Federal Housing and Retraining Program (HRP)
Exhibit 4 - Detailed Program Information, Continued
Counseling, Leadership Development, and Social Services
Although the Counseling and Leadership Development class component is integral to HRP's success, it is also the case that every class, group activity, and on-the-job experience presents an opportunity for leadership development. Staff members will be trained in essential team building skills not only to form a cohesive cooperative learning group but also to work closely with HRP participants to facilitate and encourage the development of both individual and group skills. Speaking in large and small groups; presenting an argument; negotiating; and mediating among conflicting points of view will all be developed through solving real problems presented to the group; role playing; and simulation games.
Participants may come to HRP with myriad personal and social problems for which they may need advice and counseling. The Program plans a feasibility study of child care as part of the Combined Planning and Implementation Grant process; students who require counseling for substance abuse, marital, legal, or other family problems will be referred to local community social service agencies.
Educational and Job Training Services Activities
The schedule below indicates the various educational and job training activities of the HRP Program.
Monday, Tuesday, Wednesday, Thursday, Friday
9am Construction Skills and On-the-Job Training
10am Construction Skills and On-the-Job Training
11am Construction Skills and On-the-Job Training
12pm -------- LUNCH -------
1pm -------- ESL -------
2pm Reading, Speech, Reading, Computer Lab, Reading
3pm Writing, Math, Writing, Math, Leadership Counseling
4pm Analytical Thinking, Math, Analytical Thinking, Leadership Counseling
Construction Skills and On-the-Job-Training
This component of the participants' training will be developed with the advice of an expert in apprenticeship training from one or more of The City's construction unions. The consultant will be employed mainly to provide assistance in developing specific program modules to teach specific job-related skills. HRP Program participants will work on construction and rehabilitation projects in their communities.
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HRP Program Course Descriptions:
Construction Skills: this course consists of closely-supervised on-the-job work experience at a local construction site. Students will become familiar with construction terminology; common work procedures in different construction trades; the importance of teamwork; and safety procedures. Supervisors will be men and women who have achieved journeyman status in their respective trades, and the ratio of students to supervisors will be no more than 7:1.
English as a Second Language I: this course will provide English language instruction to those HRP participants who require rudimentary instruction in English. It will meet at the same time as ESL II and will share the same cultural events such as field trips and guest speakers. Topics to be studied include basic grammar; simple sentence structure; speaking; reading comprehension; and writing.
English as a Second Language II: this course will provide English language instruction to those HRP participants who require more advanced instruction in English. It will meet at the same time as ESL I and will share the same cultural events such as field trips and guest speakers. Topics to be studied include grammar and syntax; simple and complex sentence structures; idiomatic expressions and humor; speaking, reading comprehension; and writing.
ESL training is a critical component of the HRP Program, as many participants will not have sufficient proficiency in English to allow them to compete successfully in the job market, perform complex tasks on a construction site, or earn their State General Education Diploma. Participants will receive five hours per week of ESL instruction. The twenty-five students in the Program will be grouped according to their English proficiency, with class size ranging from 10-15 students. The Program will employ two ESL instructors, each on a part-time basis. They will work together to coordinate classroom instruction, lectures, and trips that relate to the history of the City and its various working and immigrant populations. These lectures and trips will compliment ESL class work and assignments in the participants' Reading, Writing, and Speech will also be taught by the ESL instructors in order to maintain a focus on language learning. Examples of culture-focused lectures and trips that can form the basis of classroom assignments in ESL, Reading, Writing, and Speech, include:
Lectures and Trips
The City's Early History Museum of the American Indian; American Museum of Natural History; Museum of the City; The City's Immigrant Heritage Museum; Tenement Museum; The City's Hispanic Heritage Museum; The Chinese Worker's Museum; The Chinese Heritage Museum; City's Workers Transit Museum; The Area Waterfront; The City in Literature; The City Public Library; The City's Working Women Museum
The instructors who teach ESL, Reading, and Writing should make every effort to coordinate as much City urban and ethnic history and culture as possible into language and basic skill teaching. Where feasible, they should also coordinate trips with the counselor, who can accompany the group during the block of time usually scheduled for Counseling and Leadership Development.
Reading and Writing
Reading: this course provides practice in reading comprehension, fluency, and speed. Materials used in the course range from instructions for operating construction equipment to advertisements, stories, newspaper articles, driver education booklets, and compositions written by students. The course will also include practice in reading aloud.
Writing: Students in this course will improve their writing fluency, skill, and speed. Taught in conjunction with ESL I and II, Reading, and Speech, students will focus on sentence structure, paragraph development, and the presentation of a written argument. Subject matter can range from job experiences and personal entries in a journal to current events.
As described above, these courses are closely connected to the teaching of English as a Second Language. They should also be focused on teaching the skills necessary to work successfully in construction and to achieving a passing score on the City and State General Educational Development examination leading to a high school equivalency diploma. During the last quarter of the one-year program, instructors will develop and use test-taking exercises to help students become familiar with taking standardized tests. As in most GED programs, HRP participants will have the opportunity to take practice tests, both under exam conditions in class and on the computer during their Computer Lab time or after hours. Two hours each week will be dedicated to instruction in Reading and another two in Writing. Points of grammar, spelling, punctuation, sentence structure, and the formulation of a logical argument will all receive attention in these sessions that will dovetail with the participants' study of English language and structure in their ESL classes.
Speech
This course provides practice in a variety of forms of oral communication: reading a prepared text, conversation, group discussion, argumentation, and extemporaneous speaking. Students will be encouraged to share their own written work with colleagues as they improve their fluency and diction.
HRP participants will receive one hour each week in Speech instruction. this will consist of prepared and improvised conversations, reading aloud, extemporaneous discussions of topics important to the students, job interviewing practice, and informal group discussions of lectures, trips or recent classes. The Speech component of the curriculum is closely tied to the Reading, Writing, and Leadership Counseling components in that it seeks to improve the participants' self-image and self-confidence as well as specific cognitive skills.
Mathematics
Students will become familiar with basic mathematical operations such addition, subtraction, multiplication, division, number placement, and basic algebra. They will also become familiar with basic geometry. Learning materials introduce mathematical skills required in construction as well as everyday activities such as shopping or reading a chart or graph in a newspaper.
Practical mathematics in occupational and consumer settings will form an important component of the Mathematics curriculum. However, it will be necessary to insure that participants had a solid grounding in basic mathematical concepts and computational skills. The following topics will be among those covered in the Mathematics curriculum:
Basic operations: addition, subtraction, multiplication, division; Number placement, reading simple and complex numbers; Reading simple charts and graphs; Fractions; Decimals; Percents; Basic Algebra; Geometry; Introduction to Statistics
Computer Lab
Students will become familiar with the operation of a personal computer and with computer-assisted instruction for all of their courses. They will be encouraged to write on the computer, and typing tutorial programs will be available. Supervised group exercises and drills of basic PC functions (such as using the control, shift, and function keys) will lead to individualized and personalized learning on the PC.
The HRP Program will provide computer-assisted instruction in Reading, Writing, and Mathematics. Participants will be able to reinforce concepts learned in their classes by using software that allows them to repeat operations and view screens with information at their own pace. The Lab will be available at a scheduled class time and during designated evening and weekend hours.
Analytical Thinking
This course provides an introduction to the social sciences through case studies of local neighborhood development, ethnic history, the construction industry and the economy of The City. Students will use community resources, newspapers, oral history interviews, and other resources to research and understand their own communities.
Principles of scientific inquiry, such as observation and experimentation, will provide tools for inquiry in various social science disciplines. Examples of topics to be studied in Analytical Thinking include:
What is an Urban Neighborhood? Providing Community Services in the Urban Environment. Health Care as a National and Community Policy Issue. The Contribution of Immigrants to the Economy of the City. History of the Construction Industry.
Where appropriate, local community political and government leaders will be invited to share their expertise on selected topics.
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Leadership Counseling
This component of the HRP Program transcends its allotted class time by being a component of all classroom and job site experiences. Students will work together to solve problems, negotiate solutions, and present divergent points of view. They will discuss issues of personal development, keep journals of their experiences in the HRP Program, and encourage each other to seek solutions for such problems as substance abuse, marital difficulties, or legal problems. this component of the Program will also be the locus of high school equivalency testing through the GED exam, driver education, job placement, college referral, and other services as needed.
Leadership Counseling offers HRP Program participants an opportunity to learn how to find the resources to address personal, family, and community problems. During the course of the year, students will discuss their progress on the job site and in the classroom. The Program counselor will integrate class activities, including lectures and trips, into the weekly discussions. Participants will also become familiar with job interviewing techniques and strategies through informational films, discussions, role-playing of interview situations. The Leadership Counseling component of the Program will also serve as a job referral service with connection to those local community organizations that lent their support in recruiting participants for the HRP Program.
Staffing requirements
- Two ESL instructors will be required to accommodate differing levels of English language proficiency. These instructors will also teach Reading, Writing, and Speech. The teaching load will be eleven hours per week. During the weeks when Friday afternoon trips or lectures are scheduled, these instructors will teach hours.
- One instructor to teach Math, Computer Lab, and Analytical Thinking. The typical teaching load for this instructor will be seven hours per week.
- One Leadership Counselor. this instructor's actual classroom teaching load is two hours each Friday. It will be important for this person to be available every day for individual counseling and intervention and to participate, where appropriate, in late afternoon Math and Analytical Thinking classes, giving him/her a ten-hour per week load. The Counselor will also participate in scheduled lectures and trips.
- Three Program Associates, most likely graduate students in Social Work, Urban Affairs, or Education. The Associates will attend classes with Program participants, take part in scheduled lectures and trips, and arrange tutoring on a one-to-one basis in cooperation with instructors.
- One Director/Program Administrator to handle all of the administrative, compliance, and educational needs of the Program.
Job Placement and Post-Graduation Follow-Up
The one-year HRP Program will offer participants a solid cognitive, developmental, and experiential foundation for future life and work. However, training and education require substantive follow-up in the form of job placement and continuing counseling services for program graduates.
During the last month of the HRP Program, as participants focus on interviewing and oral and written skills (development of a resume) in their Speech, Writing, and Leadership Counseling classes, they will become familiar with job listings posted by the State Department of Labor available in hard copy or on disk. Help wanted ads will offer an additional source of job leads, as will jobs posted with local community social service agencies. Applicants will receive support as they interview for jobs in the form of funds for transportation and counseling services as appropriate.
Participants will also receive counseling and information regarding additional job training and union apprenticeship programs for which they might be eligible. Those who wish to explore the possibility of attending college will be referred to Higher Education Opportunity Programs at the community colleges of the City University of the City. The resources of the Computer Laboratory will be available to Program graduates, as will referrals to local social service agencies.
This component of the Program will also be the focus of high school equivalency testing through the GED exam, driver education, job placement, college referral, and other services as needed.
Measurable objectives will be achieved by the number of youths who are recruited and who complete the application process. In addition for each class and the on the job training sessions, attendance will be taken, attendance will measure the degree of program success. No applicant will be permitted to graduate without attending 90% of the sessions in each area.
Upon acceptance into the program each student will be given a traditional placement exam the scores of which will be compared with the scores upon graduation.
Job and higher education placement will be recorded with follow-up after one year of the exiting of the individual students. Follow-Up counseling will be made available.
Completion rate of housing will be judged by unit occupancy after one year from the start of the program.
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Exhibit 5 - Matching Funds and Program Certifications
Public/Private Support
Public Support
The Area HRP Program will be the beneficiary of other federal funds in the amount of $150,500.00 that will be designated by the CBO from a State Training Grant that was awarded to the CBO in Fiscal Year 199X for the purpose of promoting community development activities in the Area.
The moneys will be spent for the purposes of program planning, outreach and recruitment activities, materials and equipment, training and technical assistance for the staff, and job placement and follow-up services.
Outreach and recruitment efforts will benefit from $25,000.00 of the special program grant fund.
Private Support
The CBO and LNO will have pro-bono architectural and engineering work perform as a part of the program so as to support the HRP initiative and to provide for more affordable housing.
Housing Project Funding
The units will be financed through the State Housing Fund, tax credits and union Section A subsidy. Planning costs will be financed through public and private matching funds. Funds for the acquisition of the site will be obtained through the State Housing Agency, the HRP program, city funds, conventional lending and private solicitation and grant funds.
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Program Certifications
Joint Applicants Mememorandum of Understanding
The CBO and LNO in the interests of furthering assisted housing in the Area enter into a partnership for the purposes applying for a HRP grant so as to partially finance housing and training activities within the same program area. The CBO will be the primary sponsor of the grant application and will have all legal responsibility as the grant recipient. All responsibilities concerning the financial and administrative aspects of the grant will be the combined accountability and liability of both of the parties separately and in common. All employment and contract details will be agreed to by both of the parties. No hiring or contracting will be discharged without pertinent advise and consent of both of the parties.
Other areas of collective or joint activity include:
Architectural and Engineering; Contracting; Legal Representation; Training & Counseling; Curriculum and Personnel; Site Selection; Preparation of Funding Applications
The CBO will be responsible for: Conducting Training & Counseling; Fiscal Reporting and Auditing; Construction Scheduling; Liability Insurance; Payroll and Fringe Payments
The LNO will be responsible for: Quarterly Reports; Overall Evaluation; Site Selection Studies; Identification of Funding Sources
The partners shall encourage and support the initiatives of each partner to become involved in the project operations and improvements. The primary sponsor will carry out a plan to incorporate such involvement in the operations and planning of activities related to the HRP implementation program. this will include regular meetings with each of the program participants of each of the partners, with written minutes and agenda, and all financial reporting.
All common areas of responsibility will be the province of a board composed of two duly appointed representatives of CBO and two duly appointed representatives of the LNO. All decisions respecting common areas of obligation and liability must be unanimous. All plans and specification for the upcoming renovations will be shared with both of the partners.
Signed: ________________________________
Community Based Organization, Inc.
Dew Good: Executive Director
Dated: January 1, 199X
Signed: ________________________________
Local Neighborhood Organization, Inc.
Rev. I. N. Service: Executive Director
Dated: January 1, 199X
Consistency with City Coordinated Plan
The proposed HRP Program activities proposed in the application for HRP funding by the CBO and LNO, specifically a training and educational program for economically disadvantaged high school drop outs between the ages of 16 and 24 in the Area, are consistent with the City Coordinated Plan for the fiscal year 199X.
I am authorized to act on behalf of the City and do certify that the activities described in the HRP Program grant application are consistent with the approved City Coordinated Plan within which the program service area and site is located.
The fiscal year 199X Coordinated Plan was approved in FFY 199X. Please note that this certification of consistency with the Coordinated Plan does not commit the City to any discretionary actions required in connection with the application.
For the City
Signed _____________________
C. Planner, Coordinated Plan Director
Dated ______________________
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