-mandatory instruction. (See Appendix D:

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Assessments.) As opposed to the earlier quantitative assessments, the morerecent tool was developed in a style and format that would draw moreinformation from the employees themselves, about the nature of their jobs,their opinions about their jobs, and specific areas where they most see theneed for improved English language skills. That assessment resulted in thedevelopment of another class for employees with greater languagecomprehension problems requiring a different pace and teachingmethodology.

Though the BEST test and the DOPT (Delta Oral Placement Test) had beenused to measure general language skills, the skills assessments most usedwere pre- and post-tests developed as part of the workplace curriculum.

Apart from the external evaluation done by Jennifer Burkhart in May andJune of 1994, the Program Staff Manager conducted an extensive internalev aluation in August and September of this year. WEP staffrepresentatives interviewed Human Resources personnel, supervisors, anddepartment managers for more detailed feedback and observations oninstruction, program delivery, individual outcomes, and overall marketingand recruitment results.

When targeted skills were directly linked to tangible objectives, it was mucheasier to compare outcomes with identified needs and measure their value.For project staff, accurate needs assessment and measurable outcomesevaluation have been trickier to accomplish for our large healthcarepartners. All but one of our healthcare partners were multi-siteorganizations, each site with a different culture, different healthcareofferings, and a wide range of views on the purpose and function ofworksite training.

As education advisory councils gained clearer understanding of their role inthe program, WEP staff developed skills assessments and evaluations thatwere more meaningful for healthcare personnel. However, evaluationstended to measure department-wide changes rather than company-widechanges for our multi-site partners.

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Program staff attempted Literacy Task Analyses at each of our targeted sites.This process, we learned, was extremely time consuming and not aseffective for several of our healthcare sites, particularly where fewreading, writing, and math skills were required to perform jobsdepartment-wide. For these areas, job task analyses and needs assessmentsbecame more useful for determining program instruction. WEP staffdeveloped needs questionnaires and check-lists relevant to targetedpopulations among our partners. They interviewed and observed entry-level employees, supervisors, managers, support staff, and individuals fromother departments who interacted frequently with the targeted audience.Results were compile) and instruction was scheduled based on these results.

Goal #2Collect workplace data on participant gains

Evaluation:Data on participant gains were collected from pre- and post-test scores, results

from work samples in student files, and anecdotal information gathered bythe instructors. These results were recorded on the IEP written on eachstudent. Instructors were responsible for maintaining these files andgetting them to the program office at EGOS. In addition, WEP staffinterviewed participants and their supervisors, human resources personnel.Data was recorded on a standardized collection form. The data relayed inthe Performance Objectives portion of this report were extrapolated fromthese sources. For specific details refer to Performance Objectives andEvaluations sections.

Goal #3Dissemination

Evaluation:The WEP staff developed 14 curricula over the past year. A list of the

curricula is included in Appendix F. Copies of each curriculum will besent to the Eric Clearinghouse; the Northwest Curriculum CoordinationCenter (NCCC) in Tacoma, Washington; and the U.S. Department of

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Education, Washington, D.C. Both Eric and NCCC will be forwardedcopies of this final report, minus the financial report, and the final externalevaluation report.

Curricula has been made available to each partner's sites where instructionwas delivered. In some cases, videotapes of various courses weredeveloped and remained with that partner. Whenever possible, curriculadeveloped for one business partner were utilized at other partner sites,when similar skill needs and target populations were identified.

Emily Griffith Opportunity School's (EGOS) vocational department staffs(Health Occupations, Business and Marketing) have requested copies ofsome of the work-based curricula to use with students who are notabsorbing the material as it is presented within standard course outlines. Inaddition, business contacts being served under a state adult education grantin Colorado have asked for copies of some of the writing, communication,and reading curricula; they are considering restructuring some of theiremployee training and feel that certain curriculum formats developed byWEP staff may be more accessible to their audiences.

Four of the WEP staff were or continue to be area resource teachers for theColorado Department of Education. Interest in "learn to learn" strategiesand workplace education has increased tremendously in Colorado. Becauseof their experience, WEP staff resource teachers were asked to conducttrainings and give presentations on aspects of both these areas. They haveshared their expertise in workshops for teachers and businessrepresentatives in Colorado Springs, Pueblo, Vail, Breckenridge, Parker,Northglenn, Durango, as well as the 1994 regional COTESOL conference,March 1994, CACAE Conference in June 1994, and the Mountains andPlains Adult Education Conference in Arizona, June 1994.

The WEP staff believe we have added to our community's awareness of thenature and value of workplace education. Through these contacts, weeventually hope to collaborate adult education efforts in a variety oflearning environments and create more comprehensive training programsfor Colorado's workforce.

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External Evaluation

The Workplace Education Director, Dr. Sharron Carosella, contractedwith Jennifer Burkhart to do the external evaluation for the 1993-1994 grantperiod. Ms. Burkhart has 12 years of adult education experience, five of those inworkplace education. She has served as an instructor, curriculum and programdeveloper, advisor and consultant for both private businesses and publicorganizations throughout Colorado. Her resume is included in Appendix C,along with a copy of her external evaluation report.

WEP staff was especially glad to be working with Ms. Burkhart; sheassisted Jean Anderson with the program's first external evaluation in late springof 1993. As WEP staff increased and grant activity expanded, Jennifer'sobservations of both education and business partner agendas were invaluable.

During the 1994 evaluation, Ms. Burkhart focused special attention on theworking relationships and expectations among WEP staff and administrationwithin the business partnerships. In her report, Ms. Burkhart's strongestcommendation was for program staffs flexibility, range of skills, and theirunderstanding in implementing workplace literacy grant objectives. Herstrongest recommendation was that we improve some of our reporting andcommunication procedures with our multi-site business partners.

Staff responded to Ms. Burkhart's recommendation with two immediatechanges: (1) The program manager increased the number of hours allotted in thebudget for a secretary. The secretary's expanded duties allowed staff to reportprogram activities more consistently to human resource department and advisoryboard contacts.

(2) The program manager initiated meetings with each business partner torenew discussion about the importance of education advisory boards. Two of ourpartners had never formed acting advisory teams. Others needed revision, toinclude representatives whose voices were not being heard when establishingprogram goals. One of the main topics for discussion in these meetings wasshared responsibility for program marketing, data gathering, and outcomesevaluation. The program manager encouraged both comprehensive and si e-

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based advisory teams as a means for overcoming many of the communicationbarriers in program delivery. When staff learned in Septer,ber that EGOS hadbeen awarded another workplace literacy grant, we were able to engage partnersin more serious plans to implement advisory teams. This was a more time-consuming process for implementing program delivery. But, staff found it moreeffective in the long run than procedures we had previously used to targetisolated departments with our large, multi-site partners. These discussions havealready lead to better awareness of the challenges and possibilities for programimplementation, even with partners where program instruction was fullysupported.

Key Personnel Changes

Mary Ann Partham, former principal of Emily Griffith OpportunitySchool, died in early 1994 of a long term illness. Since that time, her duties havebeen shared between Marla Marcott, Vice-Principal of EGOS, and SharonJohnson, Assistant Superintendent of Denver Public Schools. A copy of theirresumes are located in Appendix G.

Financial Report

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APPENDIX A

Activity Time Line & Abstract

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ACTIVITY TIME LINEFor 1993-94

TASKS ACCOMPLISHED TIME

Created a planning team Jul. 193

Recruited and selected instructors Jul. '93 to Jan. '94

Provide professional instruction for staff Aug. '93 to Sept. '94Jennifer Burkhart's presentation - The Role ofthe Advisory Board in Workplace Education (Aug. '93)Dee Sweeney's training Learn to Learn (Sept. '93)COTESOL conference 2 staff members gavepresentations (Mar. '94)*Denver Metro Literacy Conference (Mar. '94)*Phoenix conference - 2 staff members gavepresentations (May '94) *Workplace Education Mini-Conference, Building BetterPartnerships (CDE) (Aug. '94)Workplace Education Regional Conference (CCCOES)(Sept. '94)

Conducted presentations to supervisory personnel Aug. '93 to Sept. '94

Prepared public relations materialsPrepared and interviewed for spotlight articles incompany newsletters. Developed and/or distributedspecial bulletins, presented at staff meetings, set upinformation tables in public access areas throughoutthe year to market the program. Developed andrefined program brochure and info-sheets todistribute to human resources and managementpersonnel.

Aug. '93 to Sept. '94

Identified critical job tasks Aug. '93 to Sept. '94

Conducted literacy task analyses Aug. '93 to Sept. '94

25- 2

Planned and developed curricula

Implemented needs assessments

Scheduled recruitment and instruction

Developed individualized education plansIEP form co-developed by staff. Included space toindicate short- & long-term work, education, andpersonal goals; standardized and/or curriculumspecific assessment results used throughout thecourse; and material, methods used to achieve courseobjectives. Additional 1!2-page provided forinstructor and learner comments. Forms distributedto all instructo.s.

Delivered instruction

Sept. '93 to Sept. '94

Sept. '93 to Sept. '94

Sept. '93 to Sept. 94

Sept. '93 to Oct. '94

Oct. '93 to Nov. '94

* VEEP staff attended these conferences, 4 members gave presentations inlearning strategies, modification of training materials for ESL, and in settingup advisory boards.

3

ABSTRACTThe Workplace Education Program

The Workplace Education Program is intended to broaden the base of involvementand participation in workplace literacy. The training will focus on competenciesrelated to specific employment in hospitals and manufacturing. Partners in this projectare Emily Griffith Opportunity School; Provenant Health Partners (Saint Anthony North,Saint Anthony Central, Mercy Medical Center, Saint Elizabeth/The Gardens, andProvenant Senior Life Center); University of Colorado Health Sciences Center(UCHSC); Saint Joseph Hospital; Presbyterian/Saint Luke's Medical Center; ImperialHeadwear, Inc.

Objectives

By the end of the grant period, 540 of the 720 participants, will attain or enhancejob-specific literacy skillsAt the conclusion of the grant period, 360 of the 720 participants will demonstrate aminimum gain of 25 percent in listening, speaking, reasoning or problem-solvingAfter 100 hours of English as a Second Language instruction, 38 of the 50participants will demonstrate improved English usageDevelop and implement qualitative and quantitative assessment and evaluationtoolsCollect and submit workplace data on participant gainsDevelop, validate, refine, reproduce and disseminate basic skill curricula

The proposed project will include several formal steps in its methodology.

Create a planning teamRecruit and select teachersProvide professional training for teachersConduct presentations to supervisory personnelPrepare public relations materialsIdentify critical job tasksConduct literacy task analysesPlan and develop curriculaImplement a needs assessmentSchedule recruitment and instructionDevelop individualized education plansDeliver instructionEvaluate outcomesDisseminate curricula

Effectiveness is essential to the success of any basic skills training program. It isessential in showing the employer, the employees and the project staff that theprogram objectives are being met. Evaluation of this project will be an ongoingprocess to keep the partners apprised of the progress of the employees.

42

The results of the product evaluation will be used to reassess the project. The partnerscan review the long-term direction of the program, revise policy, purpose, goals,objectives and activities, and make decisions about both the project and the staff.

PROGRAM FACTORS

Education inherently involves lifelong learning. If America is to be prepared for the21st Century, it is essential that its citizens be literate. A literate society is vital for tworeasons: Economic security depends on competing successfully in a global economyand democracy depends on educated citizens making infcrmed choices. The fifthnational education goal dictates, "By the year 2000, every adult American will beliterate and will possess the knowledge and skills necessary to compete in a globaleconomy and exercise the rights and responsibilities of citizenship." (The NationalEducation Goals, February 4, 1991).

The U.S. Department of Education estimates that 20 percent of American adults lackthe basic skills needed to be functionally literate. Employability is a primary concernfor these adults. Basic skills remediation is required to attain entry level employment,to maintain current employment and to participate in upward mobility in the labormarket. Due to a significant shift in the workplace, low and mid-level occupations areexpanding rapidly. These job classifications require increasing literacy skill levels.The charts at the end of this section demonstrate the literacy requirements of the actualjobs related to the project as well as career advancement options. Although theliteracy task analysis will drive the curricula to be developed, Appendix A lists some ofthe functional context skill requirements of the changing workplace as depicted byJorie W. Philippi in Literacy At Work and listening and speaking skills listed inUpgrading Basic Skills For the Workplace by the Pennsylvania State University. Asappropriate, these skills as well as speaking, listening, reasoning and problem-solving, will be reflected in the customized curricula.

As a designated area vocational school, Emily Griffith Opportunity School (EGOS) isproposing to improve the productivity of the work force through improvement of literacyskills in the workplace. This project is targeted to adults with inadequate skills forwhom the accomplishment of the project objectives will result in new or continuedemployment, career advancement or increased productivity. The major goals of theWorkplace Education Program are the following:

1. To provide literacy for limited English proficient, basic skills instruction andsecondary education services leading to the completion of a high schooldiploma or its equivalent

2. To upgrade the basic skills of adult workers in accordance with changes in theworkplace requirements

3. To incorporate educational counseling and activities to improve thecompetency of adult workers in speaking, listening, reasoning and problem-solving.

5

APPENDIX B

Number & Characteristics of Participants

2 (;6

1

1

PROGRAM DEMOGRAPHICS

Imperial Headwear

TotalServed

InstructionArea

Job Areas Ethnicity Ages GenderRatio

73 ESL &ESL Math

ProductionfloorDirectEmbroiderySewing

BlackHispanicAsianEurasian

18 50 35% M65% F

15 CustomerService &Communica-tion

CustomerServiceAccounting &Credit

WhiteHispanic

23 35 12% M88% F

31 Writing CustomerServiceAccounting &Credit

WhiteHispanicAm.Indian

21-53 3% M97% F

Presbyterian/St. Luke's/Swedish

TotalServed

InstructionArea

Job Areas Ethnicity Ages GenderRatio

10 Basic Skills Food & Hispanic 30 55 20% MEnhancement Nutrition White 80% F

Housekeeping Black6 ESL Housekeeping Hispanic 28 - 40 16% M

Food & Black 84% FNutrition

* Ethnicity is listed in the order of the greatest number of students.

307

Provenant Health Partners

TotalServed

InstructionArea

Job Areas Ethnicity Ages GenderRatio

27 Basic Skills Housekeeping Hispanic 19 - 49 38% MEnhancement/ Food & Black 62% FGED Nutrition White

293 Communica-tions

Mercy Environmental Hispanic 22 48 22% MServices White 78% FHousekeeping BlackNursingMedical Techs

St. Anthony Medical White 27 47 3% MCentral Records Hispanic 97% F

Intake Services Black

Provenant Senior Care White 28 51 6% MSenior Support Staff Hispanic 94% FLife Care Intake Black

Inverness Patient White 31 44 0% MAccounting Hispanic 100% FFinancial BlackServices

St. Anthony Food & White 24 46 10% MNorth Nutrition Hispanic 90% F

Medical BlackRecords

31 8

Provenant Health Partners (cont.)

TotalServed

InstructionArea

Job Areas Ethnicity Ages GenderRatio

48 Vocabulary Clerical White 23-55 21% Mfor Healthcare Support Hispanic 79% FPersonnel Medical Black

Records &Intake

54 Learn to Food & Hispanic 25 53 68% MLearn Nutrition, Chef Black 32% F

Training White

Education White 34-57 0% MCoordinators Black 100% F

Hispanic

St. Joseph Hospital

TotalServed

InstructionArea

Job Areas Ethnicity Ages GenderRatio

18 GED/Basic Housekeeping Hispanic 25 50 40% MSkills Laundry Black 60% FEnhancement Food & Asian

Nutrition WhiteMaintenance

17 ESL See above Asian 28 43 58% MEurasian 42% FHispanicRussian

932

II

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UCHSC

I

I

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I

I

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TotalServed

InstructionArea

Job Areas Ethnicity Ages GenderRatio

12 Interpersonal Printing Shop White 22 55 78% MCommunica- Bookstore Black 22% Ftions Maintenance/ Hispanic

FacilitiesServices

123 Basic WritingSkills

See above See

above22 - 55 78% M

22% F

Completing Maintenance White 27-57 80% MDocument Security Police Black 20% F

Hispanic

Business Clerical White 22 - 57 15% MWriting Support Staff Hispanic 85% FSkills - BlackGrammar,Proofing,Editing

Asian

52 Learn to Maintenance Hispanic 32 - 53 94% MLearn White 6% F

Black

3J10

APPENDIX C

Resume of External Evaluator &Final Evaluation Report

3 111

Jennifer Beard Burkhart

500 Boyd St. Phone: (303) 271-0819 homeGolden, CO 80403

Highlights of Qualifications

(303) 866-6936 work

Extensive experience in all aspects of Workplace EducationStrong training background in adult education and business and industryProven ability in developing and implementing basic skills and workplace educationcurriculum and training materialsOutstanding one-on-one, small group and presentation skills

Relevant Experience:

Workplace Education:

Consulting / Technical Assistance / Training

Provide technical assistance and training to statewide Adult Education programs in advisoryboard formation, job task audits, curriculum development and program evaluationsManage state departments workplace education clearinghouseConsult with area business to advise in workplace education program concernsConduct external evaluations of National Workplace Literacy Grant ProgramsAided in writing a National Workplace Literacy Grant Proposal for Arapahoe CommunityCollege, 1992Speak at regional, state and national workplace education conferences upon request

Curriculum / Materials Development

Conduct workplace job task audits and identify corresponding skillsCustomize basic skills curriculum and instructional materials appropriate to the functionalcontext of the jobDevelop customize workplace assessment instrumentsDevelop and disseminate workplace curriculum to 3 clearing houses including theERIC ClearinghouseCustomized various computer programs to include workplace materialsCreated 8 hour workplace training session involving advisory board formation, literacy taskaudits, curriculum develop.nent and program evaluationWrote 5 workplace education training modules for the Colorado Department of EducationDeveloped training module on Cooperative Learning for the Colorado Department of Education

Market Development

Conducted Needs Assessment of 61 area businesses to ascertain educational and training needsCoordinated Workplace Education Conference to promote collaborative training efforts betweenbusiness and eductional providersDeveloped promotional brochure which highlights services of OAE to businessAct as liaison to business and educational providers in developing training partnerships

35 12

Committees and Organizations Served

Workplace Program Chairperson, Department of Labor Literacy Conference, 1993National Workplace Grant Proposal Committee, CDE Workplace Chairperson, 19931994 CDE Denver Regional Conference Program ChairpersonAdult Literacy Commission, Workplace Task Force Support StaffCASAS Standardized Test State Trainer

Employment History:

10/93 - Present Workplace Education Consultant Colorado Department of Education1/93 - 10/93 Workplace Education Instructor Corporate Learning Concepts, Inc.5/92 10/93 Area Resource Teacher Colorado Department of Education9/91 - 12/92 Workplace Ed Instructor Arapahoe Community College11/90- 6/91 Workplace Spanish Instructor Red Rocks Community College1/91 5/91 Spanish Instructor Community College of Denver8/90 - 1/91 ESL/ABE Instructor Red Rocks Community College1/90 - 1/91 Adult Second Language Teacher Red Rocks Community College8/84 - 8/89 Tour Consultant RMA. Travel and Tours

Professional Affiliations and Activities

1993 Present

1992 Present

1993 - Present

1992 1994

1992 Present

MemberCorporate Literacy NetworkMember of the Board of Directors1994 President-ElectColorado Association of Continuing Adult EducationChairperson of Awards and GrantsColorado Association of Continuing Adult EducationEditor, CACAE NewsletterColorado Association of Continuing Adult EducationMentorMetropolitan State College of Denver, Career ServicesAlumni Career Network

Education and Training:

B.A. Metropolitan State CollegeSpanish/Communications Major

Center for Bilingual Multi-Cultural Studies - Cuernavaca, Mor. Mexico - 198960 Hours Intensive Spanish Instruction

Ft. Collins Travel Trade School - 1983Travel Procedures and CRT Training

Awards and Honors:

1989-199019891989 & 199019901990

Who's Who Among Students in American Universities and CollegesColorado Scholars ScholarshipOutstanding Student Achievement - School of Letters, Arts and SciencesDr. leane D. Fair Award for Modern LanguagesVice President's Honor Roll

3613

Emily Griffith Opportunity SchoolWorkplace Education Program

1993-1994External Evaluation

July, 1994

Prepared byJennifer Burkhart, Workplace Education Consultant

37

Table of Contents

Executive Summary 2

Project DescriptionEvaluation ProcessCommendationsRecommendations

Introduction 4

Description of ProjectDescription of Evaluation Process

Administration 7

CommentsCommendationsRecommendations

Instruction 9

CommentsCommendationsRecommendations

Appendices

A Colorado PEER Review Form (revised)Teacher Performance Rating

C Observation/Feedback Form

3F?15

Executive Summary

Project Summary

The Emily Griffith Opportunity School Workplace Education Program is"intended to broaden the base of involvement and participation in workplaceliteracy". The instruction focuses on job-specific competencies of the hospitalsand manufacturer involved in the partnership. The partners in the project are:Emily Griffith Opportunity School, Provenant Health Partners (Saint AnthonyNorth, Saint Anthony Central, Mercy Medical Center Saint Elizabeth/TheGardens, and Provenant Senior Life Center); University of Colorado HealthSciences Center (UCHSC); Saint Joseph Hospital; Presbyterian/Saint Lukk 'sMedical Center; Imperial Headwear, Inc.

Evaluation Process:

As stated in the proposed plan of evaluation, the qualitative process willaccomplish the following:

Measure the effectiveness of the program.Make decisions about how to improve the delivery.Provide accountability to justify effectiveness ofreaching program goals.

This qualitative evaluation is focused on the steps described in the projectdescription (1.1). The evaluative instrument utilized in this process was basedupon the Colorado PEER Review utilized in Adult Basic Education programevaluation. This document was altered to reflect terminology and componentsspecific to workplace literacy programs.

Commendations:

It should be noted that upon review of the 1992-1993 Workplace LiteracyProgram External Evaluation, the evaluator recognized that the program staffhad gone to great lengths to successfully address the recommendations cited.It is to the credit of the entire workplace education staff that all of the businesspartners look forward to the next grant cycle to continue providing classes.Commendations in the following pages lie in two areas: 1) Administration and2) Instruction.

Commendations of the administration of the workplace education programsurround the "active partnerships" that have been developed between theeducation partner and the business partners. This "active partnership"incorporates many key aspects which include: flexibility, delegation of duties,serving the target populations and evaluation of program outcomes. Theseaspects have been highlighted in the following pages.

3

3916

Commendations of the instruction provided by the workplace educationprogram also surround the "active partnerships" that have been developed tomeet the needs of both the business partners and the employees/students. Thesuccess of the program's instruction also revolves around flexibility and theacceptance of duties delegated by the administration. Instructors should alsobe commended for the attentiveness to the needs of the individual student. .

Recommendations:

The maiority of recommendations deal with the evaluation of the workplaceprogram. This area was recognized by the administration at Emily GriffithOpportunity School prior to this evaluation; therefore, recommendations that amore formal instrument be utilized in measuring program impact to theworkplaCe is based upon the information reviewed in the spring of 1994.

Recommendations made in both areas (administration and instruction) mainlyreflect the lack of formal data collected and the need to provide more data tocompanies. Specific recommendations are included in the following pages.

4 4017

1.0 Introduction

1.1 Project Description

As described in the program abstract the Emily Griffith Opportunity SchoolWorkplace Education program is "intended to broaden the base of involvement andparticipation in workplace Leracyn. The instruction focuses on job-specificcompetencies of the hospitals and manufacturer involved in the workplacepartnership. The partners in the project are: Emily Griffith Opportunity School,Provenant Health Partners (Saint Anthony North, Saint Anthony Central, MercyMedical Center, Saint Elizabeth/The Gardens, and Provenant Senior Life Center);University of Colorado Health Sciences Center (UCHSC); Saint Joseph Hospital;Presbyterian/Saint Luke's Medical Center; Imperial Headwear, Inc.

The performance and process objectives of this project are:

C

540 of the 720 participants will attain or enhance job-specific literacy skills.360 of the 720 participants will demonstrate a minimum gain of 25 percent inlistening, speaking, reasoning, or problem solving.38 of the 50 English as a Second Language participants will demonstrateimproved English usage after 100 hours of instruction.Qualitative and quantitative assessment and evaluative tools will be developedand implemented.Data of participant gains will be collected and submitted.Basic skills curricula will be developed, validated, refined, reproduced anddisseminated.

The methodology by which the above objectives will be achieved involves thefollowing steps:

Create a planning teamRecruit and select teachersProvide professional training for teachersConduct presentations to supervisory personnelPrepare public relations materialsIdentify critical job tasksConduct literacy task analysesPlan and develop curriculaImplement a needs assessmentSchedule recruitment and instructionDevelop individualized education plansDeliver instructionEvaluate outcomesDisseminate curricula

This project was in operation from June 1, 1993 to November 30, 1994.

1.2 Evaluation Process Description

As stated in the proposed plan of evaluation, the qualitative process evaluation willaccomplish the following:

Measure the effectiveness of the program.Make decisions about how to improve the delivery. (What went right?What went wrong?)Provide accountability to justify effectiveness of reaching program goals.

This qualitative evaluation is focused on the steps described in the project description(1.1). The evaluative instrument utilized in this process was based upon the ColoradoPEER Review utilized in Adult Basic Education program evaluations. This documentwas altered to reflect terminology and components specific to workplace literacyprograms.

The process prescribed by this form separates the review information into the followingtwo sections:

1) Administration (Administration, Planning, Staff Development,Community Involvement and Public Relations,Evaluation, and Student Services)

2) Instruction (Facilities, Instruction, Staff Development, Evaluation,and Student Services).

This evaluative instrument assisted in identifying recommendations for partnerships,program evaluation and improvement, and for curriculum design. Theserecommendations are addressed under corresponding sections in this narrative.

Recommendations for measuring program impact on the student and workplace islimited due to a lack of formal data. Information on program impact is addressedthrough the collection of anecdotal information, pre and post skills assessment scores,and portfolio development. Let it be noted that this evaluation was conducted prior tothe termination of the grant period and that the recommendation that a more formalinstrument be utilized in measuring program impact to the workplace is based uponthe information reviewed in the spring of 1994. Furthermore, it is recommended thatthis company and/or job-performance-specific instrument be in place throughout theworkplace program cycle to be utilized effectively.

As noted earlier, the evaluation process was separated into two sectien3:administration and instruction. Administrators, instructors, students and managerswere interviewed and various classes were observed over a one month period. Thequestions included on the evaluative instrument (appendix A) were divided a -dingto relevance between administrators at Emily Griffith Opportunity School, those at thevarious businesses and the instructors. The questions asked of both Emily GriffithOpportunity School administration and the administration of the partners are notedwith an asterisk before the questions. These scores were averaged to obtain thecumulative score shown to the right of the column.

6

42

19

It was the intent of the evaluator to determine the extent to which the projectrepresented successful practices of workplace education. Interview responses andcommentary on observed activities were compared with items from the evaluationdocument, the literature of workplace education, and the experience of the evaluator toidentify areas for commendation and recommendation for examination. Responsesdid vary between and among partners and between some business partners and theeducation partner; however, the degree and frequency to which these discrepancieswere reported was not great. It was not the intent of the evaluator to determine theaccuracy of these responses, only to identify possible differences in perceptions andpossible gaps in successful practice, and to consequently recommend these forexamination.

2.0 Administration

2.1 Administration, Planning, Staff Development, CommunityInvolvement and Public Relations, Evaluation and StudentServices.

Comments:The informer on presented in this narrative results from interviews with eachbusiness pa :ner and the administrators of EGOS. The individuals interviewedwere only those who had been working with the workplace program and thereofhad first-hand knowledge. The business partners frequently involved managersand supervisors who had employees in the program. Therefore, the scoresrecorded on the evaluative instrument (appendix A) are cumulative. Thecommendations and recommendations that follow include responses toquestions from the evaluative instrument as well as anecdotal informationcollected during these meetings

Commendations:

When asked about the planning and administration of the workplace educationprogram, all partners responded very positively. Most of the partners referred tothe obvious amount of time and energy that was spent by the educationalpartner in accommodating their needs. The great flexibility and responsivenessof the educational partner was also noted by nearly all of the business partners.It is to the credit of the educational partner that the majority of the componentsmentioned in the program description (1.1) were addressed in the initialplanning of the program as well as throughout the entire program cycle.

Another noteworthy aspect of the planning and administration is the delegationof duties to staff members which in turn enhanced the flexibility to accommodatethe business partners' needs. All partners noted excellent communication withthe program staff and cited this communication as a contributing factor to theprogram success.

Established recruitment methods, flexibility in planning, and scheduling guidedidentification of target populations throughout the program cycle. Usage ofcompany diversity councils, newsletters, table tents in cafeterias and openhouses assisted in identifying and recruiting target populations in English as aSecond Language and basic skills. These activities also achieved "buy in" frommanagement and supervisors. The instructors and program administratorsshould be commended in their efforts to reach the target populations.

Acknowledgement must be given to the educational partner for recognizing theneed to further address the collection and evaluation of formal data. At the timeof this evaluation, pre and post skills assessment scores, attendance hours, andportfolio development was utilized by the instructors.

21

8

44

The educational partner has introduced this topic to the advisory boards toinitiate development of formal instruments that would provide cumulative data.To this point most partners expressed satisfaction with the anecdotalinformation provided; however, the majority of business partners expressed theneed for more data.

Finally, the success of a workplace educational partnership greatly relies on the"active partnership" developed between the education partner and the businesspartner. Each must work together to develop an integrated education program.The evaluator witnessed "active partnerships" in progress at each of the sites.Although the degree to which each partnership had developed varied, it wascommendable to witness "buy in" at each site and the demonstration of "active"program participation. Effective communication was cited by many partners asthe key to achieving this level of understanding and participation.

Recommendations:

It is recommended that employee/student involvement in the formalizedplanning be increased to ensure learner-centered programs that provide for theneeds of the business partners and employees.

A formalized needs assessment for the professional development of programinstructors in recommended. This instrument should include formalmeasurements which document demonstration of teacher competencies as theyare learned, applied and evaluated.

Dissemination of program achievements , ertinent to each site and informationthat involves all of the sites should be improved. Although the businesspartners expressed satisfaction with anecdotal information, a common concernsurrounded the perceived lack of consistent formalized feedback to thepartners.

Formalized feedback of learner gains in basic skills and work-relatedcompetencies needs to be addressed. This recommendation is based upon theperceptions of the business partners. It should be noted that the bulk of thesecomments were received from partnete. who were more removed from the dailyoperation of the workplace program (e.g. Personnel Directors); however, thisdoes not diminish the importance of these perceptions. Analysis of the type ofinformation and its impact to the partners should take place prior to theformation of these evaluative instruments in order to identify that informationwhich would be most useful and meaningful to the partners.

It is recommended that a common skills assessment (e.g CASAS WLS, BESTTest...) be utilized in conjunction with a worksite-specific assessment in order toallow for comparative information while also collecting and assessing site-specific data.

9

9

45

3.0 Instruction

3.1 Facilities, instruction, Staff Development, Evaluation and StudentServices

Comments:

The information presented in this section is based upon questions presented inthe PEER Review form (appendix A), teacher observations (appendices B andC), group interview and material/curricula review.

Commendations:

Once again the majority of the business partners commented on the flexibility ofthe workplace program staff in accommodating their various and changingneeds. This comment reflects the obvious talents of the instructors to not onlyaccommodate these needs in their instruction but also in their flexiblescheduling of classes, meetings and recruitment activities. The instructors arevery "attentive" to the expressed needs of the business partners.

As noted earlier in section 2.1, the delegation of duties was relevant to the greatflexibility in accommodating partners' needs. It is greatly to the credit of theinstructors that this delegation was successful. Each staff member acceptedand performed these duties with professionalism and competence. Theinstructors are apparently dedicated to the succes. "f this program and theirstudents' success.

An innovative team teaching process was developed to meet the needs of onepartner. The instructors involved in developing these classes utilized eachother's resources well.

All instructors continually sought to reach the target populations throughout theprogram cycle by using recruitment activities mentioned in 2.1.

The majority of the curricula developed integrated basic skills and job-relatedcompetencies which allowed for transfer of learning. These skills taught wereoften illustrated on the job. Partners cited many examples such as thedevelopment of an Employee Problem Solving Committee that transferred theskills taught in class to tackling issues and concerns in the workplace.

The teachers frequently included portfolios in their classes to motivate and trackstudents' progress.

The evaluator witnessed an excellent rapport between the instructors and thestudents. The instructors' practice of adult education theory was the basis ofthis rapport.

("3

1c)

46

The teacher observation practiced by the program administrator should becontinued. It is a valuable form of feedback that enhances professionaldevelopment measures.

Recommendations:

The utilization of common assessments would allow for the collection ofevaluative data "grant-wide". Although customized assessments provide site-specific information to the instructor, it i3 difficult to ascertain learner gains withdifferent forms of assessment used at each site. It is recommended thatinstructors use a combination of assessments to increase available data.

A system of monitoring discontinuers and graduates should be developed toincrease feedback which in turn may enhance the program. This system maybe developed by/with the employer and/or advisory council.

It is recommended that Literacy Task Analyses be conducted throughout theprogram cycle to ensure transfer of training for all students. More emphasisshould be placed on the results of this process and the curricula developedfrom this process.

There were concerns by some business partners that classes were paced toquickly for some students who in turn dropped. Instructors should eAsure thatall skill levels are addressed in classes.

Some business partners felt that the impact of some of the communicationcourses was limited due to the short time frame of the class. One partner said,More emphasis should be placed on the use of the skills on the jobTM.

Various business partners requested that more information be given to themregarding the content of the classes. Some partners requested that curricula bereviewed with the partners.

24

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The

wor

kpla

ce e

duca

tion

adm

inis

trat

or c

oord

inat

ed m

ajor

pro

gram

elem

ents

to a

chie

ve r

esul

ts.

D.2

The

wor

kpla

ce e

duca

tion

adm

inis

trat

or d

eleg

ates

spec

ific

task

sto

app

ropr

iate

sta

ff.

D.3

Prog

ram

adm

inis

trat

or f

ollo

ws

thro

ugh

on ta

sks

to e

nsur

ecom

plet

ion

whe

n sc

hedu

led.

D.4

Cri

teri

a or

em

ploy

ing

prog

ram

per

sonn

el a

re a

vaila

ble

upon

requ

est.

ivD

.5C

rite

ria

for

empl

oyin

g in

stru

ctio

nal p

erso

nnel

foc

uses

on

guan

-o)

fica

tions

, dut

ies

and

func

tions

whi

ch a

re a

dult

educ

atio

nor

ient

ed.

5 0

D.6

Fisc

al a

ccou

ntab

ility

pro

cedu

res

are

in a

ccor

danc

ew

ith p

rogr

am o

pera

ting

proc

edur

es.

2

Pi. e a z

4i; 6

._, z

.z a

$111

LI 3 4

3.2

4 1-f

i4

II

4 4 51

4 4 3 3.6

4 4 4 4

NM

MI M

N IN

NIN

NIN

N N

MIII

IIIN

Nal

l NM

I11

NM

MI E

N N

M a

ll N

M

D.7

Prog

ram

des

crip

tions

are

ava

ilabl

e fo

r pr

ovid

ing

info

rmat

ion

to w

ork-

plac

e ed

ucat

ion

stud

ents

.

D.8

The

adm

inis

trat

or a

ctiv

ely

prom

otes

the

wor

kpla

ce e

duca

tion

prog

ram

in th

e co

mm

unity

.

3 4,

3

4) Q ts.

5 Z

Li

(.4a) x

< Z---

L..

c., 5 = = co

4

8

4 3.7

MN

MI

MI

INN

MI

MN

MI

MIM

III

IIII

MIN

III

INI

1111

1111

1111

Mill

NM

IIN

N

QE

Plan

ning

A.

The

goa

ls a

nd o

bjec

tives

of

the

wor

kpla

ce e

duca

tion

prog

ram

hav

ebe

en d

isse

min

ated

to s

taff

.

A.1

Mat

eria

ls h

ave

been

pub

lishe

d an

d di

ssem

inat

ed to

sta

ffre

gard

ing

prog

ram

goa

ls a

nd o

bjec

tives

.

A.2

Staf

f m

eetin

gs a

re c

ondu

cted

with

sta

ff to

pro

vide

info

rma-

tion

and

disc

uss

prog

ram

issu

es r

elat

ing

to p

rogr

am g

oals

and

obje

ctiv

es.

B.

The

re is

evi

denc

e of

the

prog

ram

's p

rogr

ess

tow

ard

achi

evin

g th

eir

goal

san

d ob

ject

ives

.

*B

.1

*B

.2

Prog

ram

ach

ieve

men

ts a

re d

isse

min

ated

to a

dult

lear

ners

,E

mily

Gri

ffith

adm

inis

trat

ion

and

staf

f, a

nd b

usin

ess

part

ner.

Rev

iew

and

fee

dbac

k of

pro

gram

and

lear

ner

prog

ress

with

high

er le

vel a

dmin

istr

ator

(ad

viso

ry h

oard

, adm

inis

trat

or's

supe

rvis

or)

occu

rs o

n a

peri

odic

bas

is.

C.

A lo

ng r

ange

pla

n fo

r w

orkp

lace

edu

catio

n in

the

wor

kpla

ce h

as b

een

deve

lope

d.

* C

.1A

par

tner

nee

ds a

sses

smen

t is

used

to p

rovi

de a

bas

is f

or th

efu

ture

gro

wth

and

dir

ectio

n of

the

prog

ram

.

51

* C

.2Se

vera

l lon

g te

rm s

olut

ions

hav

e be

en in

corp

orat

ed in

to th

elo

ng r

ange

pla

n.

* C

.3T

he p

lan

ensu

res

the

targ

et p

opul

atio

n w

ill b

e se

rved

in th

epr

esen

t as

wel

l as

in f

utur

e pr

ogra

m o

pera

tions

.

EE

e) riat

. ,,

z6 ,u;

i. co

q 3-2

4

3 43.

4

4/3,

q

.3,4

55

a

4 4 2.9

2.95

3.7

3.7

3.2

OM

MIS

MI

MI

INN

all

NM

I11

111

1111

1111

MI M

I NM

I MB

MI

IIIIII

Faci

litie

s

A.

Inst

ruct

iona

l fac

ilitie

s re

adily

acc

essi

ble

to a

dult

lear

ners

.

*A

.1Fa

cilit

ies

are

loca

ted

near

targ

et p

opul

atio

n.

*A

.2Fa

cilit

ies

are

acce

ssib

le f

or h

andi

capp

ed a

nd p

hysi

cally

disa

bled

stu

dent

s.

*A

.3So

me

of th

e cl

assr

oom

fac

ilitie

s ar

e ac

cess

ible

by

publ

ictr

ansp

orta

tion.

B.

Faci

litie

s ar

e ad

equa

te f

or in

stru

ctio

nal s

taff

.

*B

.1St

orag

e sp

ace

is a

vaila

ble

for

inst

ruct

or m

ater

ials

and

equi

pmen

t.

*B

.2St

udy

spac

e is

ava

ilabl

e fo

r in

stru

ctor

per

sonn

el.

*B

.3Sp

ace

is a

vaila

ble

for

inta

ke p

roce

ssin

g an

d co

unse

ling

ofst

uden

ts.

C.

Inst

ruct

iona

l fac

ilitie

s m

eet s

afet

y an

d he

alth

req

uire

men

ts.

*C

.1Ph

ysic

al e

nvir

onm

ent i

s co

nduc

ive

to s

afet

y an

d he

alth

.

*C

.2C

lass

room

fur

nish

ings

an

equi

pmen

t are

con

duci

ve to

saf

ety

and

heal

th.

*C

.3C

lass

room

fur

nish

ings

are

pro

vide

d w

ith th

e ad

ult s

tude

nt in

cp

min

d.

*C

.4A

dequ

ate

light

ing,

ven

tilat

ion

and

tem

pera

ture

con

trol

s ar

efo

und

in c

lass

room

s an

d bu

ildin

gs.

5 6

5

0 a. E .9

...,

tv eu t., x Lc

.014 < z

,, e, f. co a. ..--

onon

ti4

Li

`1

Liq

qi-

/

144/

4y

it

qL

I 4

8

4 4 4 4 4 4 4 4 4 4

NM

I MI

1111

11N

E N

M N

M N

M M

N N

MI

NIS

1111

MN

EI

INN

Mal

MN

NU

N

0

* C

.5Sa

nita

ry f

acili

ties

are

clea

n an

d av

aila

ble

for

men

and

wom

en.

Inst

ruct

ion

A.

Inta

ke p

roce

dure

s ar

e in

pla

ce a

nd a

re c

ondu

cted

in s

uch

a m

anne

ras

to e

nsur

e th

e ad

ult l

earn

er's

com

fort

and

eas

e w

ithin

the

educ

atio

nal

envi

ronm

ent.

A.1

A n

eeds

ass

essm

ent/i

nter

est i

nven

tory

is a

dmin

iste

red

to a

llen

teri

ng s

tude

nts.

A.2

A s

kills

ass

essm

ent i

s ad

min

iste

red

in a

set

ting

cond

uciv

e fo

rte

stin

g.

A.3

The

pro

gram

util

ized

a s

tude

nt e

nrol

lmen

t for

m.

A.4

The

indi

vidu

al in

stru

ctio

nal p

lan

is e

stab

lishe

d ba

sed

on th

ene

eds

asse

ssm

ent,

the

skill

s as

sess

men

t and

the

adul

t lea

rner

'sgo

als.

B.

Inst

ruct

iona

l mat

eria

ls a

re p

rovi

ded

for

usag

e in

ena

blin

g st

uden

ts to

bec

ome

func

tiona

lly li

tera

te.

55

B.]

Ade

quat

e in

stru

ctio

nal m

ater

ials

are

ava

ilabl

e fo

r ea

ch c

lass

.

B.2

A v

arie

ty o

f in

stru

ctio

nal m

ater

ials

and

sup

plie

s ar

e av

aila

ble

for

teac

hers

, tut

ors

and

stud

ents

.

B.3

Inst

ruct

iona

l mat

eria

ls a

re u

p-to

-dat

e an

d ap

prop

riat

e to

read

ing,

wri

ting

and

mat

hem

atic

al le

vels

.Sp

ecia

l mat

eria

lsar

e av

aila

ble

f, r

han

dica

pped

stu

dent

s w

hen

requ

ired

. 6

5 z

cir u x 4.1

< Z.

I... c m

9L

I

3 3 1' 59

8

4 3 3 4 3.5

4 4 4

ow u

m r

r r

ow

am

an

am m

umN

omr

rw u

m a

m a

m it

sr

C.

Aud

io v

isua

ls a

re u

tiliz

ed to

impr

ove

inst

ruct

ion.

C.1

Ove

rhea

d pr

ojec

tors

, film

s, e

asel

s an

d fl

ip c

hart

s,et

c., a

reav

aila

ble

for

inst

ruct

ion.

C.2

A v

arie

ty o

f vi

sual

aid

s ar

e us

ed w

hen

appr

opri

ate

to th

ein

stru

ctio

n pr

esen

ted.

D.

Inst

ruct

iona

l mat

eria

ls a

re a

vaila

ble

to m

eet i

ndiv

idua

l stu

dent

need

s an

d st

reng

then

inst

ruct

ion.

D.1

Inst

ruct

iona

l mat

eria

ls a

re a

vaila

ble

to m

eet i

ndiv

idua

l nee

dsof

stu

dent

s.

D.2

Inst

ruct

iona

l mat

eria

ls a

re a

vaila

ble

to m

eet t

he s

peci

al n

eeds

of th

e lo

w, l

imite

d re

adin

g ad

ult.

D.3

Inst

ruct

iona

l mat

eria

ls a

re a

vaila

ble

to m

eet t

he n

eeds

of

the

Eng

lish

as a

Sec

ond

Lan

guag

e st

uden

t.

D.4

Inst

ruct

iona

l aid

s ar

e av

aila

ble

to e

nric

h th

epr

ogra

m o

fin

stru

ctio

n.

E.

Bas

ic s

tude

nt in

stru

ctio

n is

pro

vide

d th

roug

h a

num

ber

of e

duca

tiona

lco

mpo

nent

s.

( 3

0l

E.1

Inst

ruct

ion

in p

re-l

itera

cy s

kills

(i.e

spe

akin

g,lis

teni

ng, c

ultu

ral

orie

ntat

ion,

etc

.,) is

pro

vide

d to

stu

dent

s in

nee

d.

E.2

Inst

ruct

ion

in li

tera

cy s

kills

(i.e

., re

adin

g, w

ritin

g,co

mpu

tatio

n,pr

oble

m s

olvi

ng, e

tc.)

is p

rovi

ded.

7

0) K. 2 i z

E 73 . u 3

0 u 4

t C , c 0 z

L1 y

LI. LJ i-I a 3 q 61

4 4 4 4 4 4 3 4

NU

N N

E IN

N N

M N

MI O

M IN

NIN

N N

M M

N M

IN N

M M

I IN

N M

I EN

MN

E.3

Inst

ruct

ion

in w

orkp

lace

ski

lls is

pro

vide

d.

F.O

ptio

nal m

etho

ds o

f in

stru

ctio

n ar

e av

aila

ble

for

achi

evin

gin

stru

ctio

nal g

oals

and

com

pete

ncie

s.

F.T

echn

olog

y as

sist

ed in

stru

ctio

n is

pro

vicI

td.

F.2

Com

pute

r m

anag

ed in

stru

ctio

n is

ava

ilabl

e.

F.3

A v

arie

ty o

f ad

ult i

nstr

uctio

nal m

etho

ds a

re u

tiliz

ed in

the

clas

sroo

m a

nd tu

tori

ng s

ettin

gs.

F.4

Indi

vidu

aliz

ed in

stru

ctio

n is

em

phas

ized

and

/or

utili

zed.

F.5

The

res

ourc

es o

f th

e St

ate

Adu

lt E

duca

tion

Res

ourc

e C

ente

rar

e ut

ilize

d.

F.6

The

res

ourc

es o

f th

e A

rea

Res

ourc

e te

ache

r ne

twor

k ar

e us

ed to

impr

ove

the

inst

ruct

ion

offe

red

in th

e pr

ogra

m.

F.7

The

res

ourc

es o

f th

e lo

cal c

omm

unity

are

use

d in

the

inst

ruct

iona

lpr

ogra

m.

G.

Rec

ords

are

mai

ntai

ned

and

up-t

o-da

te.

6

G.1

Stud

ents

are

pro

vide

d w

ith in

form

atio

n ab

out t

heir

pro

gres

s on

a re

gula

r ba

sis.

G.2

Rec

ords

are

con

tinua

lly u

pdat

ed a

nd f

inal

rep

orts

are

sub

mitt

ed to

the

fede

ral o

ffic

e in

a ti

mel

y m

anne

r.

8

4., ii. E 0 Py

Bal

i z

cr cr...

....

u 04

< Z

I.-

AI

cr) '

1:0

q

/ /

3

63

pH

4 /A /A 4 3 2 3.5

3.5

3 3

1111

111

111

MN

= M

I M

R11

111

1111

1N

MI

r r

MI

MN

1111

1

H.

The

wor

kpla

ce e

duca

tion

staf

f ha

ve in

itiat

ed m

etho

ds f

or tr

acki

ng a

dult

lear

ner

rete

ntio

n.

H.1

A s

yste

m f

or tr

acki

ng s

tude

nt r

eten

tion

is in

pla

ce.

H.2

The

pro

gram

ret

ains

wha

t num

ber

by n

umbe

r of

hou

rs a

nd le

vel o

f st

uden

t.

Staf

f D

evel

opm

ent

A.

The

sta

ff d

evel

opm

ent c

ompo

nent

of

the

wor

kpla

ce e

duca

tion

prog

ram

has

clea

rly

iden

tifia

ble

goal

s an

d ob

ject

ive

for

impr

ovin

g in

stru

ctor

com

pete

ncie

s.

A.1

Goa

ls a

nd o

bjec

tive

are

clea

rly

defi

ned

for

impr

ovin

gin

stru

ctio

nal s

kills

.

A.2

Goa

ls a

nd o

bjec

tives

are

sta

ted

rela

ting

to th

e im

prov

emen

t of

inst

ruct

or k

now

ledg

e of

pro

gram

con

tent

.

A.3

Goa

ls a

nd o

bjec

tive

are

stat

ed r

elat

ing

to th

e ne

eds

of a

dult

lear

ners

.

B.

A f

orm

al n

eeds

ass

essm

ent i

s co

nduc

ted

amon

g st

aff

to a

scer

tain

thei

rtr

aini

ng n

eeds

.

61

B.1

A f

orm

al n

eeds

ass

essm

ent i

s pe

riod

ical

ly c

ondu

cted

am

ong

staf

fan

d vo

lunt

eers

to a

scer

tain

trai

ning

nee

ds a

nd p

rior

ities

.

B.2

Prog

ram

str

engt

hs a

nd w

eakn

esse

s ar

e ad

dres

sed

in d

evel

opin

gin

serv

ice

trai

ning

ses

sion

s.

13.3

Stud

ent r

ecom

men

datio

ns a

re c

onsi

dere

d w

hen

desi

gnin

g tr

aini

ng.

9

a. E 2 z

cu Qx

Lit

< ...., Z

I- t, #. ca 0. z u).. o co

3 14 4

3 3 3 4 4 3

INN

NM

1111

111

IIIIII

MI M

IMI

MIN

NM

I OM

INN

1111

1M

IMI

MIM

I

C.

Staf

f de

velo

pmen

t act

iviti

es a

re p

lann

ed th

roug

hout

the

year

to m

eet

dive

rse

need

s of

sta

ff (

adm

inis

trat

ors,

sup

port

sta

ff, t

each

ers

and

volu

ntee

rs).

*C

.1Pr

ovis

ions

are

mad

e fo

r co

nduc

ting

an o

rien

tatio

n an

d/or

pre

serv

ice

trai

ning

for

new

ly a

ppoi

nted

sta

ff.

C.2

Tre

nds

and

deve

lopm

ents

in w

orkp

lace

edu

catio

npr

ogra

ms

are

regu

larl

y di

ssem

inat

ed a

nd d

iscu

ssed

with

sta

ff.

C.3

Out

side

res

ourc

e pe

rson

nel a

re u

tiliz

ed a

s sp

eake

rs a

ndtr

aine

rs o

n sp

ecia

lized

topi

cs.

C.4

Loc

al s

taff

are

pro

vide

d op

port

uniti

es to

sha

re th

eir

expe

r-tis

e, r

esea

rch

find

ing,

etc

., at

a v

arie

ty o

f m

eetin

gs a

ndco

nfer

ence

s.

D.

Staf

f de

velo

pmen

t ses

sion

s ar

e ev

alua

ted

to d

eter

min

e th

eir

effe

ctiv

enes

s in

suc

h ar

eas

as:

info

rmat

ion

diss

emin

atio

n,pr

ogra

m r

elev

ancy

qual

ity o

f pr

esen

tatio

ns

66

D.1

An

asse

ssm

ent o

f th

e ov

eral

l qua

lity

of s

taff

dev

elop

men

top

port

uniti

es is

reg

ular

ly c

ondu

cted

.

D.2

Part

icip

ants

hav

e th

e op

port

unity

to r

ate

the

qual

ity a

ndap

prop

riat

enes

s of

sta

ff m

eetin

gs a

s th

ey p

erta

in to

:in

form

atio

n di

ssem

inat

ion,

mee

ting

iden

tifie

d ne

eds

and

qual

ity o

f pr

esen

tatio

n.

in

. R. 2 z

.t 11 42

6 2 e.

t'" . rh.

=9

q3

ti)

,..f 3 .5"

.3

67

NM

MI

MB

MN

=I

NM

IM

N M

IN E

N V

IMIN

SN

MI

MI

11.1

1

D.3

Res

ults

of

curr

ent a

nd p

revi

ous

eval

uatio

nsar

e ut

ilize

d in

desi

gnin

g fu

ture

trai

ning

pro

gram

and

sta

ff m

eetin

gs.

E.

Staf

f de

velo

pmen

t act

iviti

es h

ave

impa

cted

the

adul

ted

ucat

ion

prog

ram

thro

ugh

impr

ovin

g te

ache

r ef

fect

iven

ess

in in

stru

ctin

g ad

ult l

earn

ers.

E.1

Evi

denc

e is

ava

ilabl

e to

indi

cate

d in

stru

ctor

s ha

ve im

prov

edth

eir

skill

s us

ed in

teac

hing

pro

gram

par

ticip

ants

.

E.2

Tea

cher

s ha

ve d

emon

stra

ted

to s

tude

nts

and

adm

inis

trat

or/s

anin

crea

sed

know

ledg

e of

pro

gram

con

tent

.

E.3

Tea

cher

s ha

ve d

emon

stra

ted

impr

oved

pro

fici

ency

in a

cqui

ring

ai.

utili

zing

pro

gram

mat

eria

ls.

E.4

Tea

cher

s w

ho h

ave

part

icip

ated

in s

taff

dev

elop

men

tac

tiviti

es h

ave

dem

onst

rate

d m

easu

res

to im

prov

epr

ogra

m e

ffec

tiven

ess,

incl

udin

g:re

duce

d di

scon

tinue

rsin

crea

sed

com

plet

ers

obta

ined

mor

e in

form

atio

n on

stu

dent

sdo

cum

ente

d pr

ogre

ssin

crea

sed

refe

rral

sin

cres

ed n

umbe

r w

ho c

ontin

ue f

urth

er e

duca

tion.

*E

.5

GS

Stud

ents

par

ticip

atin

g in

the

adul

t bas

ic e

duca

tion

prog

ram

have

indi

cate

d th

at:

the

qual

ity o

f in

stru

ctio

n ha

s im

prov

ed,

clas

ses

are

mor

e re

leva

nt,

thei

r ne

eds

are

bein

g ad

dres

sed

mor

e ef

fect

ivel

yth

an p

revi

ousl

y.

11

. Ia. a . 2 1 z

t, 8x ILI

Z

6 2

t.4 7;9

0:9

3 3 4.5

3I /11

°

6S

8 Eg

3 3 3.5

3.5

2 3

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1011

111N

IME

NN

I111

1111

1111

1111

1111

1111

1111

1111

1111

cr)

E.6

Staf

f de

velo

pmen

t pro

gram

acc

omm

odat

este

ache

r pr

ofes

sion

algr

owth

dev

elop

men

t.

Com

mun

ity I

nvol

vem

ent a

nd P

ublic

Rel

atio

ns

A.

Com

mun

ity in

volv

emen

t and

pub

lic r

elat

ions

are

utili

zed

inor

gani

zing

and

impl

emen

ting

the

adul

t edu

catio

npr

ogra

m.

* A

.1Pr

ogra

m in

form

atio

n is

reg

ular

ly d

istr

ibut

edto

the

targ

etpo

pula

tion

with

the

desi

gnat

ed p

artn

er.

* A

.2

* A

.3

Coo

rdin

atio

n of

ser

vice

s an

d ac

tiviti

es is

evi

dent

fro

mst

uden

t ref

erra

ls to

an

from

the

hum

an r

elat

ions

and

pers

onne

l off

ices

.

Gue

st s

peak

ing

enga

gem

ents

, "O

pen

Hou

se"

func

tions

and

othe

r ty

pes

of p

ublic

-cen

tere

d ac

tiviti

esar

e co

nduc

ted

bypr

ogra

m s

taff

and

stu

dent

s.

B.

The

pro

gram

adm

inis

trat

or a

nd/o

r st

aff p

erso

n ha

s co

nduc

ted

aco

mm

unity

-wid

e de

mog

raph

ic a

naly

sis

whi

ch is

util

ized

in p

rogr

ampl

anni

ng.

7

B.1

Info

rmat

ion

is a

vaila

ble

pert

aini

ng to

the

pote

ntia

l num

ber

ofst

uden

ts, a

ge g

roup

ings

, sex

and

eth

nici

ty.

B.2

Info

rmat

ion

is c

ompu

ted

and

mad

e av

aila

ble

conc

erni

ng o

ther

adul

t edu

catio

n pr

ogra

ms

in th

e co

mm

unity

.

1 7

g iii.

E 2 Z

44 0) cu ux 14

< --- Z

6 2

i..6 -., g 5) = 71 2

2 33

2

3./

3

Nif

1

8

2 3.1

3.35

3 . 5

N/A

N/A

IIII

III

III

NM

IN

MI

Ell

NM

III

I

B.3

Info

rmat

ion

rela

ting

to s

choo

l dis

cont

inue

rs a

nd d

isco

ntin

uers

of th

e w

orkp

lace

edu

catio

n pr

ogra

m, i

tsel

f, is

util

ized

inpl

anni

ng a

nd/o

r co

ordi

natin

g pr

ogra

m s

essi

ons

and

activ

ities

.

B.4

Info

rmat

ion

rela

ting

to o

ccup

atio

nal k

now

ledg

e an

d jo

b tr

aini

ngpr

ogra

ms

with

in th

e ge

ogra

phic

al a

rea

of th

e pr

ogra

m, a

s w

ell

as th

e st

ate,

is d

isse

min

ated

to a

dult

lear

ners

and

sta

ff.

C.

A c

omm

unity

-wid

e re

crui

tmen

t pro

gram

is s

etup

to p

rovi

de f

or p

rogr

amex

pans

ion

and

grea

ter

prog

ram

acc

ess.

*C

.1Pr

ogra

m s

taff

asc

erta

in f

rom

stu

dent

fee

dbac

k da

ta w

hich

recr

uitm

ent m

etho

ds h

ave

prov

en m

ost s

ucce

ssfu

l am

ong

grou

psof

par

ticip

ants

.

* C

.2Pr

ogra

m in

form

atio

n is

mad

e av

aila

ble

to c

omm

unity

bas

edor

gani

zatio

ns a

nd s

ervi

ce p

rovi

ders

for

sub

sequ

ent d

istr

ibut

ion

to p

rosp

ectiv

e st

uden

ts.

* C

.3C

lass

es a

re c

o-sp

onso

red

with

var

ious

org

aniz

atio

ns to

faci

litat

e re

crui

tmen

t of

targ

et p

opul

atio

n.

* C

.4A

n an

alys

is o

f st

uden

t par

ticip

atio

n da

ta is

con

duct

ed to

asce

rtai

n w

heth

er o

r no

t the

targ

et p

opul

atio

n is

bei

ngre

crui

ted

as p

roje

cted

.

* C

.5R

ecru

itmen

t act

iviti

es a

re c

ondu

cted

to a

t lea

st m

aint

ain

or to

incr

ease

cur

rent

leve

ls o

f en

rollm

ent.

13

. 0. E 2 z

-a.

.y.

TI,

L .

,

Q6 3

b. e.

q 42

.7

32.

1

Li

3.1,

ti3

.;1

5'

q 73

a

4 4 3.35

2.85

3.8

3.6

3.85

MIN

IM

illR

INI

OM

NI

MIN

all M

I M

I M

INM

I

co

D.

The

wor

kpla

ce e

duca

tion

prog

ram

initi

ates

act

iviti

es to

incr

ease

coor

dina

tion

amon

g ag

enci

es a

nd o

rgan

izat

ions

ser

ving

the

adul

tpo

pula

tion.

D.1

The

-wor

kpla

ce e

duca

tion

prog

ram

act

ivel

y pa

rtic

ipat

es in

coop

erat

ive

plan

ning

mee

tings

and

dis

cuss

ions

.

* D

.2T

he p

rogr

am is

coo

rdin

atin

g ac

tiviti

es w

ith o

ther

age

ncie

s to

impr

ove

serv

ices

, suc

h as

:da

y ca

re (

part

ner)

faci

lity

utili

zatio

ngu

idan

ce a

nd c

ouns

elin

gjo

b pr

omot

ion

or e

nhan

cem

ent

D.3

Lin

kage

s w

ith b

usin

ess

and

indu

stry

are

in p

lace

.

* D

.4

,71

Coo

pera

tive

linka

ges

exis

t with

oth

er a

genc

ies

oper

atin

g un

der

Stat

e an

d Fe

dera

l aw

ards

and

gui

delin

es w

ho p

rovi

de e

mpl

oy-

men

t ser

vice

s, jo

b de

velo

pmen

t or

voca

tiona

l tra

inin

g.

14

a) ft. 2 z

.3, Q .L1

. -, z

i. f.,

r3 0.. 0 .m 0 c0

113.

Li

14I

Li

2.4

4

8 .7 .2

=I

MI

NM

NM

IN

N M

III

IIII

SIM

RR

- M

I N

MI

OM

I=

0111

1M

N

CD

Eva

luat

ion

A.

The

pro

gram

pro

vide

s fo

r an

eva

luat

ion

com

pone

nt c

onsi

stin

g of

feed

back

fro

m s

tude

nts

rega

rdin

g th

eir

perc

eptio

n of

pro

gram

effe

ctiv

enes

s.

A.1

Stud

ents

hav

e re

gula

r op

port

uniti

es to

pro

vide

fee

dbac

k to

teac

hers

and

adm

inis

trat

ors

refl

ectin

g th

eir

perc

eptio

ns o

fho

w e

ffec

tive

the

prog

ram

has

bee

n fo

r th

em.

A.2

Info

rmat

ion

is c

olle

cted

fro

m g

radu

ates

and

pro

gram

dis

con-

tinue

rs r

elat

ing

to th

e ad

equa

cy o

f in

stru

ctio

n an

d th

eir

abili

ty to

pur

sue

furt

her

educ

atio

n an

d tr

aini

ng.

B.

Feed

back

is o

btai

ned

from

gro

ups,

org

aniz

atio

ns a

nd r

elat

ing

prog

ram

sha

ve a

n in

tere

st in

the

cont

inua

tion

of th

e pr

ogra

m.

B.1

Info

rmat

ion

is o

btai

ned

from

an

advi

sory

com

mitt

ee/p

artic

ipat

ory

plan

ning

com

mitt

ee is

obt

aine

d an

d ut

ilize

d.

C.

Impa

ct in

form

atio

n is

reg

ular

ly o

btai

ned

from

stu

dent

com

plet

ers

and

dis-

cont

inue

rs d

escr

ibin

g th

e re

sults

of

the

prog

ram

.

C.1

C.2

C.3

*C

.4

7C

Info

rmat

ion

pert

aini

ng to

wor

k-re

late

d ou

tcom

es is

col

lect

ed.

Info

rmat

ion

conc

erni

ng s

tude

nts

ente

ring

trai

ning

pro

gram

s su

ch a

svo

catio

nal e

duca

tion.

Info

rmat

ion

desc

ribi

ng in

crea

sed

conf

iden

ce le

vels

of

stud

ents

dea

ling

with

per

sona

l and

fam

ily/li

fe c

opin

gsi

tuat

ions

.

Info

rmat

ion

desc

ribi

ng th

e ex

tent

to w

hich

stu

dent

obj

ectiv

esar

e m

et is

ava

ilabl

e.

15

0.1 O ri 2 1Z

5 3 u Lu

Z---

ct 5 PT'. c .0^ c co

q 3 33

.b

33.

1 3,I

,-'7

a

4 3 4 3 3.05

3.6

2.95

OM

INN

NM

I= O

M N

MI

MIN

IM

INI

OM

MN

IMO

INN

MI M

I NM

*C.5

Info

rmat

ion

is a

vaila

ble

to d

escr

ibe

incr

ease

d st

uden

t pro

fici

ency

in r

eadi

ng, w

ritin

g, s

peak

ing,

list

enin

g, c

ompu

tatio

n an

d pr

oble

mso

lvin

g.

D.

Inst

ruct

ors

are

invo

lved

in m

easu

ring

pro

gram

impl

emen

tatio

n.

D.1

Inst

ruct

ors

mak

e re

gula

r as

sess

men

ts o

f st

uden

t's p

rogr

ess.

D.2

inst

ruct

ors

view

ass

essm

ent o

f st

uden

t pro

gres

s as

an

inte

gral

par

tof

the

inst

ruct

iona

l/lea

rnin

g ap

plic

atio

n an

d as

nec

essa

ry to

both

stu

dent

and

cur

ricu

lum

/inst

ruct

ion

impr

ovem

ent.

Stud

ent S

ervi

ces

A.

A s

yste

m o

f aw

ardi

ng e

duca

tiona

l cre

dit/r

ecog

nitio

n is

est

ablis

hed

and

mai

ntai

ned

by th

e ag

ency

.

A.1

*A

.2

Stud

ent r

ecor

ds c

onsi

stin

g of

test

sco

res,

pro

gres

s re

port

s, w

ritin

gsa

mpl

es a

nd o

ther

ess

entia

l inf

orm

atio

n ar

e m

aint

aine

d by

the

agen

cy.

Peri

odic

aw

ards

/rec

ogni

tion/

cert

ific

ates

are

giv

en to

the

stud

ent,

indi

vidu

ally

and

/or

befo

re a

gro

up.

B.

Prov

isio

ns f

or d

iagn

ostic

and

ach

ieve

men

t tes

ting

are

avai

labl

e fo

r st

uden

ts.

4=.

B.1

Plac

emen

t ass

essm

ent i

s co

nduc

ted

at th

e tim

e of

initi

al s

tude

nt0

enro

llmen

t int

o th

e pr

ogra

m.

16

a. 9u' u x p.3

z--w

u. c..) f.. it z C

A.. o co 2.4

3 q.5

. I

79

3.2

3 4 3 3.6

4

MN

MI M

IM

I Ili

INN

OM

MI M

I NM

SIM

I MI

1111

1

B.2

Dia

gnos

tic a

nd a

chie

vem

ent t

estin

g, in

clud

ing

the

GE

D te

st, i

sav

aila

ble

or c

an b

e re

ason

ably

sch

edul

ed to

acc

omm

odat

e th

epr

ogra

m p

artic

ipan

ts.

B.3

Stud

ents

hav

e th

e op

port

unity

to d

emon

stra

te s

ubje

ct m

atte

r/lif

esk

ills

prof

icie

ncy

thro

ugh

com

pete

ncy

test

ing,

dev

elop

ing

a po

rt-

folio

and

wri

ting

sam

ples

.

B.4

Dia

gnos

tic a

nd a

sses

smen

t tes

ting

is a

vaila

ble

for

stud

ents

with

limite

d E

nglis

h an

d no

n-E

nglis

h sp

eaki

ng s

kills

.

B.5

Prov

isio

ns f

or a

sses

sing

and

rec

ordi

ng p

rogr

ess

in c

ompl

etin

gst

uden

t goa

ls a

nd o

bjec

tives

are

est

ablis

hed.

C.

Gui

danc

e an

cou

nsel

ing

serv

ices

are

ava

ilabl

e to

fac

ilita

te s

tude

nt g

row

th,

dire

ctio

n se

tting

, acc

essi

ng in

form

atio

n an

d de

cisi

on m

akin

g.

*C.1

Gui

danc

e an

d co

unse

ling

serv

ices

are

ava

ilabl

e to

pro

gram

par

ticip

ants

.

*C.2

Age

ncy

refe

rral

s ar

e m

ade

to p

rovi

de f

or c

ouns

elin

g an

d gu

idan

cese

rvic

es w

hen

not a

vaila

ble

in th

e pr

ogra

m.

*C.3

Age

ncy

refe

rral

s ar

e m

ade

to a

ddre

ss n

eeds

suc

h as

: em

erge

ncy

food

,sh

elte

r,sh

elte

r fo

r ab

used

wom

en a

nd c

hild

ren,

lega

l ser

vice

s...)

D.

Supp

ortiv

e se

rvic

e ar

e av

aila

ble

for

prog

ram

par

ticip

ants

.

D.1

The

pro

gram

off

ers

imm

edia

te f

amily

mem

bers

of

part

icip

ant t

heop

port

unity

to a

ttend

cla

sses

.

17

0.) > o ri.

A 2 1 Z

to Wu4

< '- Z

I- o ... 0.ms c c co

if 3 it.3

. Co

qgi

p

`-/

3.L

81

8

4 4 4 3 3.8

3.8

3 . 7

4

APPENDIX B

Teacher Performance Rating

Extent to which teacher plans learning activities in advance.

No Planning 1 2 3 4 5 6 7 Well Planned

2. Rate learning atmosphere from controlled and regulated (student participates o, j whenclearly expected or required) to open and free (student talks spontaneously to teacher.

Controlled 1 2 3 4 5 6 7 Open

3. Amount of teacher attentiveness to the needs of the student for help in their learningactivities.

Indifferent 1 2 3 4 5 6 7 Very Attentive

4. Effort that teacher makes to accommodate the interest and feelings of the student.

No Effort 1 2 3 4 5 6 7 Continual Effort

5. Extent to which teacher evokes participation in learning activities.

Unable To Get 1 2 3 4 5 6 7 Evolces Intexesiecl

Participation Participation

6. Extent to which student remains attentive to activities and works steadily.

Inattentive 1 2 3 4 5 6 7 Attentive

7. Extent to which teacher treats student as an adult rather than as a child or an adolescent.

As Youth 1 2 3 4 5 6 7 As Adult

8. How formally or informally the teacher conducts the session.

Very Formally 1 2 3 4 5 6 7 Quite Informally

9. How frequently teacher makes encouraging remarks to the student or acts in some otherpositively reinforcing way.

Never Reinforces 1 2 3 4 5 6 7 OptimallyReinforces

se

82 42

NM

IB

IN w

,III

11=

IM

ININ

N M

I NM

IIN

N N

M N

MI M

N -

illy

Obs

erva

tion/

Feed

back

For

m

Prog

ram

Loc

atio

n

Num

ber

of S

tude

nts

Obs

erve

r

Dat

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8384

APPENDIX D

Sample of Assessments, Pre- & Post-Tests,& Class Evaluations

8 :344

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zi.8 9

48

INTERACTIVE BUSINESS WRITINGWRITING SAMPLE (PRETEST)

1. Today you found out that you have a new boss! Not only doyou have a newboss, but your new boss wants a writtenaccount of your job responsibilities. On another sheet ofpaper, write a letter of introduction to your new bossand provide the information she has requested.

2. Edit the following paragrapts. Look for errors incapitalization, spelling, and grammar.

This report focuses on the prparation of resumes and what

personnal mangers would like to be included in them. much r

esearchwas done and serveral wources was used to find out what

personnel administraters look forin a resume.

Information was obtained frmo guestionaires4 interviews, and

secondary sources. such as books and periodicls. This report will

not discuss what is presently being taught in class rooms or

placement office's about the preparation of resumes.

In the past students in colleges and university's have been

taught several different ways to prepare a resume, however, they

are still unsure as to weather to include certain items on there

resume because they don't knowif the perspective employer "likes

it that way".

490

BASIC SKILLS TASK AUDIT

JOB AREA:

SUPERVISOR/MANAGER INTERVIEWED:

1. Please describe the workplace use of reading. writincT.communications (including speaking and listening). and mathin your job area.

Please give examples of jobs in your area that rP!ate to thebasic skills listed in question 4t1 above.

3. What percentage of the employees use math, readinu. writing.and communication3 in your job area?

Math

Communications

Reading Writing

4. What employee basic skills need upgrading in this lob area?

1.

4.

5. In the future. what basic skills will lac nedrsd for jobmobility? For keeping a job? For present)e,r future)policy orprocedure changes?

91 50

6. How do you see the WIrkplace Education classes f0.!incr intoyour company's long-term education/trainina proarcuit:

7. What factors are used to measure company productivityespecially as related to your job area?

8. How will the Workplace Education c1. supportproductivity goals?

9 What are the most frequent mistakes in your ion area:Please give examples.

3.

10. How do you see Company needs related toWhat are the similarities and differences?

11.

emp1(.vees needs

wi 11 7- 17 i : mage r 1

support employee needs

Health One System Management

Communications Training Questionnaire

We are asking you to fill out this survey because your beliefs about and support of communication

training will greatly impact the outcome of the course. Answering the questions will also allow

you to examine your personal attitudes towards training, and reflect on techniques proven to make

training more effective. This questionnaire is anonymous unless you choose to sign it and want a

response from us.

On a scale of 1 5 ( 1 - not at all, 2 once in a great while, 3 - some of the time, 4 most of the

time, 5 all of the time), circle the appropriate number about your management style regarding

training.

1. 1 share accountability for suct2ssful application of training with my employees.

1 2 3 4 5

2. I participate in orientation sessions regarding training programs targeted at my employees.

1 2 3 4 5

3. I understand that using new skills in the workplace is much easier when supervisors /managers

actively support these skills. ( If I am not comfortable being a "coach" myself, I will identify

someone who is.) 1 2 3 4 5

4. I arrange for co-workers to attend training together. 1 2 3 4 5

5. 1 support the training being designed with a peer coaching component so that participants have

a system of support for implementing new behavior. 1 2 3 4 5

6. I demonstrate support for the learned skills by participating in some of the training sessions,

and using the skills being taught in training myself. 1 2 3 4 5

7. I support training which simulates the work setting. Trainees use actual materials from the

job and practice application in contexts that mimic real work situations. 1 2 3 4 5

93 52

Pre-Assessment

Answer the following communication questions. Some vocabularymay be unfamiliar. If you're unsure of an answer, skip itor put a ? in the answer space.

1. Give 2 examples that demonstrate you are listening "actively".

2. When you're speaking with someone, how does paraphrasingmake your conversation more successful?

3. Which of the following statements do you think is moreeffective? '(Circle the letter) Explain why.

A. "You can't do it that way."

B. "ran we think of a better way to do this?"

4. Describe a "win-win" situation.

5. circle the letter of the statement you think would workbest if you've decided to confront someone about a problem.Explain why.

A. "17 think we have a problem here."

B."I'm having trouble reading your writing on this order."

r. "These things aren't done right."

53

94

Emily Griffith Opportunity SchoolWork Place Education Program

Communications Needs AssessmentImperial Headwear

The communications class is scheduled to begin Wednesday,September 29, 1993 and continue each Wednesday and Friday from7-9 A.M. thru October 22, 1993.

At this point, we anticipate the class will include thefollowing:

* Practice to reinforce listening skills

* Restating to make sure you and the customer understandwhat is to be done (expectations/outcomes)

ADealing with difficult customers/situations conflictresolution

List other communication situations you would like to work onin class.

Please write a description of a communication situation with acustomer or co-worker chat frustrated you. (Don't mentionnames) We may use it as an example to demonstrate how youcan apply the communication skills you will learn in class.

Thank you,Karen Fletcher, Instructor

Please return to Sue Ekrut by Monday, September 20.

95 54

I NEED TO LEARN. .

NAME DATE

For each number write a V for your answer:

. I II

understandhow to:

neetolearn:

Noimportantfor me:

. Count and add.I

-2. Write my name and the date.

3. Understand when my supervisor talksto me.

4. Read logo on caps.

5. Write ABCs.

6. Read numbers.

7. Understand abbreviations (WII, 13K.

FRNT)

. Talk to my supervisor about aproblem.

9. Read logo on work order or ticket.

10. Talk to other workers in English.

11. Understand different colors offabric.

12. Tell my supervisor where an orderis.

13. Reed important information on workorder.

14. Explain work order in my nativelangualle.

15. Understand thread colors.

16. Safety at work.

17. Absent/Late days (Attendance Bank) .

18. Stretching exercise.

19. Paycheck.

20. Doctor/Dentist auointment.

21. Other:

55

DE/Impori.11 11,:,71dw.:,71r. 96

NAME

I PEED TO LEARN. . .

DATE

For each number- write a V/ for your answer:

Tiunderstandhow to:

1 n e ,-- d

tolearn:

Notimportantfor me:

I

i

1. Read sewing information on walls.

I

!A

2. Ask my supervisor questions when Idon't understand.

3. Read important information on workticket.

I

i

. Talk to other workers.i

4

5. Read SPECIAL instructions OHticket.

6. Understand when my supervisor talksto me.

7. Read pictures (specifications) ofcaps.

8. Talk to my supervisor about aproblem.

9. Understand new fabrics, colors. andstyles.

10. Read numbers (telephone, street, .

employee number, counting).

11. Read job operation on ticket.

12. Write employee number.

13. Repair sewing mistakes.

14. Explain work ticket in my nativer language.

15. Understand thread colors on logos.

16. Understand abbreviations (BM. Bt).

: 17. Absent/Late days (Attendance Bank).

18. Stretching exercise.

1_. Paycheck.

20. Doctor/Dentist appintrli.F.ny.

21. Safety at work.

56

22. Other:

SEW/Imperial lloadwear, Anc

97

Some

DRO.:HURE INSERT/Imperial Headwear. Inc.albJect:3 identified from Task Analysis Summaries/Suggested

C lasses

c. f the subjects well study in English class:

SEWING floor employees-A Reading information on work tickets.

' Reading specifications (pictures of caps on the walls).

A 'Talking with co-workers and supervisors.

Learning new colors. new fabrics. new styles, andthread colors.

4 Writina names and numbers on work tickets.

Piece rate.M:...(Lhematics to count_ caps.

A Talking about problems and needs at work.Arid more!

L) E

A

employees-Reading information n work orders.

Reading logos.

Writing logos. name. and date on forms.

Learning colors. fabrics. and thread colors

Talking with co-workers. Checkers. He Operators.and Supervisors.Understanding instructions.

Mathematics to count. add. and multiply number of caps.

Tal inu about problems and needs at work.nd Filo e !

the brochure. became...A Reading about work.

Deginning maLhematics.

Beginning writing.Talking with co-woikers and supervisors.

Learning new colors, new fabrics. new styles.and thread

Fiuce lote.9S 57

BEST COPY AVAILABLE

SUGGESTED CLASSES ACTIVITIES/MATERIAL OBJECTIVES------ ---.1. Reading work 1. Use samples of 1. To learn job-orders. work orders to specific or

identify and technical language2. Communicating/ discuss important for enhancing workproblem solving. info. skills.

3. Basic writing. 2. Stories. 2. To strengthendialogs. realia. reading skills for4. Basic math with and pictures to greater accuracy ofemphasis on adding,

subtracting.practicecommunication:

understanding iobtasks.

multiplication. and mini-conversations.fractions of 12.

3. To reinforce and3. Practice writing strengthen basicletters of the writing skills foralphabet using work and everydayletter forms;copying student

use.

initiated stories. 4. To givecorrecting written confidence anderrors; writing "Ay strengthen oralStory" activities. communication

skills.4. Using job-specific tools and 5. To reinforceproducts. practice basic math skillsbasic math skills: and providestory problems. procedure and

language for mathas it is primarilyused at. the

....... workplace.

9958

1

TASK ANALYSIS SUMMARY

Date:

Job Area: DE

09/22/Q4

Specific Job: Trimmer

Location: IHI

Employee Interviewed:

TASKS BASIC SKILLS USED FREQUENCY/NEED

Trim each logo 1. Recognize 1. Readingpicture and words letter forms tow/ nippers. trim letters

accurately.2. Communication

Cut "paper" from 3. Writing'inside cap 2. Read Ship Date(reinforces logo) on Work Order. 4. Counting andw/ scissors. adding.'

3. Read and write multiplicationCount finished logos legibly on dozens. andpieces. log. fractions of 12

Copy logo from cap 3. Write name.or work order. dates, and numbers

legibly on log.Write * dozen andfraction of 12 on 4. Addition orlog. multiplication

units of 12 andPut finished piecesin box: move box to

fractions of 12.

Checker's area. 5. Oralcommunication with

Understand and Checker orfollow oralinstructions.

Supervisor.

100 59

1

TASK ANALYSIS SUMMARY

Date: 10/05/94

Job Are..A: SewIng

Specific Job: Closing

Location:

Employee Interviewed:

TASKS BASIC SKILLS USED FREQUENCY/NEED

1. Sew front pieces 1. Read work 1. Reading.to back pieces to ticket forform crown. important info and

changes in2. Communicat ion.

2. Trim crown instructions 3. Writina.threads withnippers.

:SPECIAL).

2. Reading info in3. Inspect each cap 71:eguence, rows andfor quality sewing(not skipping) .

columns.

3.. Communication4. Write employeenumber on ticket inappropriate space.

with Super.

4. Write to recordinfo on ticket.

SUGGESTED CLASSES ACTIVITIES/MATERIAL OBJECTIVES. . ...._ .

1. basic reading 1. Students put 1. To reinforcewith emphasis on together sample students'joh skillswork tickets. parts to make caps through literacy

or posters. skills.2. Identificationof fabrics. colors. 2. Students 2. To support andstyles. and highlight own expand students'threads. specific info knowledge of job

needed on cap specific info.3. Basic writing. specs.

3. To give st'Iu.lent s4.Communication/pro 3. Using drawings npportunit.: toblem solving. nr photos to communicate

discuss problemsand language needs.

problems and neP.ds. 1

1

4. Writing numbersand using math inc.veryday

I

60situans...... _. . ........_____

101

1

1

SUGGESTED CLASSES ACTIVITIES/MATERIAL OBJECTIVES

1. Readina for l.Student /employees 1. To reinforceinformation on work use actual work understand of work

tickets. tickets to identifyinfo.

ticket.

2. Reading specs 2. To applyfor identifying 2. Using detail knowledge gained in

styles. info on specs. the ESL class toStudents put workplace.

3. Oral together parts ofcommunication to caps. 3. To assist

talk with Super students toabout ticket. 3. Ask employees communicate with

what kinds of other employees and4. Basic math to problems they need boss.

compute * in order to talk about withand piece rate. Super. Practice 4. To provide

dialog using job- students with mathspecific problems. skills for iob

tasks.4. Math to add andmultiply orders ofcaps.

5. Math to applypiece rate formulato operation.

10261

TASK ANALYSIS SUMMARY

Date: (39/20/94

Job Area: Sewing floor/straps

Specific Job: Trimmer

Location: IHI

Employee Interviewed:

TASKS BASIC SKILLS USED FREOUENCY/NEED

Trim threadsw/nippers.

Pull thread= withfingers.

Airhose finishedcaps.

Inspect stack forremaining threads.

Caps w/defects aoin separate box.

Move box toblock.ing

1. Read work ticket 1. Reading.(including"Guarantee n"meaning Rush attop).

Read and identifystyles. by number.on ticket.

Count. by adding ormultiplying. capsin an orderaccording to (gumsheet) ticket.

t.'ompute.piece rate.(Piece ratedifferent for eachstyle.)

Communicate toSuper about missingcaps in an order.

2. Basic math.

3. Communication.

RFST COPY AVAILABLE

103 62

1

1

SUGGESTED CLASSES ACTIVITIES/MATERIAL OBJECTIVES1.Communication/pro 1. Job -- specific 1. To support andblem solving. and task reinforce students'

performance -type need to communicate2. Basic reading. activities that orally with Superemphasize and written with3. Basic writing clarifying. co-worker.with an emphasis (pm verifying.

numbers and job- following 2. To reinforcespecific info. instructions. students' need for

asking questions. minimal readingexpressing needs. skills and to give

opportunity to2. Identifying job-specific products

expand skills.

and info and 3. To reinforce andapplying this expand language ofinformation in work students' jobarea. skills.

3. Writing numl-.?rsin everydaysituations.including workplaceand job-specific.

rf SI. COPY AVAILABLE

10463

I

11

TASK ANALYSIS SUMMARY

Specific Job: Tape seam/ cut apart

Location: IHI

Area : Baseball prep

Date: 2.0Q/2/9.4

Job

Employee Interviewed:

TAL;K!..; IJAL:IC _;ILLS USED FREQUENCY/NEED

Tape seam sew 1. Communication 1. Communication.tape on inside seam with Super.of cap fronts. 2. Writing.

2. Read job.

Cut apart cap operation on 3. Readina.fronts cap frontscome to cuttingmachine on

ticket.

3. Write to record

,

continuous tape. employee info onticket..

Repair tape cutoff tape. removethread. trim. sewagain.

.

Write employeeand abbreviation ofoperation on small .

ticket. Or.

Write employee ik onsewing ticket(right-handcorner).

105 64

TASK ANALYSIS

Job Area:

Employee Interviewed:

Date:

JOB AREA SPECIFIC JOB TASKS OF THE JOB

BASIC SKILLS USED FREQUENCY SAMPLE ACTIVITY

10665

IMPERIAL HEADWEAR and EMILY GRIFFITH OPPORTUNITY SCHOOL

RESULTS OF BASIC SKILLSTASK AUDIT

DE: Math (Counting. Addition)Reading (Operators. Helpers. Checkers: strong reading

skills for technical information. voeabulary.abbreviations. numbers. sequence on WOs or otherforms. Trimmers: read logo and ship date on WO)

Writina (Forming letters. Copying logo. Signing name anddate on forms)

Communications (Understanding and following instructions:Communicating into accurately to Checker. Super.or co-worker: Locating order on the floor by logo)

SEWING FLOOR:Math (SAM formula for individual piece rate)Reading (New product information and specs.

Changes/special instructions on ticket: Locating.retrieving. and understanding info on ticket andon walls of work area)

Writing (N/A)Communications (Listening. Asking questions. Clarifying,

Verifying. Understanding instructions. questions,and product info. Communicating problems andneeds)

Problem Solving (Understanding QC and need to repairincorrect work)

HAT LINE/BASEBALL LINE:Math (N/A)Reading (Technical info to read ticket and specs)Writing (N/A)Communications (Understanding instructions and info about

product. Transfer and apply knowledge from ESLclass to sewing operation and workplace;

c;01.F LINE:Math (for vrodnctivity and piece rate)Reading (on ticket: Locating special instructions/changes.

Understand:no info about product parts. Followinginstructions for sewing)

Writing (Simple sentence structure and basic d.,,scriptivpwriting for accidrmt report. Signing. name anddate)

Communications (Speaing. Listening. Communicating to Superabout incorrect work)

ir, pr,166

INTERACTIVE BUSINESS WRITINGMIDTERM WRITING ASSIGNMENT

Select one of the following topics for your midterm assignment.When you submit your final draft, be sure to attach all thestages of your writing, i.e. prewriting notes and first draft.

1. Describe in narrative form a procedure you routinely performin your job. Provide sufficient detail so another employeecould perform the procedure from your instructions.

2. Write a letter of proposal to management, describing a newapproach(s) to an agency dilemma. Be sure to describe theproblem and how your proposal would address those concerns.

3. After a year of thoroughly researching your idea for a newbusiness, you are ready to apply for a loan. Write a letterto the Small Business Association (SBA), asking for aninitial loan of $ to start your business.

108 67

Lesson

HANDOUT 1:2

LETTER WRITING EXERCISE

Write a business letter to Lt. Fred Smith of the Denver PoliceDepartment, 1331 Cherokee Street, Denver, CO 80201. This letter shouldthank him for sending two of his men to your police department to conduct aworkshop called "Reducing Stress and Managing Time." The members of theclass responded positively to the officers' presentation, and your letter shouldindicate this.

Use the correct form for a business letter, and do your best writing.Make sure that you correct any errors before turning in your paper.

RE'ORT WRITING EXERCISE

The piece of writing that follows will give you information about acrime that supposedly occurred. Use this information to write a report thatcould be used in court. Do your best report writing, making sure that youcorrect any errors and improve any awkward sentences. Also organize thematerial better than it is presented in the original.

This exercise will give me a chance to see where you are as a writer andwill help me make plans for those areas that we need to cover in class.

Date of the Crime: March 16, 1994

Victim or the Crime: Joe M. Smith

Officer who investigated the Crime: (your name)

Writing It Right: A Writing Course For Police Officers

109

68

Lesson

HANDOUT 1:2, p. 2

Victim Smith related that a man walked over to him while he was

standing beside his car at approximately 11:15 P. M. Sinith said he hadparked in a space on the south side of 9th avenue near its intersection withBroadway and that he was using his key to open the door of his car. Smithsaid that before he could turn around the man put a gun in his back and askedfor his wallet. Smith said he gave the man the wallet and when the man

opened it and found only two dollars in cash he threw it in the shrubbery next

to the building. I went over to the shrubbery and found the wallet lying open

on the ground with a driver's license and some papers lying beside it as if they

had fallen out. Smith said after the man threw the wallet he pushed himagainst the car and told him to open the door. Then Smith said the manshoved him aside and he fell on the pavement and landed on his arm. I noticedSmith's shirt sleeve near the elbow was torn and that it had some blood anddirt near the tear. Then Smith said the man opened the glove compartment

and pulled everything out. I noticed two tapes, a Buick car manual, a map,and several papers lying on the seat and in the floor of the car. I observed a

muddy footprint on the floor of the car on the driver's side. Smith said thatafter the man pulled everything out of the glove compartment, he got out of

the car, slammed the door, and ran in the direction of Broadway. Smithdescribed the man as six foot five, 250 pounds, with dark brown hair, wearing

a red baseball cap, a dark brown leather aviator jacket, and blue jeans. I asked

if the man took anything and Smith said only a black umbrella and a WillieNelson tape. Smith said that all of the stuff in the wallet was still there.

11069

6 Writing It Right: A Writing Course For Police Officers

Name

Communication WorkshopMercy Medical Center, Physical Medicine

Assessment

1. In a conversation. what can you do or say to show the other person you'relistening "actively"?Name 2.

2. Change the following statement to "I" language."You spend too much time talking on the phone."

3. Imagine that the following criticism was directed at you. Write a non-defensive response."You always ignore me when I have a question."

4. If you choose to co 'front another person, what strategics would he mosthelpful to you?

111 70

Communication WorkshopMercy Medical Center, Physical Medicine

Evaluation

Vague Clear1. Were the goals of this workshop clear? 1 2 3 4

Very VeryLittle Much

2. How helpful were the activities in meetingthese goals?

1 2 3 4

Not VeryHelpful Helpful

3. Were the handouts and charts helpful? 1 2 3 4

Poorly WellPaced Paced

4. Was the workshop well-paced? I 2 3 4

Little Fully5. Arc you prepared to practice the strategies? 1 2 3 4

6. What I found most useful was

7. What I found least useful was

8. About the presentersflow were they helpful?

What could they have done differently'?

71112

INTERACTIVE BUSINESS WRITINGFINAL PROJECT

RATIONALE

The final project for "Interactive to Business Writing" is writinga resume for your partner.

Resume writing incorporates the major topics that have beenintroduced, discussed, and practiced in this course. These topicsinclude

Identifying and defining purpose and audience.

Mastering the steps in the writing process, i.e. planning,drafting, and revising.

Applying principles of organization and formatting toproduce and enhance business writing.

Learning to effectively use the active voice, directlanguage, and positive phrasing.

Working collaboratively to benefit from the knowledge,skills, and perspectives of other employees.

Things to Consider When Talking to Your Partner:

1. Does your partner state his/her accomplishments (and results)using positive, active language?

2. After reviewing and discussing your partner's work experienceand goals, education, and special skills, determine theappropriate resume format, i.e. chronological, functional, orcombined.

3 Remember a resume is an advertisement of your partner'saccomplishments and skills. Think of any other inforrationyou may need from your partner (special skills, professionalaffiliations, relevant community projects).

11372

Name Dept.

Post-Assessment

STRAIGHT TALK

St. Anthony Central - Admissions and Medical Records

In the space below, describe a communication situation that has

frustrated you, and explain how the conversation would have been

more successful (and less frustrating) using the strategies from this

workshop.

73

114

Name Dept.

Pre-Assessment

STRAIGHT TALK

St. Anthony Central - Admissions and Medical Records

In the space below, desuibe a communication situation that hasrecently frustrated you. It could be a conversation with a client, a co-worker or a supervisor. Don't mention names. Write what each of yousaid (to the best of your recollection), then explain why the situationwas frustrating for you.

115 74

"STRAIGHT TALK" WORKSHOPSt. Anthony Central

Evaluation

1. How have your communication skills improved?

2. How has your communication become more difficult?

3. Has the course focused on new ideas or things you already knewabout?

a. What I found most useful was

b. What I found least useful was

4. About the presentersa. How were they helpful?

b. What could they have done differently?

11675

Name

"STRAIGHT TALK" WORKSHOPSt. Anthony Central - Nutrition Services

Assessmdnt

1. Name 2 ways you can show another person that you're listening"actively".

2. Which of the following statements do you think is more effective?(Circle the letter) Explain why?

A. "That's not the right way to do this."

B. "Let's think of a different way to do this."

Why?

3. What does "win-win" solution mean?

4. Is your attitude important when you confront someone? Why or whynot?

117 76

TFLFPW)NF AND INTERP.TSONAL MMVUNIPATrONS - Imperial Headwear

Post-Assessment

1. What are two differences between listening and "active"

listening?

2. Write a paraphrasing statement you might use to let another

person know you have understood what he/she said.

3. Rephrase the following into an "I" statement. "You're not

listening."

4. Name a behavior that can prevent a "win-win solution.

5. In a confrontation, why is the statement, "I'm not sure

this order is written correctly" better than, aren't

doing things right."

115 77

1

1

Focus on CommunicationProvenant Senior Life Center

Workshop Evaluation

Vague Clear1. Were the goals of this workshop clear? 1 2 3 4

Very VeryLittle Much

2. How helpful were the activities in meeting 1 2 3 4these goals?

Not VeryHelpful Helpful

3. Were the hanciouts and charts helpful? 1 2 3 4

Poorly WellPaced Paced

4. Was the workshop well-paced? 1 2 3 4

Little Fully5. Are you prepared to practice the 1 2 3 4

strategies?

6. What I found most useful was

7. What I found least useful was

8. About the presentersHow were they helpful?

What could they have done differently?

119 78

Focus on CommunicationProvenant Senior Life Center

Self-Assessment

Name

1. In a conversation, what can you do or say to show the other personyou're listening "actively"?Name 2.

2. Change the following statement to "I" language."You spend too much time talking on the phone."

3. Imagine that the following criticism was directed at you. Write a non-defensive response."You always ignore me when I have a question?"

4. You're a nurse and you've just come out of a patient's room. A doctorin the hall yells at you, "I can't believe you don't have Mr. Morgan'svital signs yet! I expect them by 2 o'clock." Several co-workers arealso in the hall and witness the tirade. How would you successfullyconfront the doctor about this issue?

120 79

"STRAIGHT TALK" WORKSHOPSt. Anthony CentralNutrition Services

Evaluation

Not Very VeryUseful Useful

1. Was the subject matter and how it was 1 2 3 4

presented, useful to you?

2. Were the charts helpful and handoutsuseful?

3. Have your communications skillsimproved by using the strategies from"Straight Talk"?

1 2 3 4

Very Little Very Much

1 2 3 4

4. Has this workshop focused on new ideas or things you already knewabout?

5. About the presentersHow were they helpful?

What could they have done differently?

121 80

TELEPHON7, AND rNTERPERSONAL C1'MUNICATIONS

evaluation

Did the workshop meet your goals?

Was the material presented in acle,:r, understandable manner?

Was the subject matter usefulto you?

Was there a logical flow ofsubjects and exercises?

Did the workshop allow foran appropriate amount ofinteraction between partici-pants?

Will the information fromthis workshop help youcommunicate more effectively?

Was the pacing of discussionsand exercises appropriateto maintain the energy levelof the group?

Did the facilitator have apositive effect On the outcomeof the workshop?

Comments:

To No::xtent

To a GreatExtent

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

.1 2 3 4 5

122 81

APPENDIX E

Program Evaluation Forms

12382

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PART II

As determined by the education advisory committee and its contactsat this site, and given current knowledge . . .

1. Do you feel that there were enoty:h instructors available to assist participantsin achieving their identified learning goals?

2. Do you feel that there were sufficient materials available to carry out Thesegoals? (books, handouts, videos, etc.)

3. Do you feel that the classroom environments were sufficiently comfortable,and were conducive to learning?

4. Do you think learners had sufficient time in classes to achieve these goals?

5. Do you feel that the learning processes and methods used to teach subjectmatter were sufficient to help learners accomplish their identified goals?

6. Do you think the program participants were involved in determining theirlearning goals?

7. Do you feel that they understood and were invested in reaching these goals?

86

130

8. Do your employees/co-workers express interest in attending more classest,,rough this program?

9. Do you have any suggestions or comments about any part of the programthat you would like to share? Program staff welcomes your input. Pleasecomment here.

131 87

EMILY GRIFFITH OPPORTUNITY SCHOOLWORKPLACE EDUCATION PROGRAM

SUPERVISOR SURVEY

Please rate the following student on a scale of 1 5. Scale A is rating the task in termsof its importance to the job. Scale B applies to how you feel your employees performthese tasks.

Scale A.

I I I

.

1 2 3 4 5Not Moderately Very Important/

Important Important Critical Task

Scale B.

I I I

1 2 3 4 5Does not Meets Exceeds

Meet Expectations ExpectationsExpectations

132 88

SUPERVISORS' SURVEY

I. Reading and Language

Willingness to write information/comments onlogs or forms

Spelling

Grammar

Punctuation

Writing numbers on log/SPC sheets

Organizing information

Transferring information

Printing legibly

Summarizing information

Understanding and using abbreviations and symbols

Writing reports

Following written directions

Understanding written materials

Getting information from manuals

Understanding written symbols/signs/labels

II. Communication

Using appropriate language with supervisors and peers

Facilitating meetings

Participating in meetings

Giving a job performance appraisal

Giving and receiving criticism and praise

133

SCALE SCALEA

89

Managing conflict in small groups/teams

Giving directions

Following directions

Asking and answering questions

Using appropriate workplace vocabulary (ESL)

Coaching and modeling

Cross training

III. Computation

Addition/subtraction/multiplication/division

Fractions

Decimals

Percents

Matching numbers

Compare and contrast weights and measures

Averages

Ranges

Graphs and charts (reading and understanding)

Plotting graphs on forms (e.g. SPC charts)

Estimating

Identifying math symbols on a calculator

IV. Creative/Critical Thinking

Solving problems

Brainstorming solutions to problems

SCALE SCALEA

134 90

Finding information

Identifying and selecting problems

Analyzing problems

Generating potential solutions

Selecting and planning solutions

Implementing solutions

Evaluating solutions

Active listening

Predicting outcomes (cause/effect)

Prioritizing responsibilities

Goal setting: personal

Goal setting: production

SCALE SCALEA B

Additional Comments(use backside if necessary)

13591

APPENDIX F

List of Courses Taught &Curricula Developed

136 92

COURSES TAUGHT THROUGH THE1993-1994 NATIONAL WORKPLACE LITERACY

GRANT

COURSES TAUGHT LOCATIONBuilding Assertive Behavior St. Anthony North

Eh jkliagSelfteem St. Anthony North

Communications Mercy, St. Anthony Central

Communications, Focus On Presbyterian/St. Luke'sHospital

Communication/Customer Service Provenant Sr. Life Center

Communications/Problem-Solvin: Imperial Headwear

Effective Presentations St. Anthony Central

Effective Visual Aids St. Anthony Central

ESL Beginning Imperial Headwear, St.Joseph Hospital, SwedishMedical Center

ESL - Intermediate Imperial Headwear

ESL - Advanced Imperial Headwear

ESL - Health & H iene Imperial Headwear

ESL Math Imperial Headwear

Hooked on Words UCHSC

GED/Basic Skills Enhancement Mercy Hospital, St. AnthonyCentral, St. Joseph Hospital,Swedish Medical Center

Introduction to Business Writing Blue Shield/Blue Cross

Learn to Learn St. Anthony Central, UCHSC

Police Report Writing UCHSC

Straight Talk Inverness, Mercy HospiPal,St. Anthon Central, IJI_LA3C

Stress Mana ement Inverness

Using Numbers Less Than One Mercy Hospital, St. AnthonyCentral, Swedish MedicalCenter

Vocabulary for Healthcare Personnel St. Anthony Central

93

137

Curriculum DevelopedFor the 1993-1994 National Workplace Literacy

Grant Cycle

Basic Workplace Math For Non-Native English Speakers, Pam Ingram, May 9,1994

Communication and Problem-Solving In The Workplace, Colleen Consol &Teresa Falagrady, December 1, 1993

Customer Service /Telephone Communications, Karen Fletcher, July 8, 1994

Effective Writing In The Workplace: A Writing Workshop, Colleen Consol,June 30, 1994

English As A Second Language /Workplace Education, Mary Snapp,December 1, 1993

ESL In The Workplace - Reading & Writing, Pam Ingram, November 30, 1994

Focus On Communication, Karen Fletcher & Connie Tripp, May 31, 1994

Getting Hooked On Words, Lucille Bollinger & Dee Sweeney,December 1, 1993

A Guide To Reading Comprehension And Critical Thinking, Teresa Falagrady,May 9, 1994

Health & Hygiene In The Workplace, Mary Snapp, July 15, 1994

Interactive Writing in the Workplace, Colleen Consol, May 31, 1994

Meet. Your Mind, Dee Sweeney, May 20, 1994

A Memo Writing Workshop, John J. Cleary, March 15, 1994

TQM Awareness Training For Healthcare, John J. Cleary & Dee Sweeney,June 30, 1994

94

138

Understanding Graphs & Charts, John J. Cleary & Mary Liles Gravely,July 15, 1994

Using Numbers Less Than One, Karen Fletcher & Connie Tripp,December 1, 1993

Using Numbers Less Than One - Student Handbook, Karen Fletcher &Connie Tripp, December 1, 1993

Vocabulary For Healthcare Personnel, Teresa Falagrady, July 15, 1994

Writing It Right: A Writing Course For Police Officers, Mary Liles Gravely,June 15, 1994

The Writing Process In Health Care, John J. Cleary, December 1, 1993

The above curriculum was developed as a result of instruction delivered throughthe program.

Other classes were taught for which no formal curriculum was developedthrough our program such as

Basic Skills Enhancement/GEDEffective PresentationsCreating Effective Visual AidsStress ManagementAssertive Behavior & Positive Self-Esteem

13995

APPENDIX G

Resumes of New Key Personnel

14096

EDUCATION

CERTIFICATION

EDUCATIONALAFFILIATIONS

COMMUNITYAFFILIATIONS

PRESENTATIONS

VITASHARON A. JOHNSON

MA. DegreeUniversity of Denver, Denver, ColoradoEmphasis-Secondary School Administration

BA. DegreeColorado State College, Greeley, ColoradoEmphasis-Business Education and Psychology

Miscellaneous graduate workUniversity of Colorado, BoulderColorado State University, Fort CollinsUniversity of Northern Colorado, GreeleyBrigham Young University

Colorado Type D Administrative Certificate Secondary Endorsement

Colorado Type A Teacher Certificate

Colorado Type A Vocational Credential

American Association of Curriculum DevelopmentNational Association of Secondary School PrincipalsColorado Association of School ExecutivesAssociation of Curriculum DevelopmentNational Association of Secondary School PrincipalsPhi Delta KappaAmerican Vocational AssociationColorado Vocational AssociationColorado Personnel and Guidance AssociationColorado School Counselors AssociationColorado Council on High School/College Relations

1 9 8 8 - 91 Member, Denver Cable TV Coordinating Committee1 9 91 - 9 2 Leadership Denver Class of '92

NASSP Annual Meeting, February, 1990, "Why Kids Stay In School"North Central Association Annual Meeting, March, 1989,"Creative Approach To Staff Development"Leadership Denver Class of '90, "Schools of the Future"

14197

Page 2

PROFESSIONALEXPERIENCE

SUMMARY OFQIJALIFICATIONS

1994-1995

1992-1994

Assistant Superintendent, Career EducationDenver Public Schools

Executive Director, Secondary andAlternative Programs, Denver PublicSchools

1.985-1992 Principal, Fred N. Thomas Career EducationCenter

1966-1985 Teacher, Special Assignments andCoordinating positions - Denver PublicSchools

AdministrativeResponsible for School-To-Work Initiative, Career, Vocational andAlternative Programs, and principal ship of a career high school andan adult area vocational school

Supervisor of twenty schools and numerous programs

Responsible for managing a large high school with over 1,000students and close to 100 staff members.

Manage a budget in excess of $2,000,000

Oversee a comprehensive public relations program

`supervise curriculum development and instruction

Responsible for long-range planning throughout secondary educationexperience

Co-authored a new, innovative plan for guidance and counseling

Monitor human relations court-ordered activities for approximatelytwenty schools

Plan and implement human relations activities, inserviceprograms, and material district-wide

Serve as department liaison to community agencies

Assist schools with implementation of career education and advisementupon request

14298

Coordinate Activities of the Business/Education Advisory Council

Responsible for several components of the Total Access Plan submittedto the US. District Court-Guidance and Counseling Model,Multicultural Infusion Model, Advisement Model, CommunityInvolvement Model.

Plan and direct activities of Metro Denver College CounselorCommittee, Out-of-State College Nights Program in consort withcounselors from five school districts

Page 3

SUMMARY OFQUALIFICATIONS (cont.)

HONORS/AWARDS

REFERENCES

Serve on Colorado Council for Colleges

1991 - Awarded a Hunt Fund Scholarship to attend the "RockyMountain Program", University of Colorado Public Managementprogram

1990 - Colorado Vocational Association Merit Award to anEducator

Furnished Upon Request

143 99

MARLA G. MARCOTT1077 Race Street #1204Denver, ColoJdo 80206

303/575-4722 (work)303) 333-3715

EXPERIENCE

1963 Present EMILY GRIFFITH OPPORTUNITY SCHOOL, DENVER PUBLIC SCHOOLSSolid background includes over 31 years in administration and teaching.

1993 Present Interim Principal

1984 1993 Assistant principal of Administration

1970 1984 Coordinator of Marketing Education

1963 1970 Instructor of Commercial Services, Production and Management

1960 1963 BAUR'S RESTAURANT, Denver, ColoradoAssistant to General Manager

1959 AMERICANA OF NEW YORK HOTEL, New York, New YorkConvention Planner

1956 1958 WASH":GTON PARK HOTEL, Washington, D.C.Convention Sales

EDUCATION

COLORADO STATE UNIVERSITY, Fort Collins, Colorado1984 Type D Administrator's Certificate

1975 Master's in Education, Marketing Education

1971 Bachelor of Science, Vocational Education

1954-1954 UNIVERSITY OF HAWAII, Honolulu, Hawaii and UNIVERSITY OF CALIFORNIAAT SANTA BARBARA, Santa Barbara, California

ACTIVITIES IN EDUCATION

Chaired committees for: North Central Association School Evaluation, FacilitiesPlanning/Remodeling, Public Relations, Courtesy Committee, RegistrationProcedures, Instruction, Hiring Practices, Social Staff Relations, and Human Relations.

Served on advisory Committees for: Executive Advisory Committee; TransportationManagement; Real Estate; Commercial Food Service/Production endManagement; Dell/Bakery; Small Business management; Supervisory Development;Commercial Art; Interior Design; Insurance Insurance Institute of America, CharterProperty Casualty Liability, Life Office Management; Professional Growth FamilyResource Center, and North Central Association State Committee.

Developed instructional programs for: Traffic/Transportation, Real Estate, CommercialFood Service/Production and Management, Small Business management,Supervisory Development, Commercial Art, and Interior Design.

144 el

100

AFFILIATIONS

Colorado Administrators and Supervisors Association.Vocational Teachers Federation, Local 203North Central Association State CommitteeDenver Transportation ClubSales and marketing Executive.

145 101