adult learning in the context of work -transitional jobs and contextualized adult instruction
TRANSCRIPT
Adult Learning in the Context of Work: Adult Learning in the Context of Work: Transitional Jobs and Contextualized Adult Transitional Jobs and Contextualized Adult
InstructionInstruction
Heartland Human Care Heartland Human Care Services: Community Green Services: Community Green
Jobs ModelJobs ModelJay Landau & Nancy Jay Landau & Nancy PhillipsPhillips
National Transitional Jobs National Transitional Jobs Network Network
Restoring the Promise of WorkRestoring the Promise of Work
Baltimore, MD April 12-13, 2012Baltimore, MD April 12-13, 2012
HHCS Community Green Jobs Program through Chicago Department of Environment,
an ARRA funded CDBG-R opportunity
Population – adults transitioning from homelessness; Population – adults transitioning from homelessness; overcoming multiple barriers to employmentovercoming multiple barriers to employment
Participants’ starting reading and math grade levels of Participants’ starting reading and math grade levels of 3-11 (most at grade levels 5-8 in these cohorts). All 3-11 (most at grade levels 5-8 in these cohorts). All grade levels eligible to participate.grade levels eligible to participate.
Co-enrolled in HHCS Housing First programs which Co-enrolled in HHCS Housing First programs which recruit directly from homeless sheltersrecruit directly from homeless shelters
Community Green Jobs Program
Program Structure
Participants complete an orientation and Job Readiness Training Participants complete an orientation and Job Readiness Training before starting their Transitional Job and the curriculum.before starting their Transitional Job and the curriculum.
Participants work 24 hours a week in their Transitional Job and Participants work 24 hours a week in their Transitional Job and spend 6 hours a week in job search, job group, career spend 6 hours a week in job search, job group, career development and Green Jobs classes. The lessons are typically development and Green Jobs classes. The lessons are typically 1.5 – 2 hours/week for the 12 weeks.1.5 – 2 hours/week for the 12 weeks.
Transitional Jobs site was Greater Chicago Food Depository. Transitional Jobs site was Greater Chicago Food Depository. Participants sorted over 1 million pounds of food and 862,704 Participants sorted over 1 million pounds of food and 862,704 pounds were reclaimed by TJ workers and distributed to low-pounds were reclaimed by TJ workers and distributed to low-income persons via a network of 650 partner agencies between income persons via a network of 650 partner agencies between late August and late March.late August and late March.
Nancy and Jay wrote Green Jobs curriculum in August, 2011 – Nancy and Jay wrote Green Jobs curriculum in August, 2011 – began first cohort at end of August. Third cohort completed in began first cohort at end of August. Third cohort completed in March, 2012.March, 2012.
Community Green Jobs Program
Why include Contextualized Literacy? (not a funder requirement for this program)
To help participants achieve their goals for economic security, obtain and To help participants achieve their goals for economic security, obtain and maintain employment -- the context or content of the lessons supports maintain employment -- the context or content of the lessons supports participant employment goals, both for the next job and for their long-term participant employment goals, both for the next job and for their long-term careercareer
Participants who are currently or formerly homeless are overcoming more Participants who are currently or formerly homeless are overcoming more barriers and typically have lower TJ completion and placement rates than barriers and typically have lower TJ completion and placement rates than other populationsother populations
Skill-building in all life areas – parenting, wellness, civic engagement and Skill-building in all life areas – parenting, wellness, civic engagement and advocacy, career advancement, etc. – supported by literacy skillsadvocacy, career advancement, etc. – supported by literacy skills
Building confidence, self-esteem and peer support to extend into the Building confidence, self-esteem and peer support to extend into the workplaceworkplace
New funder, opportunity to innovateNew funder, opportunity to innovate
Community Green Jobs Program
Community Green Jobs Program
12 week TJ placement
Green Jobs customizedContextualized
LiteracyDigital literacy
Job search•Placement and leads
•Skill development•Peer support
Obtain unsubsidized employment
Enroll in adult ed./ career training/
college
Job retention and promotion
Economic security and stable housing *
Community Green Jobs Program Model
Job coaching
Continued Job Search assistance
and peer support
•Financial literacy workshops (Asset Building)
•Leveraged relationships with educational partners
•Leveraged relationships with employers
•Ongoing open communication with TJ sites
•Transportation subsidized through first paycheck
•Case Management for participant and household (Links to community resources) (Housing First)
•Support in securing Child Care (Housing First)
•Rent Support 12 months (Housing First)
•Mental Health Assessments and connections to Services (Housing First)
Additional Supports (inputs) required to assist participants in moving up the ladder
*Participants are co-enrolled in Housing First program.
Recruitment
Orientation
Goal setting
Barriers assessment
Tour of TJ job-site; policies and procedures
Program expectations
Interviewing Skills
TABE test
JRT
Recruitment
Orientation
12 week TJ placement
Green JobsContextualized
Literacy CurriculumDigital literacy
Goal setting
Barriers assessment
Tour of TJ job-site; policies and procedures
Program expectations
Interviewing Skills
TABE test
Community Green Jobs Program Model* Outcomes and Impact
•Stable housing achieved•Able to assume environmental stewardship
and advocacy role in community •Better able to actively support family,
such as children in school.
•Capability to budget and save•Capability to set and work towards
educational goals •Long-term career goals set
•Building competence in TJ job-related Tasks.
•Increased awareness Green Jobs sector opportunities.
•Increased job search efficacyand soft skills competencies.
•Increased self-esteem and outlooktowards labor market.
•Building a work history•Gain a current reference
•Develop strategies to overcome barriers•Building literacy and numeracy skills
•Job readiness soft skills building begins.• Participant has set employment,
educational, family goals.• Begin to feel part of a group with
peer support.
JRT Indicators:•TJ supervisor feedback and observation
at job-site
•Program component completion totals
•Self evaluations with case managers
•TABE test and literacy assessment gains
•Employment Placement Rate
•Employment retention rate
•Environmental impact (training, engagement, # lbs. recycled)
Continuous improvement model:
•Participant surveys•Lesson evaluations•Employer feedback
•Indicator data
Continuous improvement model:
•Participant surveys•Lesson evaluations•Employer feedback
•Indicator data
*Participants are co-enrolled in Housing First program.
Obtain unsubsidized employment
Enroll in adult ed./ career training/
college
Job retention and promotion
Economic security and stable housing *
Job coaching
Continued Job Search assistance
and peer support
Job search•Placement and leads
•Skill development•Peer support
Curriculum DevelopmentCurriculum Development
Participant Centered – Participant Centered – drawing on their expertisedrawing on their expertise
Employer EngagementEmployer Engagement Safety manuals, sorting sheets (reading)Safety manuals, sorting sheets (reading) Ratios, weight, cost (math) Ratios, weight, cost (math)
In Landscaping, leaf blowers require a mixture of In Landscaping, leaf blowers require a mixture of 50:1 fuel. Other tools use 16:1 or 8:1 fuel ratios.50:1 fuel. Other tools use 16:1 or 8:1 fuel ratios.
Cultural Relevance - Cultural Relevance - diverse biographies; local diverse biographies; local info; relating to their experiencesinfo; relating to their experiences
Development of Curriculum and Contextualized Literacy TJ Integrated Model
Curriculum Development - rolesCurriculum Development - roles Course outline, topics, content, editing, cultural Course outline, topics, content, editing, cultural
relevance from Director of Green Initiatives – bringing relevance from Director of Green Initiatives – bringing employment program background, experience with employment program background, experience with population and green subject matter expertisepopulation and green subject matter expertise
Course objectives, literacy and math skill development, Course objectives, literacy and math skill development, most math exercises and some readings, lesson format most math exercises and some readings, lesson format from Director of Contextualized Literacy – bringing from Director of Contextualized Literacy – bringing adult education backgroundadult education background
Instruction provided by employment program staff or Instruction provided by employment program staff or instructional staff (with adult teaching experience); instructional staff (with adult teaching experience); some cohorts had both, depending on staff schedules.some cohorts had both, depending on staff schedules.
Development of Curriculum and Contextualized Literacy TJ Integrated Model
Curricular goals and learning outcomesCurricular goals and learning outcomes Program Goals:Program Goals:The Green Jobs Contextualized Literacy Curriculum will:The Green Jobs Contextualized Literacy Curriculum will: Inform and enrich students’ concurrent work experiences in a green sector jobInform and enrich students’ concurrent work experiences in a green sector job Provide students with knowledge of the green sector economy that will better prepare Provide students with knowledge of the green sector economy that will better prepare
them to obtain and retain unsubsidized employment in the green sectorthem to obtain and retain unsubsidized employment in the green sector Prepare interested students to undertake further formal training for a green sector jobPrepare interested students to undertake further formal training for a green sector job Empower students to position themselves and their communities in relation to the green Empower students to position themselves and their communities in relation to the green
movement, without prescribing a set stand or viewpointmovement, without prescribing a set stand or viewpoint
Learning Outcomes:Learning Outcomes:Students will:Students will: Expand their understanding of green concepts and use green language appropriately in Expand their understanding of green concepts and use green language appropriately in
a job interview with a green sector employera job interview with a green sector employer Expand their understanding of careers available in the green sectorExpand their understanding of careers available in the green sector Be able to communicate the benefits of energy efficiency/conservation to a potential Be able to communicate the benefits of energy efficiency/conservation to a potential
employer or customeremployer or customer Show level gains in the TABE tests of Reading and/or Math and be prepared to transition Show level gains in the TABE tests of Reading and/or Math and be prepared to transition
into further study in an Adult Education/career training or degree program. into further study in an Adult Education/career training or degree program.
Integrated Model and Program Goals
Skills addressed and examples:Skills addressed and examples: Soft skills – teamwork, time management, Soft skills – teamwork, time management,
communication skills (example: Make a business plan communication skills (example: Make a business plan for a green business with your team; present your for a green business with your team; present your ideas to the group).ideas to the group).
Literacy and Numeracy Skills – Relevant Reading, Literacy and Numeracy Skills – Relevant Reading, Writing, and Math exercisesWriting, and Math exercises
Hard skills – Career Exploration, green sector Hard skills – Career Exploration, green sector vocabulary and knowledgevocabulary and knowledge
Leadership – Critical thinking (read “Chicago Climate Leadership – Critical thinking (read “Chicago Climate Action Plan” and critique)Action Plan” and critique)
Skill Building
Reading Skills:Reading Skills:
Vocabulary in contextVocabulary in context Recalling informationRecalling information Summarizing Summarizing Finding the main ideaFinding the main idea Interpreting graphic informationInterpreting graphic information Extending meaningExtending meaning
Skill Building
Sample Reading activity:Sample Reading activity:
Reading and Presentation: Break the class into three groups. Assign one biography (Al Reading and Presentation: Break the class into three groups. Assign one biography (Al Gore, Van Jones, and Wangari Mathaai) to each group. The biographies are long, so if they Gore, Van Jones, and Wangari Mathaai) to each group. The biographies are long, so if they do not feel comfortable reading the whole biography encourage them to practice skimming do not feel comfortable reading the whole biography encourage them to practice skimming
a a reading for main ideas. Ask them to read and prepare a presentation together on the green reading for main ideas. Ask them to read and prepare a presentation together on the green role model. The presentation should include:role model. The presentation should include: a. 3 things that someone should know about this persona. 3 things that someone should know about this person b. What has this person done to protect the environment and promote sustainability?b. What has this person done to protect the environment and promote sustainability? c. Why are this person’s accomplishments important?c. Why are this person’s accomplishments important?
Bio excerpt for Wangari Mathaai –Bio excerpt for Wangari Mathaai –
Wangari Muta Maathai was born on April 1, 1940, in Kenya. Like many Kenyans, Wangari Muta Maathai was born on April 1, 1940, in Kenya. Like many Kenyans, Maathai came from a farming family, and as she remarked to Judith Stone of O Maathai came from a farming family, and as she remarked to Judith Stone of O Magazine, her parents taught her to "respect the soil and its bounty." "I grew up Magazine, her parents taught her to "respect the soil and its bounty." "I grew up close to my mother," Maathai further explained to Stone, "in the field, where I could close to my mother," Maathai further explained to Stone, "in the field, where I could observe nature." observe nature."
Most Kenyan girls at the time didn’t have the opportunity to attend school, but Maathai Most Kenyan girls at the time didn’t have the opportunity to attend school, but Maathai was extremely bright, and her older brother persuaded their parents to send her to was extremely bright, and her older brother persuaded their parents to send her to school when she was seven years old. She did so well in her studies that in 1960 school when she was seven years old. She did so well in her studies that in 1960 Maathai earned a scholarship to attend college in the United States…Maathai earned a scholarship to attend college in the United States…
Skill Building
Math Skills:Math Skills: DecimalsDecimals Weights and MeasuresWeights and Measures FractionsFractions PercentagesPercentages Calculating AreaCalculating Area Money mathMoney math All applied Math: (Not isolated equations All applied Math: (Not isolated equations
but situational) but situational)
Skill Building
Sample Math activities:Sample Math activities:
Skill Building
1. The Greater Chicago Food Depository sells food - like the food donated by Goodness Greenness - to local nonprofits for 7 cents a
pound. Let’s see how much local nonprofits would pay for the following:
a. 1 Box of assorted water - 50 pounds.b. 2 boxes of candy, cookies and snacks - 1 box is 25 pounds and 1 box
is 28 pounds.c. 1 box of crackers - 15 pounds
d. 1 box of juice boxes - 36 poundse. 3 boxes of fruit - each box is 40 pounds
_____________________________________________________________Example and formula:
Example: 1 box of baking goods – 30 poundsFormula: take number of pounds x 7. Move decimal point two spaces to
the left.30x 7
____210
Move decimal point 2 spaces = 2.10 The food depository would sell this box of food for $2.10
Sample Graphic Information activity:Sample Graphic Information activity:
Skill Building
Question:
If you want to make a fresh salad in September with five local ingredients, which 5 fresh ingredients will you choose?
Sample Critical Thinking/Teamwork/Project-Sample Critical Thinking/Teamwork/Project-Based Learning activityBased Learning activity
Skill Building
Reading and Activity: Start Your Own Green Business. Ask each student to read over the “Sectors of the Green Economy” and “Ten Green Business Ideas” handouts for 10 minutes.
Tell students that they will do an activity in which they will start their own green business. They can use ideas from the two readings. They can work individually or in teams. Encourage them to pick an aspect of the green economy that is most interesting to them.
They will present to the class on their business.Their presentation should include:•Service or product they will provide•Name of their business and business motto•Tasks that will need to be completed as part of their business. What do the different jobs in their business require? •How their business is green and how their business promotes sustainability.
Community Green Jobs Lessons:Community Green Jobs Lessons:
Lesson 1: Orientation and IntroductionLesson 1: Orientation and Introduction Lesson 2: Sustainability and Food WasteLesson 2: Sustainability and Food Waste Lesson 3: Green Role ModelsLesson 3: Green Role Models Lesson 4: Climate Change and YouLesson 4: Climate Change and You Lesson 5: Energy and Climate ChangeLesson 5: Energy and Climate Change Lesson 6: Green Collar JobsLesson 6: Green Collar Jobs Lesson 7: Green BuildingLesson 7: Green Building Lesson 8: Retrofitting, Weatherization and Energy EfficiencyLesson 8: Retrofitting, Weatherization and Energy Efficiency Lesson 9: Growing GreenLesson 9: Growing Green Lesson 10: Reduce/Reuse/RecycleLesson 10: Reduce/Reuse/Recycle Lesson 11: Wrap-upLesson 11: Wrap-up
Development of Curriculum and Contextualized Literacy TJ Integrated Model
How the curriculum is How the curriculum is contextualized and relevant:contextualized and relevant:
Content tied to the concurrent transitional jobs work Content tied to the concurrent transitional jobs work experience and work aspirations of participantsexperience and work aspirations of participants
• Content relevant to participants experiences utilized:Content relevant to participants experiences utilized:
• Socio-economically relevant: Math problems on saving money, Socio-economically relevant: Math problems on saving money, referencing items or situations familiar to participantsreferencing items or situations familiar to participants
• Culturally relevant: African American Green role modelsCulturally relevant: African American Green role models
• Geographically relevant: exercises using Chicago and local Geographically relevant: exercises using Chicago and local South-side neighborhoods, such as the Greening of Willis Tower, South-side neighborhoods, such as the Greening of Willis Tower, Chicago Climate Action Plan, food deserts on the South Side, Chicago Climate Action Plan, food deserts on the South Side, Farmer’s Markets on the South SideFarmer’s Markets on the South Side
Development of Curriculum and Contextualized Literacy TJ Integrated Model
Math and Reading Literacy ResultsMath and Reading Literacy Results
Math gains: Math gains: All demonstrated a gain in math skills,All demonstrated a gain in math skills, 2.5 + grade levels average2.5 + grade levels average highest gain of nearly 5 grade levels - over the 12 highest gain of nearly 5 grade levels - over the 12
weeks. weeks.
Reading gains: Reading gains: 1.8 grade levels average increase - highest 1.8 grade levels average increase - highest
increase of nearly 5 grade levels - over the 12 increase of nearly 5 grade levels - over the 12 weeks.weeks.
Program Outcomes: Success!
Employment OutcomesEmployment Outcomes
29 Participants were enrolled between August, 2011 29 Participants were enrolled between August, 2011 and January, 2012.and January, 2012.
70%70% of participants completed their Transitional Jobs of participants completed their Transitional Jobs between end of August, 2011 and end of March, 2012between end of August, 2011 and end of March, 2012
60% of TJ completers have already transitioned to 60% of TJ completers have already transitioned to unsubsidized employmentunsubsidized employment
90% of them gained full-time employment;90% of them gained full-time employment; 70% of the positions are benefits eligible;70% of the positions are benefits eligible; $11.50 is the average hourly wage.$11.50 is the average hourly wage.
Program Outcomes
Participant FeedbackParticipant Feedback
Participants enthusiastic about learning new things Participants enthusiastic about learning new things generally, several asked for more math problems.generally, several asked for more math problems.
On a personal level, participants enthusiastic about On a personal level, participants enthusiastic about saving money through energy efficiency and reducing saving money through energy efficiency and reducing waste, cleaning up Chicago and using their Link card waste, cleaning up Chicago and using their Link card (food stamp benefits) at Farmers Markets(food stamp benefits) at Farmers Markets
Participants enjoyed biography lesson featuring Participants enjoyed biography lesson featuring Wangari Maathai, Al Gore and Van Jones.Wangari Maathai, Al Gore and Van Jones.
Participants interested in what the world will be like for Participants interested in what the world will be like for their children and future generations and learning their children and future generations and learning about reducing their carbon footprints. about reducing their carbon footprints.
Program Outcomes
Participant Feedback, QuotationsParticipant Feedback, Quotations
What participants liked most was, “everyone feels What participants liked most was, “everyone feels comfortable about speaking,” “I can say whatever I comfortable about speaking,” “I can say whatever I wanted to say,” “everyone had something to bring to wanted to say,” “everyone had something to bring to the discussion.”the discussion.”
Lesson 3: The most interesting or helpful thing learned Lesson 3: The most interesting or helpful thing learned was “how Black people have been green for 30 years.”was “how Black people have been green for 30 years.”
Willis Tower (formerly Sears Tower) greening video Willis Tower (formerly Sears Tower) greening video from their website and that lesson’s math problems – from their website and that lesson’s math problems – calculating energy use and cost for energy efficient TV calculating energy use and cost for energy efficient TV vs. standard TV – very popular. Math problems got vs. standard TV – very popular. Math problems got great comments.great comments.
Program Outcomes
Integrating contextualized literacy and Transitional Jobs programs Integrating contextualized literacy and Transitional Jobs programs combines applied hands-on work experience with reading, math, combines applied hands-on work experience with reading, math,
presentation, critical thinking and soft skills in a classroom setting.presentation, critical thinking and soft skills in a classroom setting.
Combining these creates a synergy that can lead to enhanced Combining these creates a synergy that can lead to enhanced motivation on the job and in class, increased community and peer motivation on the job and in class, increased community and peer support, improved job performance through preparing for tasks support, improved job performance through preparing for tasks ahead of time in the classroom, and greater confidence, self-ahead of time in the classroom, and greater confidence, self-
esteem and self-efficacy on the job.esteem and self-efficacy on the job.
Improved literacy supports participants in obtaining and Improved literacy supports participants in obtaining and maintaining long-term employment, advancing in their careers, maintaining long-term employment, advancing in their careers, pursuing academic and training opportunities and in other areas of pursuing academic and training opportunities and in other areas of their lives (for example, helping children with homework, reading their lives (for example, helping children with homework, reading
prescription bottles).prescription bottles).
TJ and Contextualized Literacy; A Natural Fit
Adapting and Evolving – New ProgramAdapting and Evolving – New Program
City of Chicago Transitional Jobs program for City of Chicago Transitional Jobs program for persons with convictions in their background – persons with convictions in their background – serve 30 this year; 1serve 30 this year; 1stst cohort 6 weeks in. cohort 6 weeks in.
Urban Ag/Landscaping & Warehousing sectorsUrban Ag/Landscaping & Warehousing sectors
Building on partnerships with Greater Chicago Building on partnerships with Greater Chicago Food Depository and landscaping employerFood Depository and landscaping employer
Partnering with Wright College for certificatePartnering with Wright College for certificate
12 weeks of contextualized lessons, all lessons 12 weeks of contextualized lessons, all lessons have reading and mathhave reading and math
Next Iteration: Chicago FarmWorks
Adapting and Evolving – Changes in CurriculumAdapting and Evolving – Changes in Curriculum
Site visits to permanent employersSite visits to permanent employers
Employer engagement in curricular content, Employer engagement in curricular content, workplace skills, advancement; increased hard workplace skills, advancement; increased hard skill contentskill content
Successful former participant input on Successful former participant input on workplace skillsworkplace skills
Screening for affinity in industry sectorsScreening for affinity in industry sectors
Incorporating Career Ladders (Chicagoland Incorporating Career Ladders (Chicagoland Green Collar Jobs Initiative – HHCS is partner)Green Collar Jobs Initiative – HHCS is partner)
Next Iteration: Chicago FarmWorks
Employer engagement Employer engagement – topics and content– topics and content Facilitates participants TJ success, job Facilitates participants TJ success, job
search and retention.search and retention. Centering on real work examples makes the Centering on real work examples makes the
lessons more meaningful for the participants lessons more meaningful for the participants and removes stigmaand removes stigma
Participant feedback Participant feedback – each lesson & overall– each lesson & overall
Peer support and participative exercises Peer support and participative exercises Asset-Based Asset-Based – build on participants skills and – build on participants skills and
experiencesexperiences
Considerations for starting an Integrated TJ Contextualized Literacy program
Be mindful that participants may have had negative Be mindful that participants may have had negative experiences in classrooms before; structure so that experiences in classrooms before; structure so that their input is drawn out and valued; make it relevant to their input is drawn out and valued; make it relevant to their goals and experiences; no red marks and bad their goals and experiences; no red marks and bad grades; more discussion and readinggrades; more discussion and reading
Work is an equalizer – helps people overcome stigma Work is an equalizer – helps people overcome stigma around literacy; “Green Jobs” class vs. “literacy” class.around literacy; “Green Jobs” class vs. “literacy” class.
Considerations for starting an Integrated TJ Contextualized Literacy program
Contextualized Literacy programs Contextualized Literacy programs offered now or in the past by offered now or in the past by HHCS:HHCS:
Hospitality Sector preparing Limited English Proficient refugee Hospitality Sector preparing Limited English Proficient refugee participants for entry level work in hotel industry in Chicagoparticipants for entry level work in hotel industry in Chicago
Culinary Arts in Benton Harbor, MichiganCulinary Arts in Benton Harbor, Michigan
Landscaping in Benton Harbor, MichiganLandscaping in Benton Harbor, Michigan
Customer Service in Benton Harbor, MichiganCustomer Service in Benton Harbor, Michigan
Green Jobs in ChicagoGreen Jobs in Chicago
Urban Agriculture/Landscaping and Warehousing in ChicagoUrban Agriculture/Landscaping and Warehousing in Chicago
HHCS and Contextualized Literacy
To contact us:To contact us:
Jay Landau, Jay Landau, Director of Contextualized Literacy, Director of Contextualized Literacy,
Heartland Human Care ServicesHeartland Human Care Services: : [email protected]@heartlandalliance.org
Nancy Phillips, Nancy Phillips, Director of Green Initiatives, Director of Green Initiatives,
Heartland Human Care ServicesHeartland Human Care Services: : [email protected]@heartlandalliance.org
Contact Information