Federal Housing and Retraining Program (HRP)
Exhibit 4 - Detailed Program Information
Introduction
This proposal is for an Implementation Grant for a HRP Program administered by the CBO and LNO in the neighborhoods of The Area. The goal of the program is to provide occupational training construction skills and on-the-job-experience as well as basic educational services and leadership development counseling. Participants in the Program will improve their proficiency in English and will prepare for the General Educational Development examination leading to a State High School Equivalency Diploma. The target population for HRP is the community's most economically, occupationally, and educationally disadvantaged young men and women. In the planning and implementation phases of this project, the grant administrators will utilize the resources of the community, along with those of experts in educational planning and administration.
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Reasonable Costs
The planning process has taken into account all reasonable and legitimate expenses related to the implementation of the HRP program. The CBO has had extensive experience in managing, implementing and administering training and counseling programs and this knowledge has been put to use to devise both the program and the budget.
Cost estimates have been based on a detailed program design , which takes into account all of the criteria, clients and other aspects of the HRP program, which include staffing, wages, stipends, educational costs, cultural activities, liability insurance and uniforms, tools and equipment. Other costs that will be incurred will include counseling and support services, leadership development and job placement.
The program is based on a year long schedule which takes into account the difficulty, hazard and liability that training young people for the construction trades entail. Safety will be emphasized and all progress through the program will be based on capability, ability, attentiveness and responsibility.
The instruction for each of the trades that is covered (carpentry, electrical, plumbing and pipe fitting, and masonry) will be conducted by trainers who have practiced the trade that they will teach. In this way the students will learn a great deal more than just how to perform the tasks that each of the trades require. They will also be involved in the actual practice of construction as laborers on the site and will acquire necessary understanding of the actual process of construction and the folkways that govern behavior at construction sites.
Each of the students will be paid a small stipend for both work and the attending of classes. We have figured this stipend on the basis of the 10 months that the students will be in the actual schooling of the program. The remaining period will be spent in outreach and job placement activities. Each of the trainees will likewise be provided appropriate safety equipment, tools and clothing such as steel-toe work boots, Carhardts, work gloves, hammers, etc. Classroom supplies will also be provided in whatever manner is deemed advisable by the instructors.
We have estimated these cost as follows:
Outreach and recruitment activities will be extensive and the pool of applicants will be large those not selected will be placed on a waiting list for other training activities.
Educational and job training services will require one full time supervisor/counselor, 4 part time classroom instructors and 4 part time trade instructors. The cost of staffing will be $10,000 per student.
Trainee wages stipends and fringe benefits for the 10 month period will be $9,600.00 per student.
Supplies and materials for each of the trainees, which will enable them to pursue instant outside employment once the program is over will be $1,500.00 per trainee.
All other costs of the program are reasonable and customary and are illustrate in the budget worksheets.
Costs per unit of housing for acquisition and architectural and engineering from the HRP initiative will be a minor part of the financing for hard costs on the project. The cost per unit will be: $5,000.00.
Program Planning
The HRP Program described in this exhibit comprises recruitment, training, education, professional and peer counseling, leadership development, and job placement for young men and women from the neighborhoods of The Area who have not finished high school, qualify as very low income community residents, and have very limited training, educational, or job placement resources available to them. The grant will include feasibility studies on recruiting students to the program; utilizing and supporting existing community counseling, child care, health care, and job counseling services and developing new services where these do not already exist; retaining students in the Program once they have begun their on-site training and educational activities; providing comprehensive English as a Second Language training and instruction toward successful completion of a State High School Equivalency Diploma (through the GED examination); and follow-up with students once they have completed the Program and are working in their communities.
Wherever possible, community resources will be put to effective use. In some instances, it will be necessary to work with educational consultants to develop the comprehensive educational component of this HRP Program. Because this is a proposal for a Implementation Grant, the Partners have already injected significant energy into planning, course and program development in order to implement HRP at as early a date as possible. Careful planning at the early stages of the proposed HRP program has enable the Partners to address the diverse educational and job training needs of the participating communities.
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Potential problems and Solutions
The planning process should be focused on the recruitment and retention of students in the HRP Program. The planners will need to study the availability of local resources for recruiting students: community newspapers, local popular radio stations, community centers, police precinct community relations staffs and the Police Athletic League, local Boys and Girls Clubs, the Children's Aid Society, churches, mosques, synagogues and other religious institutions and their related youth groups, alcohol and drug rehabilitation centers, high school guidance counselors (to identify students at risk of dropping out of school who may be appropriate participants), community service agencies that work with disabled young people, and individual referrals will be useful sources for locating potential HRP Program participants. The program planners and administrators need to make connections with these sources and establish working relationships with them in order to compliment existing community services while providing a unique educational and job training opportunity for the target population. Specifically, the planning process will be targeted at working closely with the community to establish HRP as a viable community program.
At the implementation stage, it will be necessary to work closely with participants before they begin their on-site construction training or classroom education. It will be necessary to provide intensive and extensive pre-program counseling that will help participants to understand the scope of the HRP Program; the education, counseling, and training opportunities it provides; the importance of personal commitment to changing earlier patterns of attendance, punctuality, and responsibility in a job or school setting; and the potential to use the training to make significant changes in a participant's life. Where appropriate, participants who require ongoing assistance with psychiatric or drug-related problems will be referred to outside agencies for counseling. Such counseling in the earliest stages will help Program participants to set and achieve reasonable goals, develop their potential as students and working men and women, and remaining in the program.
Many community residents who wish to take advantage of HRP may be prevented from doing so because of the need to care for their dependent children. As part of the effort to recruit and retain these program participants, program planners will study the feasibility of providing child care for those hours during which program participants are on the job as well as the time when they are in class. It will be necessary to consider issues such as on-site day care versus hiring local residents to care for children in their homes. In addition, it is critical that Program planners take into account the insurance, licensing, and the health care, nutritional, and educational requirements of any program that cares for pre-school children. All of these issues need to be studied and specific provisions for child care will have to be formulated.
In many construction jobs, the ability to drive can be an asset for a worker. However, many potential workers from very low income families may never have had the opportunity to acquire this important skill. HRP participants who have not acquired a State driver's license will be able to study for the written test through the counseling component of the HRP Program. It is expected that those students who require practical driving instruction may benefit from a contractual arrangement with a local driving school.
In-House Staff Training
Staff members recruited for the HRP project will be required to work effectively as a team. Many will work with participants in more than one content area and all will be expected to assume counseling and leadership-building tasks with the group as well as a traditional classroom teaching roles. All staff members will need to spend considerable individual time developing lessons and curricular materials outside of required class time. In order to facilitate the team-building process, all HRP staff members will participate in a one-week retreat comprised of workshops and discussions focused on the community, the construction trades, the Program's population, and the mission and goals of the project. The five-day retreat will be held at the HRP site and will consist of the following activities:
- Monday Morning: Team Building Workshop (outside consultant) role-playing, discussions, and exercises to help staff members develop a closer acquaintance with each other's individual expertise
- Monday Afternoon: HRP's Mission and goals presentations by program administrators and discussion
- Tuesday Morning: Introduction to Construction I field trip to a construction site that will help staff members to become more familiar with the environment in which HRP participants will be spending an important part of their working day
- Tuesday Afternoon: Introduction to Construction II lectures by representatives of the construction trades to help staff members understand basic terminology and work processes on the job
- Wednesday Morning: ESL I presentation by the ESL staff on the basic clients of teaching to a non-native speakers of English
- Wednesday Afternoon: ESL II practice lessons and discussions presented as if the class were comprised of non-native speakers of English
- Thursday Morning: Computer Lab presentation by the staff member in charge of the computer lab to familiarize staff members with its resources discussion of computer-assisted instruction
- Thursday Afternoon: Computer Lab II further discussion of computer-assisted instruction and software programs to which participants with particular difficulties can be referred
- Friday Morning: Counseling I discussion of community and HRP Program resources to assist participants with problems related to health, housing, child care, and family or legal emergencies
- Friday Afternoon: Counseling II workshop on recognition and assistance with learning disabilities; drug, alcohol, or other substance abuse; physical abuse in a family or relationship; or personal psychological difficulties
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Outreach, Recruitment, and Selection Activities
Outreach, recruitment, and selection are critical components of this HRP Program. It is essential that the program administrators reach, recruit, and select those young men and women who are most in need of the resources offered. The following will be utilized by the program planners and administrators to reach and recruit program participants:
- community newspapers and radio stations, using both community service announcements and advertisements
- community agencies (such as the Police Athletic League, Boys and Girls Clubs, Children's Aid Society, and local social service agencies and public and privately-run homeless shelters) to identify potential program participants who are currently in or have dropped out of social service programs.
- court officers and probation officers who can identify participants who have recently been discharged from youth correctional institutions or city or state prisons
- local religious institutions and their affiliated youth groups
- local agencies that work with physically disabled clients or those recovering from alcohol or other substance abuse problems who might be able to utilize the services of the Program
- high school guidance counselors, who could identify those students who are about to leave high school or those who have very recently dropped out
- community office of local political leaders, ranging from district leaders, to members of the City Council, State Legislature, or Congress
- individuals who refer themselves or others
All recruitment efforts are to be conducted without consideration of a participant's race, ethnicity, sex, disability, or sexual orientation, and a statement to this effect will accompany all public service announcements, advertisements, and locally-placed flyers or posters.
As part of the effort to recruit and retain participants with dependent children, it will be necessary for the program planners to study the feasibility of providing child care services for those hours during which program participants are on job sites and in the classroom. See Exhibit 4 A 1 on Potential Impediments and Recommended Solutions for more information. HRP participants will be selected according to the following criteria:
- Participants must be between the ages of 16-24
- They must have left high school or be in serious risk of dropping out of high school. 75% of program participants will have already left high school.
- They must be very low income or come from very low income families.
- They should express an interest in learning about the construction trades and in completing a State High School Equivalency Diploma by preparing for the General Educational Development examination through the HRP Program
Twenty-five participants will be selected on the basis of recommendations of local community agencies and leaders and on the basis on an interview discussion with a HRP administrator. Students should be counseled prior to their acceptance into the program regarding its length (1 year) and the daily time commitment (9am-6pm, Monday through Friday) involved.
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Housing Plans
The site of both the housing program and the training activities will be conducted at the Avenue in the Area of the City. The CBO has an option on the above property and may use it for both instructional and construction purposes. The number of units that will rehabilitated will be 36, which will be both assisted rental with a portion devoted to transitional housing for homeless victims of disaster. The CBO will be the general contractor and developer of the project as well as the director of the program. At the end of the construction period CBO will be the property manager of the site.
The work that will take place at the construction site will be determined on an individual basis considering the condition of each of the individual units as recommended by the architectural and engineering study. It is anticipated that bath and kitchen remodeling will take place along with electrical and plumbing upgrades so as to bring the units into line with current housing standards. The work will take place during the time in which the training is being administered. The students will be actively engaged in learning the relevant construction trades on the site. The construction items identified in the grant amount will be used to construct the classrooms on the lower floors of the building where there is vacant commercial space.
Funding for rehabilitation, planning and subsidy will be or, in the case of predevelopment and planning costs, have been obtained through a variety of assisted housing programs sponsored by the City, State and Federal government, including housing tax credits, and private grants and loans.
Sites
a. The site of both the housing program and the training activities will be conducted at the Avenue in the Area of the City.
b. The number of units that will rehabilitated will be 40, which will be both assisted rental with a portion devoted to transitional housing for homeless victims of disaster.
c. (see attached Deed and Site control documents.)
d. The work that will take place at the construction site will be determined on an individual basis considering the condition of each of the individual units as recommended by the architectural and engineering study. It is anticipated that bath and kitchen remodeling will take place along with electrical and plumbing upgrades so as to bring the units into line with current housing standards.
The work will take place during the time in which the training is being administered. The students will be actively engaged in learning the relevant construction trades on the site.
The construction items identified in the grant amount will be used to construct the classrooms on the lower floors of the building where there is vacant commercial space.
Funding for rehabilitation, and subsidy will be obtained through a variety of assisted housing programs sponsored by the city state and federal government, including housing tax credits, Federal, State, and City housing funds.
Construction and Property management
The CBO will be the construction and property manager for the project. The experience of the applicant is detailed on Exhibit 2.
Housing for the Homeless
The CBO is the initial phases of negotiation with the City, the American Red Cross and other community groups identifying homeless families and individuals, who have become homeless as a result of a loss of their permanent housing through fire. We have done substantial research and have produced a program and documentation for financing and administering this project.
Besides the transitional sheltering there will be a complete social service and housing component involved in the program. The HRP initiative will be a part of this innovative program.
Rehabilitation
It has been established that the units will require new kitchens and bathrooms and also interior painting. Contractors will be hired to handle these tasks and will be selected by competitive bid open to qualified contractors. The work will be supervised by the CBO staff and the architectural and engineering firm selected. The tasks in this assignment will take approximately four months from 6/1/9X to 9/30/9X. The Cost breakdown for the renovations is as follows (all units will be rehabilitated so that all costs listed have been multiplied by 40):
Cost of Kitchen Cabinets $300,000.00
Cost of Bath Fixtures $150,000.00
Carpentry Costs $120,000.00
Plumbing $80,000.00
Electrical Work $120,000.00
Appliances $150,000.00
Tile Work $60,000.00
Miscellaneous $20,000.00
Painting $40,000.00
Cleaning, Disposal and Finishing $10,000.00
Total Cost of Rehabilitation $1,050,000.00
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Coordination:
a. The CBO has ongoing relationships with faculty at various colleges and universities in the City's metropolitan area as well as relationships with various other social service agencies. It is anticipated that several of those completing the program will continue their education at one of the two sites of the State College in the Area. The college has run classes in the target area in the past and is expected to offer others in the future. Currently, CBO has a working relationship with the Area Community Center which has set a referral service for those seeking jobs in the community. Job training programs and other educational services are available in the community from the Worker's Union. The CBO has donated office space to that union so that greater outreach could take place. The expectation is that more than a few would be ready to obtain services from that program after one year in the HRP Program. Currently, CBO itself offers assistance to the community in referring residents to needed child care and counseling programs. All participating in the program would, of course, be able to use those services. Currently, the CBO has on its staff a social worker who provides or refers residents to needed social services. When unable to provide the necessary counseling herself, the social worker does make refers the client to other agencies.
b. In the past CBO has served as a center for the State's Homeless Housing Program. The staff of that program are currently employed at the CBO and have extensive contacts with those in the program as well as the various city agencies that serve the homeless. The staff itself is now in a housing program funded by the city to assist those tenants in need of services (Community Improvement Contract funded by the City). These contacts and skills will be further developed and provided to the staff of the HRP Program both in the Planning phase as well as during the training period of that program.
c. During the planning phase of the HRP program all of the Joint Boards as well as the unions of the construction industry will be contacted for exact information concerning their apprenticeship programs. The CBO's contacts with the various unions as well as their personal contacts with the educational directors of the unions should provide the HRP Program with the contacts necessary to facilitate the transition between the HRP Program and those of the unions in the construction industry.
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.
To Sample Grant Application No. 3, Exhibit 5
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