Program. 92 Guides (052) - ERIC
DOCUMENT RESUMECE 062 794ED 353 389TITLEINSTITUTIONSPONS AGENCYPUB DATECONTRACTNOTEPUB TYPENational Workplace Literacy Program. CurriculumSamples for 1992.Prince George's County Public Schools, UpperMarlboro, Md.Office of Vocational and Adult Education (ED),Washington, DC. National Workplace LiteracyProgram.92V198A10013377p.; For a related document, see ED 352 548.Classroom UseTeaching Guides (ForGuidesTeacher)EDRS PRICEDESCRIPTORSIDENTIFIERS(052)MFO1 /PC16 Plus Postage.Adult Basic Education; Behavioral Objectives;Communication Skills; Competency Based Education;Curriculum; Curriculum Development; *English (SecondLanguage); Instructional Materials; *Job Skills;Learning Activities; *Literacy Education; MathematicsSkills; *Reading Skills; Tests*Workplace LiteracyABSTRACTThis document reports on the partnership betweenPrince George's County (Maryland) Public Schools and the PrinceGeorge's Private Industry Council to provide workplace literacyclasses at worksites for employees of 10 different employers.Workplace-specific, work-related curricula have been developed ineither English for speakers of other languages or in basic readingand mathematics job skills for each site. The 12-page report isfollowed by curriculum samples organized by the 10 employers: PrinceGeorge's County Maintenance Yard at Brown Station Road, CintasCorporation, Grace Culinary Systems, Laurel Race Course,Litton-Amecom, Loral-Computer Sciences Corporation, New CarrolltonPublic Works, Prince George's Hospital Center, and Sovran Bank. Anintroductory sheet for each employer follows this format: site,instructor(s), time (whether volunteer or work release, dates, days,and class times), student description, and instructor summary. Samplecurriculum materials for specified Comprehensive Adult StudentAssessment System (CASAS) objectives follow. The CASAS objective maybe narrowed by a site-specific objective. For each objective areprovided these types of curriculum materials: paper-and-pencilexercises, diagrams, review sheets, informational sheets, questions,or tests. Three outside evaluation reports are appended. The firstanalyzes learners' responses related to reasons for enrollment andhelpfulness of class. The second describes and evaluates the programmaterials in use and workplace-relatedness of curriculum. The thirdfocuses on curriculum development and program ions supplied by EDRS are the best that can be madefrom the original ***************************
Curriculum Samplesfor 1992National Workplace LiteracyProgramS DEPARTMENT OF EDUCATIONalaa Resew: and mr.o.orne-'P'aEIDOC.ATIONAL RESOURCES INFORMATIONCENTER !ERIC)11.err.eCnas cseea ,CDocluced as0e1Sdn 0, cpcmazaI.aaMn',, changes ha, v.per made 10eptoduCI,On aua.rsIMIYCI Prgpr,ons slated"ser,, do nit nereSS8,.v ,e(,Pse,'TEutO,a1yPrince George's County Public SchoolsPrince George's County Private Industry CouncilMaryland1992MI MI Mani!
ITABLE OF CONTENTSPage1.Abstract32.Key Events83.American Pest Management134.Prince George's County Maintenance Yard at Brown Station Road425.Cintas Corporation916.Grace Culinary Systems1127.Laurel Race Course1338.Litton - Amecom1609.Loral Computer Sciences Corporation19310.New Carrollton Public Works21211.Prince George's Hospital Center23712.Sovran Bank254S.National Workplace Literacy Programi
ABSTRACT1.Program Title:National Workplace Literacy Program, (CFDA 84.198A)2.Project Title:National Workplace Literacy Program3.Award No.:V 198A100134.Project Director:Eleanor RotterAwardee:Prince George's County Public SchoolsAddress:14201 School LaneUpper Marlboro, Maiyland 20772Telephone:5.(301) 386-1512Funds by Fiscal Year:Federal FY 91Recipient (non-Fed) 101,08067,530Total 168,610Federal Funds 60% of Total6.Award Period;7.Federal Project Officer:March 1, 1991 August 31, 1992Education Program StaffSarah Newcomb (202) 732-2390Education Grants StaffLinda Kinney (202) 708-8563National Workplace Literacy Program
Objectives:8.To educate 250 employees in Prince George's County in either English Communication Skills for Speakers of Other Languages (ESOL) or in basic reading andmath job skills.1.2.To develop a curriculum using work-related materials.Proceduresz9.1.Employees will be recruited to attend either ESOL classes or basic skill classes atthe job site. Classes will be held for two hours twice a week for ten weeks. Acounselor will be used to acquaint students with options available to pursuefurther training and education.2.10.11.Using materials collected at the worksite and skills utilized in completing job tasks,a curriculum will be developed for each worksite.Outcomes /Results/Products1.A better trained employee2.A sample curriculum for each worksite locationEducational Level(s):All levels of ESOL and all levels of basic skills (0 12). A minimum of 40 hours ofclassroom instruction will be offered to all students.12.Target Population;Any employer in Prince George's County with a large number of disadvantaged orlimited English proficiency employees.13.Estimated Number of Trainees;250 14.Partner:Prince George's County Private Industry CouncilNational Workplace Literacy Program
A.PROGRAM DEFINITIONThe Prince George's County Public Schools and the Prince George's Private IndustryCouncil have worked together since March of 1991 to provide workplace literacy classesat worksites for individuals in the County who are employed by ten different employers.These employers have recognized the problems of workers with poor literacy anddeficient basic skills, and have chosen to attack the problem by providing educationalopportunities at their worksites. Over five hundred employees participated in the varioustypes of classes supported with federal funds. See table of worksites and list of key events.SNational Workplace Literacy Program
CONTACT PERSON301-805-0549Ms. Nancy CoffeySupervisor, Salaried Personnel301-454-9523Mr. Tim EdwardsDivision Director ofEmployee Relations7. New Carrollton Public Works Mr. Richard RobbinsDirector of Public Works6016 Princess Garden PkwyNew Carrollton, MD. 20784 301-577-10084600 Powder Mill Rd.Beltsville, MD. 207056. Loral AerosystemsComputer Sciences Corp.5. Litton Systems Division,Amecom5115 Calvert Rd.College Park, MD. 20740Laurel, MD. 20707Executive Director-MTH A6314 Windsor Mill Rd.Mr. Wayne Wright4. Laurel Race TrackRt. #198301-497-6919Mrs. Patricia WatkinsOffice Manager3. Grace Culinary Arts8003 Laurel Lakes CourtLaurel, MD. 207075119513CLASSES2. Cintas Uniform Cleaning Co. Ms. Ann WilcoxDirector of Human Resources1769 Brightseat Rd.301-322-2255Landover, MD. 207851. American Pest Management Mr. Wayne WhiteDirector, Human Resources6460 New Hampshire Ave.301-891-2600Takoma Park, MD. 20912SITE200404046158102high 25med 16low 4Basic SkillsESL high levelESL high levelhigh 50ESLlow 37high 13low 2Basic skillshigh 9291589872ESLlow 637212836021ESL low level21high 16low 134015UNDUPLICATEDCOUNT OF STUDENTS29Basic SkillsINSTRUCTIONTYPE OF120TOTAL #TOTAL HOURSOF INSTRUCTION OF STUDENTSTABLE OF WORKSITES
10.Sovran Bank6401 New Hampshire Ave.Takoma Park, MD . 20912301-270-7165Ms. Rosalie EvansOperations Officer9. Prince George's Hospital Ctr. Ms. Helen Segatto3001 Hospital DriveEducation SpecialistCheverly, MD. 20785301-618-64958 P.C. County Public SchoolsMr. Robert KuntzDirector of OperationsFacilities Dept.at Brown Station RdFacilities Dept.Upper Marlboro, MD. 20772 301-952-66104331141639111405605014513150TABLE OF WORKSITEShigh 10low 8med 24ESLmed 8low 5Basic skillsmed 46high 168low 40Basic skills368301367
KEY EVENTS3/1/91Grant awarded4/20/91Initial staff development meeting4/25/91Classes 1,2,3 New Carrollton Department of Public Works4/29/91Classes 4,5,6,7 Prince George's County Public SchoolsMaintenance Yard5/15/91Classes 8,9,10 Laurel Race Track5/29/91Class 11 Litton Systems6/1/ 91Classes 12,13 Sovran Bank of Maryland6/19/91Classes 14,15 New Carrollton Department of Public Works7/10/91Classes 16,17,18,19 Prince George's County Board of EducationMaintenance Yard8/2/91Staff Development meeting9/4/91Class 20 Sovran Bank of Maryland9/16/91Prince George's County Private Industry Council hosts "RoundTable" meeting to introduce program to Chambers of Commerce9/26/91Class 21 Loral Aerosystems9/30/91Classes 22,23,24,25,26 Grace Culinary Systems10/7/91Classes 27,28,29 Prince George's County Board of EducationMaintenance Yard10/25/91Presentation before Maryland State Department Of Education11/4/91Classes 30,31,32 Laurel Race Track11/11/91Class 33 Cintas12/4, 91Class 34 Prince George's HospitalNational Workplace Literacy Program
1/7/92Classes 35,36 American Pest Management3/26/92Class 37,38 Prince George's County Public Schools MaintenanceYardClasses 39,40 Laurel Race TrackClass 41 American Pest ManagementClass 42 Prince George's County Board ofEducation Maintenance Yard4/8/92Class 43 Laurel Race Track4/9/92-4/10/92Staff attends Maryland Association of Adult; Community andContinuing Education conference4/13/92Curriculum meeting for staff6/19/92Reception for employers, staff, and support personnel involvedin program9/9-11/92National Workplace Literacy Project Directors CloseoutConference4,National Workplace Literacy Program
B.OBJECTIVES OF THE PROJECTLiteracy and related job skills have been enhanced through the partnership of the PrinceGeorge's County Public Schools (PGCPS) and the Prince George's Private IndustryCouncil (PIC). The School System's Adult Basic Education (ABE) personnel workedcooperatively with the PIC to identify businesses in need of literacy and basic skillsservices. Identified employers assigned a representative to cooperate with the workplaceliteracy facilitator to focus on the needs of participants at each worksite. (See table ofworksites for contact person)C.GENERAL OPERATIONSAt the onset, the contact person, facilitator and teacher toured the organization, notedskills required to complete job tasks and gathered materials from the site that were partof the day to day job.After the students were recruited by a meeting, bulletin, supervisor, or friend, a time andplace were set for the project facilitator and the students to meet for pre-testing anddiscussion of student objectives. A teacher was always present to meet the students andto offer encouragement.The pre-testing was the determining factor in the selection of materials and the need togroup the classes into different levels. Other factors important in these groupingdecisions were the number of students interested in the class, the hours that facilities forclsses would be available, and whether the classes would be held before, during, or afterwork hours.The teacher, the facilitator, the worksite representative and the students discussedemployee-specific skills that the students should learn by the end of a class session. Eachemployer was given a CASAS Workplace Literacy Draft to indicate items to be taught.Many employers did not care to be worksite-specific with the materials. Some stressedthat it was more than sufficient for the student to learn how to 'earn, and especially to learnhow to read and to communicate orally and in writing. The teachers and the projectfacilitator made every effort to seek out worksite-specific materials. Each site compileda binder of materials used. The job task and CASAS objective was noted for each entry.(See samples for each workplace site)In order to prepare for teaching skills which would enhance work skills, the teachersshadowed some employees on the job. The classes were frequently composed of peoplewith different responsibilities, and the teacher also relied upon obtaining a general ideaof the purpose of the organization and trying to understand each individual's work.National Workplace Literacy Program
The teachers had constant access to the materials used by the Prince George's CountyAdult Basic Education Program, and they used any materials they felt would beappropriate for any individual. In addition, not all worksites provided copier access, sothe teachers duplicated job-specific materials at Bladensburg Instructional ServicesCenter.The classes initially ran for forty hours. Class attendance records were maintained byeach teacher. During each forty hour session the class was frequently visited by theproject facilitator who would help and encourage employees, advise the teacher on othermaterials and strategies which might be used, and monitor the attendance of the students.The project facilitator would communicate with the worksite representative and discussthe progress of the students, or any logistical problems which might be occurring. Manyteachers also had contact with the worksite representatives and problems with schedulingwere often solved by the teacher or by members of the classes.The counselors visited each worksite regularly, first making a presentation of theresources available to each student, and then providing each student with a referral card.Counselors also spoke to all appropriate classes about applying for the GED exam and thescoring of that exam.At the end of the first forty hours of class, a decision was made as to whether the classesat each worksite would continue with a second forty hour class. The decision was madewith the consideration of many factors. Some classes were not continued because thestudents had reached the goals they had desired or because they did not maintainadequate attendance to make the class effective. The reasons are further discussed in theindividual summaries. Most classes were full, enthusiastic and ready to continue learning.The students were re-registered, and new students invited to join. These classescontinued to be monitored by the project facilitator and each developed a specialcharacter and identity based upon the needs of the students.All basic skills classes were again CASAS tested to determine competencies acquired.Each ESL class was pre and post tested either by a Maryland State approved test or by atest uniquely designed for the site.Upon completion of each class, the teachers and the counselor discussed locations ofnearby Adult Basic Education programs or the prospects of the employer continuing theclasses at employer expense. As of this printing both Prince George's County Board ofEducation Maintenance Yard and Laurel Race Course have contracted for classes.National Workplace Literacy Program
At the end of each forty hour session, the students were surveyed. The results of thesesurveys helped to improve on-going classes. In addition to this in-class survey, teacherswere asked to call students several weeks after the last class. The teachers used thisopportunity to check on the accomplishments of students and to encourage students toseek additional educational experience.The program was also continuously evaluated by an outside evaluator.D.PERSONNELThe fourteen teachers, the project director, the project counselor and the project facilitatorhave worked for many years in the Adult Basic Education Program of Prince George'sCounty Public Schools. The program has provided many training sessions for itspersonnel. In addition to on-going contact with other personnel in the Adult Educationprogram (many currently teach together at different ABE locations), the staff had teammeetings with other teachers at the same worksite, with other teachers of classes at thesame level, with the counselor, with the Adult Education Supervisor, with the ABEResource Teacher, and with the ABE Resource Assistant. These meetings offered theopportunity to discuss job-specific materials, published materials, and teaching strategies.None of the teachers was isolated at the worksite, as there were frequent visits by thefacilitator, the counselors and frequent opportunities for teacher meetings. Thesemeetings were held at the worksite or at the Bladensburg Instructional Center. Allpersonnel were invited to attend the MAACCE conference in Annapolis, Maryland.Workplace literacy was the focus of the conference.National Workplace Literacy Program
American Pest Managementii g:Cafeteria and openloading area of American Pest Management's, NewHamsphire Avenue Branch Office, Takoma Park, MD.Instructors:Betty SonneveldtMary Ellen ButlakTime:VolunteerClass 1 & 2 - January 7, 1992 March 24, 1992Class 3 - March 26, 1992 - April 28, 1992Tuesday and Thursday4:30 6:30 PMStudent:Male employees whose primary task is the chemical extermination of insects.Instructor Summary:American Pest Management is a small pest control firm in Prince George's County. It employsIIIapproximately forty people, thirty of whom are pest control technicians. Most technicianshave a monthly route but still need to interpret a work order, read a map, locate a site,administer pesticides and write a follow-up recommendation. In order to determine theamount, concentration and spraying time of an pesticide, it is imperative that they can calculatearea and volume and use proportion. Two of the technicians treat homes for termite infestationand need to be able to interpret floorplans and blueprints.It became evident that help was needed when most of the technicians did poorly on the mathtest for Pest Control Technicians that was administered by American Pest Management.Concern was further heightened when it was rumored that all technicians would need to becertified by passing an exam in the near future.Classes were held from 4:30 to 6:30 P.M. after work. No work release time was given.Refreshments were provided by the management. One group met in the "cafeteria" while theother group met in an open area where the daily work orders were delivered.The CASAS Placement and Pre-tests were administered and the general scores were low. Wewere able to form two groups; one with a skill level at 0-4 grade level and the other with a skilllevel of grade 4 and up.One teacher taught Language Arts while the other teacher taught Math. This was ideal andhelped eliminate the "low group" - "high group" stigma. After fifty minutes the groupsswitched rooms and teachers.National Workplace Literacy Program
The "lower level" group progressed through basic addition, subtraction, multiplication anddivision of whole numbers. Emphasis was put on interpreting maps, graphs and charts, anddetermining perimeter, area and volume.The "upper level" group progressed through decimals, fractions, and percents. Emphasis wasalso put on interpreting maps, graphs and charts, ratio and proportion and determiningperimeter, area, and volume of polygons.In Language Arts the "lower level" group concentrated on reading, writing and spelling skillsusing work-orders, blue prints, and wall charts with the end goal of producing better writtenwork reports. Improvement was noted by the employer when work orders were received.The "upper level" group concentrated on improving reading comprehension and writing skillsusing the Preparing For Applicator Certification: Volume 1 as curriculum.Because of students' staggered entrance times, there was a great need for the students to beflexible and to work as independently as possible.Classes ran for fifteen weeks giving each student sixty instructional hours. Classes were endedat the end of April because employees were into their "busy season." It was an extremelysuccessful experience. On the last day a "graduation" party was held with certificates, Pompand Circumstance," refreshments and presents. Many students expressed an interest incontinuing in the fall.National Workplace Literacy Programit.
CASAS Objective 6.1 - Compute using whole numbersObjective: To solve pest control problems using basic math1.You have been baiting rats with small bait blocks placed inside bait stations. The labelsays that each bait block weighs 20 grams. Last week you placed 16 of the bait blocks ineach of 3 new bait stations. This week, the bait stations comamed the following:Station 1:Statio
7. New Carrollton Public Works Mr. Richard Robbins. 5. 200. 46 6016 Princess Garden Pkwy. Director of Public Works. New Carrollton, MD. 20784 301-577-1008. TYPE OF. UNDUPLICATED. INSTRUCTION COUNT OF STUDENTS. Basic Skills. low 13 high 16. ESL low level. ESL. low 63. high 9. Basic skills. low 2 high 13 ESL low 37 high 50. ESL high level. ESL .
REGION V ORP Legaspi MARY MAY B. DE LEOZ (052) 480-1563 (052) 473-8174 orp05@doj.gov.ph 4th Floor, Triumfante Regional Prosecutor (052) 482-0006 (052) 480-1563 Bldg., Bonot, Legazpi City OPP Albay 3rd Floor, Triumfante Bldg., Maria Teresa Arao-Mahiwo (052) 483-5114 (052) 480-0535 op
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