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WHAT WORKS Integrating    Basic Skills Training into    Welfare-to-Work        By Garrett Murphy & Alice Johnson    September 1998         National Institute for Literacy

 

Background
This Report
Exemplary Programs
Policy

Federal Welfare Policy: Overview and Opportunities

New Rules for Welfare Reform
Increased Need for Literacy Services
Requirements on States
Funding
Conclusion

Characteristics of Successful Programs
Checklist for Success
How to Use this Report
Profiles of Exemplary Programs

PART III: Where Can I Find More Information?

Glossary of Key Terms
Contact Information
Recommended Resources

Organizations
Publications

Appendix I:     Nomination Forms
Appendix II:    Evaluation Forms
 
 
 
  

The authors would like to thank the following individuals for generously sharing their time and expertise with us by selecting the eight exemplary programs presented in this report from the original 84 submissions.
  
 

We would also like to thank those who provided comments and suggestions on drafts of the report.
 
 

Dear Colleague: 

Last year, the National Institute for Literacy hosted a National Coalition for Literacy task force meeting in Washington, DC to discuss legislative and policy issues of importance to the literacy and basic skills field.  A top priority was the recently enacted welfare reform legislation There was a great deal of concern that this new law would have adverse consequences for the many welfare recipients who enroll in basic skills programs.

The task force asked the National Institute for Literacy to determine whether education was being used as part of effective welfare-to-work efforts in accordance with the new law, and if so, how.  This report, What Works: Integrating Basic Skills into Welfare-to-Work, demonstrates that the welfare law does provide opportunities to include basic skills instruction as part of welfare recipients’ transition to work, and includes information about programs that are achieving success in this area.

It is our hope that by broadly disseminating these promising practices, others in the education, job training, and public assistance fields will see that enhancing the skills of welfare recipients can be a component of effective welfare-to-work programs.  With state and local welfare agencies now having to work with adults who face greater barriers to employment - including low basic skills - it is our hope that this report will provide practical and timely information for those working to make the new law a success for all.

Special thanks to Garrett Murphy, policy analyst for the National Adult Education Professional Development Consortium and former Director of Adult Education for the State of New York, for working with the National Institute for Literacy in creating the selection process and criteria, recruiting and overseeing the review panel, and contributing to the writing of this report Also, thank you to Alice Johnson, policy analyst at the National Institute for Literacy, for working closely with Garrett throughout the project, and for writing this version of the report

We hope that this report, along with the work of the other organizations and individuals listed on page 37, will create a better understanding of what is possible under the welfare-to-work law and lead to more educational opportunities, better jobs, and real self-sufficiency.
 

Sincerely,

Andrew Hartman
Director

What role does basic skills instruction play in successful welfare-to-work programs?  In July 1997, the National Institute for Literacy set out to find an answer to this question.

Background

We wanted to know what was happening in literacy programs as a result of the major welfare reform law passed in 1996, and whether basic skills instruction was, in fact, part of the solution.  To find out, we conducted a nationwide search for exemplary programs that are using basic skills instruction as a fundamental component of assisting welfare recipients in moving successfully into the workforce.

We assembled a panel of specialists in welfare, adult education, and employment and training, and asked them to evaluate 84 programs that had submitted detailed information about their work.  (See Appendix I for the nomination form and Appendix II for the evaluation form.)  The applications were judged on the following criteria:

• The success rate (i.e. the number of recipients who achieve jobs or become work-ready);
• The quality of educational services offered and how they are integrated with other components of welfare-to-work;
• The selection process for participants, including the extent to which it includes serving the more disadvantaged recipients;
• A strong record-keeping system, including information on how enrollment, achievement, and costs are calculated;
• Private sector involvement in planning and implementation of the program.

The report is divided into three sections.  The first section provides an overview of federal welfare policy, including recent and upcoming policy changes that are driving some exemplary programs’ activities.  It includes a close look at education activities that are allowed by current welfare law.  The second section identifies as specifically as possible the innovations that contribute to the exemplary programs’ success.  It includes a summary of the characteristics of successful programs, a one-page checklist for programs seeking to assist welfare recipients, information on how to use this report, and profiles of the eight exemplary programs.  The final section of the report lists resources for learning more.

Brief overviews of the model programs follow.
 
Exemplary Programs

Adult Basic & Literacy Education Program (Cleveland, OH)

Despite half the participants in this adult basic education (ABE*) reading below the sixth grade level at entry, 55 percent got jobs, with an additional 11 percent going on to postsecondary education or training programs.  This six to 12-week program includes basic skills instruction integrated with work experience at a community agency.  Keys to success include a curriculum based on the SCANS* competencies*, job coaches for the newly-employed, and an innovative use of “client advocates,” who meet regularly with participants to help them deal with support service needs -- including transportation, child care, and housing -- as soon as they arise.
 ______________
 * = See Glossary.

Brooklyn College Child Care Provider Program (Brooklyn, NY)
 
This literacy-based vocational training program prepares parents on public assistance for employment in the child care field, and has a job placement rate of 88 percent.  The five-month program provides basic and job skills training and work experience in child care in alternating weeks.  The instructional approach tightly interweaves basic education and vocational curriculum elements.  In addition, education and training specialists work together as a team in the same classroom, and interact regularly with participants’ internship supervisors.
 
Canton City Schools Even Start Program (Canton, Ohio)
 
This family literacy program provides 20 hours of work experience and 10 hours of academic and life skills education weekly for parents at their children’s schools.  It targets hard-to-serve families, including some recruited from local public housing sites.  Participants have the opportunity to do job shadowing, meet with a mentor, and receive comprehensive vocational assessment.  Academic skills are taught in real-life contexts using the National Institute for Literacy's "Equipped for the Future"* as a model.  (Equipped for the Future is  the National Institute for Literacy’s framework for adult education that identifies what adults need to know and be able to do to be literate, compete in a global economy, and be a responsible citizen and parent.  EFF will result in curriculum, assessment, and instruction innovations in adult literacy and basic skills programs.) The Canton program has established linkages with school-based Title I programs for child development services.  It also collaborates closely with school-to-work programs in order to identify skills in demand by local businesses.
   ______________
 * = See Glossary.
 
CAP Services' Family Literacy Program (Wautoma, WI)
 
This family literacy program, operated by a community action agency, stresses both economic and emotional self-sufficiency.  The job placement rate is high, with 78 percent of participants getting jobs – and many also qualifying for pay increases, and/or continuing their education.   The program develops a “self-sufficiency plan” for each family that includes education, training, work experience, and other services.  Computer skills training (with Internet access) and one-on-one tutoring are available to clients in addition to their ABE*, GED* preparation, or family literacy classes.  The program is a cooperative venture between local entities that include the following:  A community college, private industry council, school district, Head Start program, local public assistance administrative agency, and domestic abuse outreach program.
 ______________
 * = See Glossary.

Chicago Commons Employment Training Center  (Chicago, IL)
 
This employment training center serves long-term welfare recipients who face numerous obstacles to self-sufficiency, including domestic violence and learning disabilities.   While most read below the sixth grade level upon entry, within two years 32 percent became employed and another 17 percent earned their GED*.  The curriculum focuses on skills needed to enter and succeed in one of several local vocational training programs identified as effective and accessible to people without high school diplomas or GEDs*.   The center provides a rich array of support services -- many provided by partnering agencies -- including child care, a health clinic, case management and counseling services, support groups for domestic violence and depression, career counseling, transportation stipends, and a toy and book lending library.
______________
 * = See Glossary.  

Learning Elevator Program  (Hammond, Indiana)
 
This adult education program is notable for accepting all applicants regardless of educational level.  Approximately 40 percent of high-risk, low-skill participants (reading below seventh grade level upon entry) have secured jobs.  The following factors contribute to the program’s success:  work-oriented curriculum in which all academic instruction is connected to the workplace, comprehensive assessment and goal-setting processes, work experience conveniently located in the same building as classes, and extensive collaboration with other community organizations.  Participants engage in only the components of the program deemed necessary for them individually.  The program offers a wide variety of support services through partnerships with
community agencies that  include  an English as a Second Language (ESL*) institute,  housing authority, YMCA, public library, referral and emergency service, and two postsecondary institutions that provide scholarships and tutors.
______________
 * = See Glossary.
 
Education for Gainful Employment Program  (Albany, NY)
 
The EDGE project operated by the New York State Education Department, combines unpaid work experience with basic education services and, at times, job skills training.   Strengths include the following:  contextualization of academic instruction around work, a close working relationship with state welfare and labor agencies,  precise delineation of project expectations, and attention to both youth and adult recipients.  Program funding is performance-based.  As a result of EDGE's visibility and success, the State Education Agency's Board of Regents singled out welfare reform as a topic requiring the attention of a special Regents subcommittee.
 
South Bay GAIN Employability Center/Sweetwater Union High School District  (San Diego, California)
 
This program offers an integrated academic-vocational program to welfare recipients who did not succeed in finding a job during a month-long job search.  Eighty percent of participants completed training, and of this group, 70 percent got jobs. Those without the basic skills necessary to qualify for vocational programs are provided with basic education services to help them qualify.  Others are assisted with GED preparation or vocational training in business office technologies, health occupations, or industrial technologies.  An on-site “job developer” assists each participant with job search and placement activities.  The goal of job placement is reinforced throughout the education and training, with participants being told upon their arrival at the program, “Welcome to the first day of your new job.”
 
Policy

A common denominator shared by all of the exemplary programs is that they are all succeeding in assisting welfare recipients in meeting the key goal of the 1996 welfare reform law:  jobs.
 
Because most recipients have low basic skills, the law has increased the need for adult education and literacy services -- and this need is likely to continue to increase.  Time limits and restrictions on access to education and training means delivering services differently.  Adult education services for welfare recipients are adapting by becoming shorter, more intensive, and more closely tied to work or training.
 
While the federal welfare law discourages education and training, states and localities do have room to help recipients build their skills before and after becoming employed.  In fact, some of the most successful programs are combining employment services with education and training that will allow recipients who are already working to qualify for better jobs.
 
The bottom line is clear:  after five years of TANF* assistance (and less is some states), welfare recipients will have to support themselves.  The clock is already ticking, and the best way the adult education and literacy field can help is to keep this in mind in planning and administering all classes and services. It is also important to plan for the possibility of increased enrollments as the law’s effects are felt by more recipients.
 
Helping welfare recipients acquire the skills needed in today’s workplace is the only way to genuinely assist them in preparing for their future without welfare.  The adult education and literacy field can make a major contribution.
 
______________
 * = See Glossary.

FEDERAL WELFARE POLICY: OVERVIEW & OPPORTUNITIES

Increased Need for Literacy Services
 
The welfare law sets a five-year time limit on welfare assistance, and 20 states have set shorter time limits.  This has created a whole new group of potential customers for literacy services.  In addition,  many of the jobs found by recipients are in low-paying positions that have limited potential for advancement.  In order to move ahead and provide for their families, many adults will want and need literacy and basic skills services even after leaving welfare.
 
Recipients with stronger educational backgrounds have often been the first to acquire jobs and move off the welfare rolls.  Long-term welfare recipients are generally less well-educated than other recipients and are more likely to need to improve their basic skills in order to find a job and become self-sufficient.  For example, in Wisconsin, where the welfare caseload has fallen more than in most other states, 83 percent of recipients do not have a high school diploma.
 
This need is already being felt by some in the literacy field, and the pressure will continue to grow in 1999 as a result of provisions in the law that take effect at that time.
 
Beginning in 1999, the law allows all states to count participation in education activities toward the work requirement for more recipients.  This could lead to a substantial increase in adult education enrollments at that time.

Prior to 1999, recipients can satisfy the work requirement by participating in any of the following activities:  unsubsidized employment, subsidized private or public sector employment, on-the-job training, community service, and providing child care to an individual participating in community service.  Job search and vocational educational training count within certain limits that vary by state.
 
The law allows states to define some of these terms -- such as “work experience” and “community service” -- as they see fit, and some states have chosen to define these activities in a way that allows recipients to meet part of their participation requirements through work-related education.  In addition, some states have used their TANF* “maintenance-of effort” state funds to provide skill enhancement services outside the TANF* requirements.
 
The number of hours that welfare recipients are required to work increases with time, as shown in the following chart.
 

Beginning in 1999, the hours of work beyond the initial 20 may also be satisfied by the following:
 

• education directly related to employment (for recipients  without a high school diploma or GED*),
• job skills training directly related to employment, and
• satisfactory attendance at secondary school or in a GED*  preparation course.

In 2000-2002, demand for adult education services may increase further, because a growing percentage of the caseload is required to work 30 hours per week, and 10 of those hours may be education and training, including literacy.  Recipients will begin to reach the federal time limit in 2001.
______________
 * = See Glossary.

Requirements on States

The law requires each state to enroll a rising percentage of welfare recipients in work activities for increasing amounts of time or face losing a portion of its federal funding.  The percentage of recipients in each state who must work increases each year through 2002, as shown in the following chart:
 

Many states can meet FY98 participation rates because of the “caseload reduction credit.”  This credit reduces a state’s rate by the number of percentage points its caseload has fallen since 1995 (e.g. if the caseload has fallen 10 percent, then the state’s Fiscal Year 1998 rate would be 20 percent instead of 30 percent.  Once the state has met its participation rate, it is free to enroll participants in activities that do not count toward the rates.  Given that caseloads have fallen by one-third since 1995, the credit is likely to give states substantial room to put recipients in education and training.

Funding

In addition to the $16 billion in funding states receive from  TANF*   for welfare-to-work activities, the Balanced Budget Act of 1997 authorizes the U.S. Department of Labor to provide welfare-to-work grants to states and local communities to create additional job opportunities for the hardest-to-employ recipients.  The grants total $3.5 billion, with $1.5 billion being awarded in fiscal year 1998, and $1.5 billion still to be awarded in fiscal year 1999.

Adult education and literacy programs that are successfully helping welfare recipients enter the workforce are eligible for some of these grants, as long as they apply in conjunction with a Private Industry Council (PIC) or local government.  Special consideration is given to applications from cities with large concentrations of poverty as well as to rural areas.

Grant funds may be used to provide needed basic and/or vocational skills training as a post-employment service in conjunction with either subsidized or unsubsidized employment.  While consistent with the “work-first” philosophy of the welfare law, this approach also recognizes the “critical importance of continuous skills acquisition and lifelong learning to economic self-sufficiency,” according to the Department of Labor.

The first round of these grants was awarded in the spring of 1998, and additional grants will be made available in 1999.  For more information on these grants, contact the U.S. Department of Labor at: www.doleta.gov.
______________
 * = See Glossary.

Conclusion

States can, and are, currently integrating basic skills instruction into their welfare-to-work activities under TANF*.  Beginning in 1999, this opportunity may expand because states will have greater latitude in combining education, training, and work for every recipient counted towards the work requirement.  The bottom line is clear:  after five years of TANF* assistance, recipients will have to support themselves.  The clock is already ticking, and the best way the adult education and literacy field can help is to keep this in mind in planning and administering all classes and services.  It is also important to plan for the possibility of increased enrollments as the law’s effects are felt by more recipients.

Providing services that help welfare recipients acquire the skills needed in today’s workplace is the only way to genuinely assist them in preparing for their future without welfare.
______________
 * = See Glossary.

• Focus on employment-related goals.
• Hands-on work experience.
• Collaboration with welfare agencies and other community organizations.
• A client enrollment and selection process that accepts clients with a wide range of abilities (i.e. no “creaming”*).
• Integration of basic skills components with other welfare-to-work activities.
• Clearly defined goals and outcomes.
• Achievement of a reasonable cost, broken down by outcome, (not by cost per student or cost per contact hour).
• Involvement of private sector employers.
• A strong record-keeping system that includes information on both cost and participant progress toward outcomes.
• Early intervention and personal attention in addressing potential problems.
• Use of  “job coaches” to assist clients in making the transition to work.
• Use of “job developers” who know of existing employment opportunities.
• Extensive support services, including child care and transportation.
• Commitment to continuous staff development.

1)  Focus on Employment-Related Goals

The goal of the 1996 welfare reform law is employment leading to keeping people in the labor force with opportunities to increase their earnings over time.  Whether or not they agree philosophically with this approach, these successful programs have adapted to face this new reality.   They  recognize  that  the  “clock is ticking”  on  benefits  for recipients,  and have,  in some cases, restructured their services to help recipients succeed when benefits expire.  In the most successful programs, the goal of employment is manifest from the outset and permeates the instructional program.

One example is the Brooklyn College program, which teaches basic skills entirely within the context of child care.  All participants are preparing for careers as a child care providers, and every exercise and activity revolves around that work goal.  Another example is the Canton Even Start program, which makes it simple and convenient for participants to gain work experience by using one site for both classes and work experience.
 
Another effective approach is organizing basic skills instruction around more general work requirements, such as the SCANS competencies* or Equipped for the Future’s generative skills*. Many of the exemplary programs seek input from private sector employers about both the local job market and skills needed for specific jobs.   They often provide computer training and certification programs that help participants meet requirements for specific jobs that are available in the community.
______________
 * = See Glossary.

2)  Hands-on Work Experience

One of the best ways to familiarize a person without work experience with the world of work and to demonstrate the utility and relevance of skills taught in the classroom is to provide hands-on work experience. This practical experience may take the form of internships, job shadowing, or actual employment.  The exemplary programs have found that it is important for students to have the opportunity to apply material learned in the classroom in a hands-on working environment on a continual basis.  For example, students in some of the programs alternate weekly between the classroom and the worksite, while other programs incorporate both classroom and work experience into their schedule every week.

3)  Collaboration with Welfare Agencies and Other Community Organizations

One of the most important components of a successful welfare-to-work program is a close working relationship with the appropriate welfare agencies.  Much of the confusion over what services are to be provided, how long participants are to remain enrolled, and what outcomes are to be expected can be avoided by mutual pre-planning and agreement.  For example, the  South Bay GAIN Employability Center set its goals for successful outcomes through contract negotiations with the San Diego Workforce Partnership.
 
The needs of welfare-to-work participants often extend well beyond the services normally available in an educational institution or volunteer agency.  Participants may need assistance in such areas as life skills, child care, education counseling, health, housing, domestic violence, alcohol and drug abuse, transportation, income maintenance, job placement, and clothing.  Exemplary programs look beyond the basic instructional needs of their participants and find a way to connect with other organizations and agencies that can provide the wide array of services that are needed.
 
One good example is the Chicago Commons program, which helps families meet their basic needs with on-site support services -- including counseling, a health clinic, domestic violence and depression support groups, career counseling, and transportation and child care stipends.   While the services are delivered by a variety of agencies and organizations, students view service delivery as seamless.

Comprehensive centers may be able to offer some of these services on-site, but will still have to network with other agencies to be able to provide all the services that are needed.  Smaller stand-alone instructional programs often rely almost entirely upon partnerships and collaboration to make these services available.

4)  Early Intervention and Personal Attention in Addressing Problems

Several exemplary programs have a particular staff member is responsible for orchestrating the many separate components into a well-integrated total program.  Whether called counselor, case manager, or client advocate, the distinguishing feature of this position is responsibility for coordinating a number of support services that ensure participants’ job readiness and job retention.  This includes promptly addressing problems that could interfere with participants’ success, and often includes following a participant’s progress through each stage of the welfare-to-work process, including initial employment.

The Cleveland Adult Education program uses client advocates successfully.  New workers and employers have testified that continued employment would not have been possible without client advocate intervention.  Another good example of this is the Canton Even Start Program, which provides each student with a mentor who assists with needs as they arise.
 
5)  Commitment to continuous staff development
 
All the exemplary programs emphasize the importance of having well-trained staff.  Often the staff are specialized, and have clearly defined areas of authority and expertise.  For instance, one staff person will work only in the classroom, while another works only on job search activities.

All staff members at the CAP services program are trained and certified as family developmental specialists by the University of Iowa School of Social Work. The Cleveland Adult Education staff developed a special six-week training utilizing SCANS* skills to prepare teachers for the project-based approach.  Over a two-month period, staff members met regularly with each other and their project coordinator in order to share experiences and learn from each other.

In addition to sharing with each other in-house, some programs are reaching out to other similar programs in the community.  New York State’s EDGE program has a best practices clearinghouse that can be used by instructors across the state.  The Hammond City Schools Adult Education program staff routinely attend staff development conferences on issues that include cognitive strategies, learning styles, learning disabilities, and employer/educator dialogues on workplace needs.
 ______________
 * = See Glossary.

CHECKLIST FOR SUCCESS:
 

______   Are basic skills integrated with other welfare-to-work activities?
               Are academic, vocational, and job placement activities fully integrated (on-site,
               if possible)?

______   Does your program have clearly defined goals and outcomes that relate
               directly to success in the workplace?
               Do you assist students in setting clear and appropriate goals for themselves
               that take into account their skills, interests, and possible career options? Does
               your program have clearly defined goals? Do you track program costs per
               outcome (not just seat-time)?

______   Do you collaborate with welfare agencies and other community groups?
               Have you asked local colleges, school districts, and other human and social
               service agencies to share resources and expertise?

______   Are private sector employers actively involved?
               Have you asked  the sector for information on the local labor market, wages,
               and education and training requirements for various jobs?

______   Does your program include hands-on work experience for students?
               Is work experience available on-site or in another convenient location?
               Do you pre-screen work sites and select them based on the degree to which
               they model appropriate professional practices  for students?

______   Is a staff member responsible for providing students with individual assistance
               in addressing problems that could interfere with attendance?
               Is someone available to assist participants individually with issues such as
               child care, transportation, physical or substance abuse, housing, etc?

______   Are support services available?
               Do you provide students with information on local health clinics, clothing
               banks, support groups, and career counseling services?  Have you asked the
               local public transportation system to donate bus tokens or farecards?

______   Does your curriculum include both job readiness skills and life skills?
               Does your program offer computer, job readiness, and transition-to-work
               training?  Do you recruit outside speakers to lead workshops on
               nutrition,budgeting, depression, anger management, etc?

______   Does your staff participate regularly in staff development activities?
               Are instructors certified by the state?  Do they participate in special
               trainings, conferences, and other professional development opportunities?
 

This report grew out of the tremendous demand in the adult education and literacy community for information on how to better serve people on welfare.

Because programs are making decisions daily that will affect welfare recipients’ success -- or failure -- in the workforce, we wanted to provide information on how some programs across the country are effectively using basic skills instruction as a fundamental component of successful welfare-to-work efforts.  This report is an overview of eight programs that have been selected by a panel of experts based on information provided by the programs -- including outcome data, costs, and information on who is served.  We do not consider this report to be a cookie-cutter recipe for success, but we do believe it identifies some key ingredients.

We urge you to do the following:

1.   Contact the programs that interest you for more information about how they achieved
      their success.

2.   Think carefully about what seems to be making a difference in the exemplary programs
      and how specific activities fit into the big picture.  Before adopting any practices
      from exemplary programs, be sure to modify them for your program as necessary.

3.   Carefully track outcomes.  Both the federal government and private funding
      organizations want specific outcome-based evaluations.  Establishing an effective
      means of collecting and conveying information on success will pay big dividends
      in the future in terms of both student achievement and funding.

PROFILE:  Cleveland Public Schools’ Adult Basic and Literacy Education
                     SCANS Employability Skills (SES) Project
                     Cleveland, Ohio__________________________________________
 
Type of Agency or Organization:  Public school district
 
Number of Recipients Served Annually:  150
 
Outcomes:  55 percent got jobs
                   11 percent went on to postsecondary education
                     5 percent were referred for additional basic skills classes
 
Cost:           Cost per placement in employment was $2,000.
                   (If postsecondary placement is also counted as an outcome, the cost per positive
                   outcome is $1,600.)
 
Educational Services: ABE*
                                    ESL*
                                    GED* preparation
 
Structure:                  Six to 12-week program includes basic skills instruction integrated with
                                 work experience at a community agency, such as the
                                 Ronald McDonald House.
 
Selection Process:    Target population is primarily adults functioning at a low level,
                                  without a high school diploma or GED*.  Most have very low skills,
                                  but some students with higher skills are also served. Participants
                                  must be on public assistance.
 
Curriculum:  

• Comprehensive Assessment.  Intake includes a comprehensive vocational and academic assessment to determine each student’s skill level, aptitude, interests, and abilities.  A student profile is then developed for each student, including a career/education plan that makes every effort to match their interests and abilities with realistic outcomes.
• SCANS* Focus.  Basic skills instruction is applied to the work setting, with core curriculum based on SCANS foundation skills* and development of SCANS* competencies.*   Students work on projects both in and out of class through which they develop and use SCANS competencies*.
• Internships.  As students progress, they are gradually phased into internships.  Some participate in more than one internship.  Others move from their first internship into a full-time job.

• Close working relationship with the local Department of Employment Services.
• Interagency agreement with the State Departments of Education and Human Services providing funding for the initial vocational assessment/counseling.
• Close ties to employers through job developers and job coaches in the field.

• Student Focus.  Students are placed in a position of responsibility regarding their achievement and skill mastery.
• Client Advocates.  Client Advocates assist students in addressing problems (such as child care, transportation, physical or substance abuse, and housing) that could interfere with their participation.  Addressing problems early on can prevent students from dropping out.  Bilingual advocates assist ESOL students.
• Job Coaches.  Job Coaches address barriers and crises that emerge during the first few months of employment.
• Well-trained Staff.  All instructors are certified by the state, and client advocates are all social workers or counselors with experience with adults.  Teachers also participate in six hours of special training around SCANS.*  Teachers meet together regularly as a group to share ideas, experiences, and lesson plans.
• Employer Involvement.  Employers that require a high school diploma or GED* as a prerequisite for employment were asked to take a chance on potential employees without these credentials, but with the SCANS skills and competencies.  SES actively seeks employer input, especially in identifying skills needed for specific jobs.

PROFILE:  Brooklyn Child Care Provider Program
                     Brooklyn, New York______________________________________
 
Type of Agency or Organization:  College
 
Number of Recipients Served Annually:  60
 
Outcomes:    88 percent of participants are placed in jobs.
                     10 percent earn their GED*.
 
Cost:            $4,711 per job placement
 
Educational Services:   Five-month literacy-based vocational training program through
                                      which graduates qualify for positions as assistants in childcare
                                      centers, or as self-employed family child care providers.
 
Structure:                       Basic skills instruction is highly contextualized with a
                                      child care career curriculum.  Students alternate weekly between
                                      the classroom and the internship worksite.  Many students are
                                      offered full-time jobs at the site where they interned.
 
Selection Process:        No formal reading or other skills are required for participation.
                                     Since graduates go on to work in child care centers, they are
                                     screened for employment in the child care field (i.e. must pass
                                     clearances for child abuse, criminal convictions, and tuberculosis).

Curriculum:  

• Hands-on application of curriculum.  Students alternate weekly between the classroom and the worksite, which allows materials learned in the classroom to be applied in a hands-on learning environment on a continual basis.
• Team teaching.  Team teaching of literacy specialists with early childhood specialists creates a highly contextualized curriculum.
• Project-based instruction.  Each curriculum topic is emphasized through the completion of a project.  For example, classroom instruction in nutrition and cost considerations in menu-planning for child care concludes with the preparation of a two-week menu plan by each student.
• Discussion groups.  One morning per week is reserved for group discussions centered around activities in the worksite during the previous week, so that students can learn from one another.

• The program works closely with the New York City Department of Employment.
• Determining whether a participant’s home is suitable for family day care requires close coordination with the Departments of Health and Housing.
• Background screening involves both the child protective and criminal justice systems.

• Focus on Adult Learning Styles.  The program recognizes that adults learn differently than a more “traditional “ student.
• Certification.  Most participants receive certificates from the New York City Department of Health authorizing them to operate their own family day care centers, although many first gain expertise as employees in larger centers.
• Worksites.  Worksites are pre-screened and selected based on their ability to model appropriate and professional child practices for students.

PROFILE:  Canton City School Even Start Program
                      Canton, Ohio_____________________________________
 
Type of Agency or Organization:  Partnership between a local school district and county Department of Human Services
 
Number of Recipients Served Annually:  100 families
 
Outcomes:   8 percent families left public assistance
                  21 percent secured a job for the first time or got a better job
                  29 percent of parents passed the GED or official GED practice test
 
Cost:   $1,914 per family
 
Educational Services:  Work-based program, with academic skills taught in context as
                                     needed to fulfill participants’ roles as parents, workers, and
                                     citizens as identified by Equipped for the Future.*
 
Structure:                     30 hours per week of class, and work experience.  Both classes
                                     and work experience take place at participants’ children’s
                                     elementary schools.
 
Selection Process:      Participants must lack a high school diploma and be a parent (or serve
                                    in a parenting role) to at least one child under 8 years of age.  Upon
                                    entry, 96 percent receive public assistance, and 51 percent read below
                                    the 6th grade level.
 
Curriculum:  

• Equipped for the Future.  Equipped for the Future’s generative skills* (communication, interpersonal, decision-making, and lifelong learning) are emphasized.
• Career Assessment.  Students explore career possibilities through a special computer program, field trips, speakers, job shadowing, and working woman mentors.
• Individual Career Plans.  Students develop “Individual Career Plans” in which they identify their skills and interests, and appropriate career options (including information on the local labor market, wages, education and training requirements for various jobs, and employer-specific information.)
• Goal setting.  Participants develop and pursue short and long-term goals, including completing training requirements, organizing childcare and transportation, and securing an initial job.
• Career Passports.  Students document their achievements in a career passport that is used in job interviews.

• Local college students assist in Even Start classrooms and receive field experience credit for it.  The program also uses an America Reads VISTA* worker.
• A local medical center provides health screenings and an eight-week job shadowing experience that allows students to explore entry level positions -- including the cafeteria, security, lab work, physical therapy, and transportation -- and talk with employees working in those positions.
• Community business partners help motivate students by providing incentives, awards, and job shadowing opportunities.
• The Title I program provides child-parent learning activities.
• The Department of Human Services assists with the recruitment of families, and funds career assessment activities and child care for children under age 3.

• One-stop location.   Adults take classes and get work experience in their children’s elementary school buildings.  Preschools, Head Start, and daycare programs pick up younger children at elementary schools.
• Free child care.  Child care is provided for young children and is paid for by the Department of Human Services.
• Free transportation.  The local school district’s transportation system allows parents to ride the bus to their assigned school with their children.
• Family focus.  The focus is on integrated services to families rather than individuals.
• Integration.  Work, classes, and parenting are integrated in order to facilitate the transfer of skills from one role to another.

• Even Start* grant:  57 percent
• Federal Adult Basic Education funds (administered by the Ohio Department of Education):  29 percent
• Federal 353 Special demonstration grant:  5 percent
• Knight Foundation Family Independence Initiative grant (awarded through the National Center for Family Literacy):

9 percent

 PROFILE:  Cap Services Family Literacy Program
                      Wautoma, Wisconsin_____________________________________
 
Type of Agency or Organization:  Community-based organization
 
Number of Recipients Served Annually:  74 families
 
Outcomes:   78 percent (58 parents) got jobs.
                    59 percent (44 parents) earned raises.
                    24 percent (18 parents) earned a GED* or high school diploma.
                    14 percent (10 families) bought their first home.
 
Cost: $4,000 per family per year (with most participating in the program for 2 years)
 
Educational Services:  ABE*
                                     GED* preparation
                                     Family literacy*
 
Structure:                  Year-round, open day and evening
 
Selection Process:    Eligibility criteria are as follows:

                               1)  Reading below the eighth grade level
                               2)  Having a child under seven years of age;
                               3)  Needing a high school diploma or GED*;
                               4)  Demonstrating commitment to the program before enrolling.
                                    Participants must prove their commitment by completing
                                    small assignments -- such as applying for a job that fits with
                                    their skills, attending an adult education class for several days,
                                    or checking available housing that might meet their needs.
 
Curriculum:  

• Comprehensive focus.  Initial assessment includes 10 areas of self-sufficiency:  employment, income, education, transportation, child care, nutrition and physical health, family unity, housing, mental health, and community involvement.
• Individual goals.  Participants work with a case manager who coordinates and facilitates setting goals and action plans for reaching them.
• Technology training.  Classrooms are equipped with computers with Internet access and a children’s literature area where parents can read to their children.
• Parenting skills.  Parenting instruction is included in class twice monthly, and is coordinated with local Head Start.  Parents are strongly encouraged to participate in their children’s school conferences, meetings, and activities.

• Local technical college pays for 50 percent of the classroom instructor’s time.
• The United Migrant Opportunities Service has provided diversity training and the University of Iowa has provided family development specialist training. Local cooperative service contributed computers and Internet access.

• Community support.   A partnership -- including the technical college, school district, and other human and social service agencies -- that represents a cross-section of the community actively supports the program through sharing resources and expertise.
• Individual tutoring.  One-to-one tutoring is available for students.
• One-stop center.  The program has the ability to offer all services on-site.  Many of the partners that contribute services and instruction are not located at the center but are willing to bring their services to the participants.
• Child care.  Free on-site child care is provided during classroom hours.
• On-site work experience.  Most participants have work experience on-site, in jobs that help them develop good work habits.
• Well-trained staff.  Each household’s primary contact is trained and certified as a Family Development Specialist by the University of Iowa’s School of Social Work.
• Life skills workshops.  Monthly “Lunch and Learn” workshops are held on topics for which students have expressed an interest.  Recent topics include the following:  low-cost family activities, budgeting, nutrition, depression, and anger and grief management.

Contact:    Mary Patoka
                 CAP Services’ Family Literacy Program
                 1608 West River Drive
                 Stevens Point, WI  54881
                 715/345-5208
______________
 * = See Glossary.

 PROFILE:  Chicago Commons Employment Training Center
                      Chicago, Illinois__________________________________________

Type of agency or Organization:  Community-based organization

Number of Recipients Served Annually:  150+

Outcomes:  32 percent became employed.
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