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Literacy Grant, March 1994 [1]
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FOIA Number: 2012-0741-F
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the William J. Clinton
Presidential Library Staff.
Collection/Record Group:
Clinton Presidential Records
Subgroup/Office of Origin:
Public Liaison
Series/Staff Member:
Alexis Herman/Ruby Moy
Subseries:
OA/ID Number:
4075
FolderID:
Folder Title:
Literacy Grant, March 1994 [1]
Stack:
Row:
Section:
Shelf:
Position:
S
29
5
1
2
Folde
LITERACY GRANT -- 3/94
PART I
Application for Federal Assistance - Form 424
PART II
Partnership Agreement Form
PART III
Budget Information and Instructions
PART IV
Budget Narrative
PART V
Application Narrative
PART VI
Additional Assurances and Certification
APPENDICES
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
1
Divider Title:
1422
Federal Register / Vol. 59, No. 6 / Monday. January 10, 1994 L Notices
Appendix A
OMB Approved No. 8348-0042
APPLICATION FOR
- -
FEDERAL ASSISTANCE
March 11, 1994
L TYPE or SUBMISSION.
a DATE RECEIVED BN -
-
Apprecation
Conseruction
Construction
a DATE RECEIVED BY FEDERAL AGENCY
People —
Non-Canstruction
Non-Construction
a APPLICANT INFORMATION
1 I
Organizamentor UNE
Laborers-AGC Ed. & Train. Fund
Address agree ON - sm.m. are DO caser
Name and terephone - of the - - - currences - manare
- - - area case)
37 Deerfield Rd.
P.O. Box 37
James M. Warren
Pomfret Center, CT 06259
(203) 974-0800
a EMPLOYER IDDITIFICATION NUMBER ADMY
F. TYPE OF APPLICANT: conter - - - -
N
A. Show
R independent School Check
23 - 7042734
a County
& Show Contrated - - Higher Learning
C Mumber
& Process University
a TYPE or APPLICATION
a Tewnship
a tradian Tribe
Now
Continueson
Revision
E interetate
L Instructions
F.
M Profe Organization
. Revision - atter(s) - -
0 Special Chetres
ML Other Private Non-
a increase Award
a Decrease Accrd
a Increase Curstion
Profit Trust
o Decrease Ourstion Other
a NAME - FEDERAL AGENCY.
U.S. Department of Education
98. CATALOG OF FEDERAL COMESTIC
12 DESCRIPTIVE WILL OF APPLICANTS PROJECT.
ASSISTANCE NUMBER
84 . 198
TITLE Workplace Literacy Program
Laborers-AGC/
University of Connecticut
12 AREAS AFFECTED - PROJECT KIDDS counses. sizes. CM:
Workplace Literacy Project
CT, DC, OR, LA, NJ, CA
12 PROPOSED PROJECT
14 CONGRESSIONAL DISTRICTS OF
Stan Date
Ending Date
a Applicant
a Prosect
18. EXTIMATED FUNDING
16. as APPLICATION SUBJECT TO REVIEW BV STATE EXECUTIVE ORDER 12372 PROCESS
a Paderer
0
se
a YES THE PREAFPLUICATION/APPUICATION was MADE AVAILABLE TO THE
644,000
STATE EXECUTIVE ORDER 12373 PROCESS FOR REVEW ON
. Agencant
$
so
DATE
May 10, 1994
280,724
€ Sun
$
so
b
NO
PROGRAM . NOT COVERED BY EO 12372
. Local
0
-
OR PROGRAM MAS NOT BEEN SELECTED BY STATE FOR REVIEW
. Other
8
-
' Program income
$
se
12. . THE APPLICANT BELINQUENT ON ANY FEDERAL SESTT
Yes
# - - on explanation
X
No
. TOTAL
$
.00
924,724
18. TO THE BEST OF MPV KNOWLEDGE AND BELIEF. ALL BATA a THE APPLICATION PREAPPLICATION ARE TRUE AND CORRECT. THE DOCUMENT MAS BEEN GULY
AUTHORIZED BY THE GOVERNING SOOV OF THE APPLICANT AND THE APPLICANT wall COMPLY - THE ATTACHED ASSURANCES . THE ASSISTANCE - AWARDED
a Types Name - Authorize Representative
. Time
& Telephone number
James M. Warren
Director
203-974-0800
. Date Signed
Previous NOT
. Signature JamesriJane Representative
3-11-94
Statement -gram 220 -EV
- - oue - 2.102
Authorized for Local Reproduction
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
2
Divider Title:
<
1424
Federal Register / VoL 59. No. 6 1 Menday, January 10. 1994 1 Notices
HADZ Signature distature
INSTRUCTIONS: Partners submit a signed Partner' Agreement. form and enclose it with
the application. M indicated in 34 OR 472.2 14 is essential that the partners sign and
submit this document in order for their application w be considered complete. If the
document. is not signed by all partners and submitted with the application, the Secretary
will return the application without further consideration for fursting pursuant. a 34 BR
75.216.
Please note that every pertnership must include at least one entity from each of the
following two categorías and may, but need not. include more than one entity from each
catagory. Category 1 includes a business, industry, or labor organization, or private
industry council. Category 2 includes a State educational agency, local educational agency,
or school (including an ares verational school, and employment and training agency, or a
comunity-based organization). This amens that the Partnership Agreement must be signed by
= least as Category 1 partner and at least one Catagory 2 partner and must also be signed
by any other partne(s) included in the partnership. Any questions about forming & valid
partnership and proparly completing the Partnership Agreement. may be referred to one of the
program officers Listed as an information contact is this application maics.
If you are claiming the mall business preference because one or serv. of the proposed
partners has mall business status, please indicate the partner's Standard Industrial
Classification (SIC) code in the space provided. If this information is not included, the
small business preference will not be applied to the application.
Partners' Agreement
M authorized impresentatives of our organizations, WB agree on their behalf to the
following taxas with respect. to our application as a condition of applying for and receiving
a grant imm the Mational Workplace Literacy Program. Mas
-
designate partner Laborers-AGC as the applicant on behalf of the
partnerships
-
are willing to be partners in this project;
-
will parform the role detailed for each of us in the application;
will be bound.by every statement and assurance made in the application
including, but not limited to, the assurance that any funds provided to the
partnership under Section 371 of Public Law 100-297 will be used to supplement
and not supplant. funds otherwise available for the purposes of the National
Workplace Literacy Program.
Category One Partner
Category 200 Partner
original Signature
Original Ink Signature
Sonja A. Eveslage
Name (Typed)
Name (Typed)
Associate Vice President for
Director
Public Service
Title (Typed)
Title (Typed)
Laborers-AGC Education
Thomas Edison
& Training Fund
State College
Organization (Typed)
Organization (Typed)
SIC Code (anly if
small business)
March 10, 1994
Date (Typed)
Date (Typed)
Note: Applicant must add signature spaces including the above information for any
additional partner(s).
BILLING CODE 4669-01-C
Page Two of Two
Partnership Agreement Form
Category One Partner
Category Two Partner
Jt a. Shell
Original Ink Signature
Original Ink Signature
Joe Valverde
Clell Hoffman
Name (Typed)
Name (Typed)
Owner
Director, Occupational Preparation
Title (Typed)
Title (Typed)
Valverde Constructions, Inc.
Los Angeles County Office
Organization (Typed)
Of Education
Organization (Typed)
1623
SIC Code (only if small business)
SIC Code (only if small business)
March 11, 1994
Date (Typed)
March 11, 1994
Date (Typed)
Category One Partner
Category Two Partner
Original Florence Ink Signature Harvey
Original Ink Signature
Arthur A. Coia
FLORENCE HARVEY
Name (Typed)
Name (Typed)
General President
DIRECTOR
Title (Typed)
Title (Typed)
Laborers' Intl. Union of North America
EXTERNAL DIPLOMA PROGRAM
AMERICAN COUNCIL ON EDUCATION
Organization (Typed)
Organization (Typed)
SIC Code (only if small business)
SIC Code (only if small business)
March 11, 1994 -
March 11, 1994
Date (Typed)
Date (Typed)
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
3
Divider Title:
1426
Federal Register / Vol. 59, No. 6 / Monday, January 10. 1994 / Notices
PART III - BUDGET INFORMATION
SECTION A - Budget Summary by Categories
A
B
c
1. Personnel
202,179
212,288
222,902
See Narrative
2. Fringe Benefits (Rate 11
85,286
89,550
94,028
3. Travel
71,250
74,813
78,554
4. Equipment
0
0
0
5. Supplies
7,690
8.075
8,479
6. Contractual
217,135
227,992
239,392
7. Other
12,756
13.394
14.064
8. Total, Direct Cost
(lines 1 through 7)
596,296
626,112
657,419
9. Indirect Cost (Rate
1)
47,704
50,089
52,594
10. Training Costs/Stipends
0
0
0
11. TOTAL, Federal Funds Requested
(lines 8 through 10)
644,000
676,201
710,013
SECTION B - Cost Sharing Summary (if appropriate)
A
B
B
1. Cash Contribution
280,724
294,760
309,499
2. In-Kind Contribution
(only costs specifically
for this project)
3. TOTAL, Cost Sharing (Rate 308)
280,724
294,760
309,499
NOTE: For FULLY-FUNDED PROJECTS use Column A to record the entire project
budget period.
For MULTI-YEAR PROJECTS use Column A to record the first 12-month budget
period; Column B to record the second 12-month budget period; and Column
c to record the third 12-month budget period.
BILLING CODE 4000-01-C
4. Equipment: Indicate the cost of
8. Total, Direct Costs: Show the total
Instructions for Part III-Budget
non-expendable personal property that
Information
for lines 1 through 7.
has a useful life of more than one year
9. Indirect Costs: Indicate the rate and
Section A-Budget Summary by
and a cost of $300 or more per unit
Categories
($5,000 or more if State, Local, or Tribal
amount of indirect costs (see Note).
10. Training/Stipend Cost: (not
Government).
allowable)
1. Personnel: Show salaries to be paid
5. Supplies: Include the cost of
11. TOTAL Federal Funds Requested:
to project personnel.
consumable supplies and materials to be
Show total for lines 8 through 10.
2. Fringe Benefits: Indicate the rate
used during the project.
and amount of fringe benefits.
6. Contractual: Show the amount to
Note: The National Workplace Literacy
Program includes a statutory requirement
be used for (1) procurement contracts
3. Travel: Indicate the amount
that Federal funds supplement. and not
requested for both inter- and intra-State
(except those which belong on other
supplant. non-Federal funds. 34 CFR 75.563
lines such as supplies and equipment):
requires programs of this type to use a
travel of project staff. Include funds for
and (2) sub-contracts.
restricted indirect cost rate. 34 CFR 75.564-
three people to attend three
7. Other: Indicate all direct costs not
75.568 provides the formula for determining
developmental staff meetings in
Washington, DC.
clearly covered by lines 1 through 6
the restricted indirect cost rate and provides
above, including consultants.
definitions of terms used in the formula. A
grantee other than a State or local
Fe ral Register / Vol 59, No. 6 / Monday, January 10. 1994 1 Notices
1427
government may use the restricted indirect
cost rate or eight percent, whichever is less.
5. A breakdown of expenditures in the
for funding consideration. Letters of
Copies of part 75 of 34 CFR may be obtained
start-up period, and in the subsequent
support sent separately from the formal
rom the Government Printing Office by
operational period.
application package are not considered
riting to the Superintendent of Documents,
Provide estimated budget totals for
by the technical review panels.
S. Government Printing Office,
the second and third years of the
(2) In reviewing applications, the
Washington, DC 20402. Telephone: (202)
project.
technical review panel evaluates each
783-3238. These regulations may also be
application solely on the basis of the
found at many local libraries.
Instructions for Part V-Application
established technical review criteria.
Narrative
Section B-Cost Sharing Summary
Letters of support contained in the
Before preparing the Application
application will strengthen the
Indicate the actual rate and amount of
Narrative, an applicant should read
application only if they contain
cost sharing. The National Workplace
carefully the description of the program
commitments that pertain to the
Literacy Program requires that the
and the selection criteria the Secretary
established technical review criteria,
partnership provide at least 30 percent
uses to evaluate applications.
such as commitment of resources.
cost sharing. The share required refers
The narrative should encompass each
Include any other pertinent
function or activity for which funds are
to a percentage of Total project cost, not
information that might assist the
of Federal funds.
being requested and should-
Begin with an Abstract: that is, a
Secretary in reviewing the application
under the Adult Education Act, as
Part IV-Instructions for Budget
summary of the proposed project
amended.
Narrative
including a list of the members of the
partnership:
Instructions for Estimated Public
Prepare a detailed Budget Narrative
2. Describe the proposed project in
Reporting Burden
for the first year of the project that
light of each of the selection criteria in
justifies. and/or clarifies the budget
the order in which the criteria are listed
Under terms of the Paperwork
figures shown in sections A and B.
in this application package: and
Reduction Act of 1980, as amended, and
(Please note that the National Literacy
3. Include any other pertinent
the regulations implementing that Act,
Act of 1991 (Pub. L 102-73) amended
information that might assist the
the Department of Education invites
the section of the Adult Education Act
Secretary in reviewing the application.
comment on the public reporting
that authorizes the National Workplace
The Secretary strongly requests the
burden in this collection of information.
Literacy Program to permit any eligible
applicant to limit the Application
Public reporting burden for this
organization to use 100 percent Federal
Narrative to no more then 50 double-
collection of information is estimated to
funds for administrative costs incurred
spaced, typed, 8½ X 11" pages (on one
average 90 hours per response,
in establishing a project during a start-
side only). although the Secretary will
including the time for reviewing
up period. 34 CFR 472.32(b) requires
consider applications of greater length.
instructions, searching existing data
at an applicant minimize the start-up
Be sure that each page of your
sources, gathering and maintaining the
iod, if any. proposed for its project
application is numbered consecutively.
data needed, and completing and
1 that the start-up period not exceed
Include as an appendix to the
reviewing the collection of information.
six months.) Explain:
Application Narrative supporting
You may send comments regarding this
1. The basis used to estimate certain
documentation, also on 8½" X 11"
burden to the U.S. Department of
costs (professional personnel,
paper (e.g., letters of support, footnotes,
Education, Information Management
consultants, travel, indirect costs) and
resumes, etc.). or any other pertinent
and Compliance Division, Washington,
any other cost that may appear unusual:
information that might assist the
DC 20202-4851: and to the Office of
2. How the major cost its. relate to
Secretary in reviewing the application.
Management and Budget. Paperwork
the proposed project activities;
Applicants are advised that-(1)
Reduction Project, OMB 1830-0521.
Under 75.217 of the Education
Washington, DC 20503.
3. The costs of the project's evaluation
Department General Administrative
(Information collection approved under OMB
component;
Regulations (EDGAR). the Department
control number 1830-0521. Expiration date:
4. What matching occurs in each
considers only information contained in
December 31, 1995.)
budget category: and
the application in ranking applications
SILLING CODE 4601-01-P
BUDGET SUMMARY
LABORERS-AGC EDUCATION AND TRAINING FUND
NATIONAL WORKPLACE LITERACY PROGRAM (CFDA #84.198) FY 1993
BUDGET SUMMARY
FEDERAL FUNDS REQUESTED
TOTAL
FEDERAL
TOTAL
THOMAS
VALVERDE
FUNDS
COST
COST CATEGORY
L-AGC
EDISON
LACOE
LIUNA
CONSTR.
ACE
REQUESTED
SHARING
1. Personnel
$111,320
$27,136
$19,379
$12,100
$6,006
$26,238
$202,179
$137,003
2.
Fringe Benefits
56,827
8,779
5,166
4,840
1,540
8,134
85,286
49,519
3. Travel
61,170
3,680
0
6,400
0
0
71,250
13,860
4.
Equipment
0
0
0
0
0
0
0
0
5.
Supplies
0
0
0
0
0
7,690
7,690
9,340
6.
Contractual
137,615
6,320
27,200
6,000
0
40,000
217,135
37,275
7. Other
0
0
0
6,900
0
5,856
12,756
33,727
8. Total Direct Costs
$366,932
$45,915
$51,745
$36,240
$7,546
$87,918
$596,296
$280,724
9. Indirect Costs
29,355
3,673
4,140
2,899
604
7,033
47,704
0
10. Training Stipends
0
0
0
0
0
0
0
0
11. TOTAL FEDERAL
COSTS REQUESTED
$396,287
$49,588
$55,885
$39,139
$8,150
$94,951
$644,000
$280,724
30%
of total
BUDGET INFORMATION DETAIL page 1 of 6
LABORERS-AGC EDUCATION AND TRAINING FUND
NATIONAL WORKPLACE LITERACY PROGRAM (CFDA #84.198) FY 1993
BUDGET INFORMATION DETAIL
FEDERAL FUNDS REQUESTED
TOTAL
FEDERAL
THOMAS
VALVERDE
FUNDS
COST CATEGORY
L-AGC
EDISON
LACOE
LIUNA
CONSTR.
ACE
REQUESTED
Annual
Federal
1. PERSONNEL (based on 12 month period)
pay
%
Laborers-AGC:
Project Director
100%
Education Specialist
65%
Secretary
100%
Thomas Edison State College:
Director, Corporate Programs
20%
Administrative Assistant
50%
Secretary
25%
LA County Office of Education:
Senior Project Director
7%
Trade & Industry Consultant
13%
Administrative Aide
13%
LIUNA:
Communications Specialist
22%
Valverde Construction:
Construction Superintendent
4%
Construction Superintendent
4%
ACE:
Project Administrator
15%
Program Manager
20%
Staff Assistant
20%
TOTAL PERSONNEL
$111,320
$27,136
$19,379
$12,100
$6,006
$26,238
$202,179
2. FRINGE BENEFITS (based on 12 month period)
FICA a7.65% of gross pay
8,516
2,076
1,482
926
459
2,007
15,466
Laborers-AGC standard benefits:
Conn. SUTA a$376 per person
996
996
Health & welfare 2$10,260/year per person
27,189
27,189
Pension a17% of gross pay
18,924
18,924
Disability @1.08% of gross pay
1,202
1,202
Thomas Edison standard benefits: 24.7%
6,703
6,703
LACOE standard benefits: 19.01%
3,684
3,684
BUDGET INFORMATION DETAIL page - 6
LABORERS-AGC EDUCATION AND TRAINING FUND
NATIONAL WORKPLACE LITERACY PROGRAM (CFDA #84.198) FY 1993
BUDGET INFORMATION DETAIL
FEDERAL FUNDS REQUESTED
TOTAL
FEDERAL
THOMAS
VALVERDE
FUNDS
COST CATEGORY
L-AGC
EDISON
LACOE
LIUNA
CONSTR.
ACE
REQUESTED
LIUNA standard benefits: 32.35%
3,914
3,914
Valverde Construction standard benefits: 18%
1,081
1,081
ACE standard benefits: 23.35%
6,127
6,127
TOTAL FRINGE BENEFITS
$56,827
$8,779
$5,166
$4,840
$1,540
$8,134
$85,286
3. TRAVEL
Laborers-AGC:
Train-the-Trainer travel for 2 1-week sessions
Avg. $540/person airfare, and $35/night lodging
for 10 instructors, Proj. Director, and Educ. Spec.
8,580
8,580
Technical support/monitoring travel - Project Director
and Educ. Specialist twice to each of 4 sites for 5 days
each trip (total 16 trips) a avg. $540 airfare, $120 per
diem and $140 ground transportation
18,560
18,560
Audio-visual travel for AV Manager and AV Specialist to
shoot video footage at 2 training sites (total 4 1-wk trips)
a avg. $540 airfare, $120 per diem, and $140 ground
transportation each trip
4,640
4,640
Advisory Group travel for partners - 3 1-day meetings
a avg. $540 airfare and $120 per diem for 2 representatives
from each of 6 partners (12 attendees - total 36 trips)
23,760
23,760
Travel to Washington, DC for 3 developmental staff
meetings for Project Director, a avg. $540 airfare
and $160 per diem (higher rate in DC)
2,100
2,100
Thomas Edison State College:
Travel to Washington, DC for 3 developmental staff
meetings for Project Director, a avg. $540 airfare
and $160 per diem (higher rate in DC)
2,100
2,100
Technical support/monitoring travel - 1 3-day trip to each
of 4 sites (4 trips) a avg. $540 airfare, $120 per
diem, and $140 ground transportation per trip
3,680
3,680
BUDGET INFORMATION DETAIL page - of 6
LABORERS-AGC EDUCATION AND TRAINING FUND
NATIONAL WORKPLACE LITERACY PROGRAM (CFDA #84.198) FY 1993
BUDGET INFORMATION DETAIL
FEDERAL FUNDS REQUESTED
TOTAL
FEDERAL
THOMAS
VALVERDE
FUNDS
COST CATEGORY
L-AGC
EDISON
LACOE
LIUNA
CONSTR.
ACE
REQUESTED
LIUNA:
Outreach & assessment travel: 2 2-day trips to each of
4 sites for one person a avg. $540 airfare, $120 per
diem, and $140 ground transportation (total 8 trips)
6,400
6,400
Valverde Construction:
Train-the-Trainer travel for 2 1-week sessions
Avg. $540/person airfare, and $35/night lodging
for 2 Construction Superintendents
1,430
1,430
TOTAL TRAVEL
$61,170
$3,680
$0
$6,400
$0
$0
$71,250
4. EQUIPMENT - NONE
5. SUPPLIES
ACE: External Diploma Program assessment materials
Diagnostic Instrument Set
7
$450
3,150
3,150
Assessment Instrument Set
4
$550
2,200
2,200
Appendix
4
$200
800
800
Center materials
2
$520
1,040
1,040
Office supplies
500
500
$0
$0
$0
$0
$0
$7,690
$7,690
6. CONTRACTUAL
Laborers-AGC:
Training Fund subcontracts:
Educational Counselors - reimbursement for
1 instructor a 25% for year at each
of 4 training centers (a avg annual
salary & fringes of $54,600 per FTE)
54,600
54,600
BUDGET INFORMATION DETAIL page - of 6
LABORERS-AGC EDUCATION AND TRAINING FUND
NATIONAL WORKPLACE LITERACY PROGRAM (CFDA #84.198) FY 1993
BUDGET INFORMATION DETAIL
FEDERAL FUNDS REQUESTED
TOTAL
FEDERAL
THOMAS
VALVERDE
FUNDS
COST CATEGORY
L-AGC
EDISON
LACOE
LIUNA
CONSTR.
ACE
REQUESTED
Reading for Work classes - Louisiana Training Fund
2 1-week classes, 10 trainees each:
Reimbursement for training center staff
Per class
time (1 instructor a 100%, Dir. &
Secretary each a 25% per week)
$1,820
Transportation of workers to center
avg. $40 each for 10 workers
400
Overhead costs a 8% of staff costs
146
Subtotal per class
$2,366
4,732
4,732
ESL classes - So. California Training Fund
4 2-week classes, 10 trainees each:
Reimbursement for training center staff
Per class
time (1 instructor a 100%, Dir. &
Secretary each a 25% per week)
$3,640
Transportation of workers to center
avg. $40 each for 10 workers
400
Overhead costs a 8% of staff costs
291
Subtotal per class
$4,331
17,324
17,324
Learning to Learn classes Oregon Training Fund
2 1-week classes, 10 trainees each:
Reimbursement for training center staff
Per class
time (1 instructor a 100%, Dir. &
Secretary each a 25% per week)
$1,820
Transportation of workers to center
avg. $40 each for 10 workers
400
Overhead costs a 8% of staff costs
146
Subtotal per class
$2,366
4,732
4,732
BUDGET INFORMATION DETAIL page , of 6
LABORERS-AGC EDUCATION AND TRAINING FUND
NATIONAL WORKPLACE LITERACY PROGRAM (CFDA #84.198) FY 1993
BUDGET INFORMATION DETAIL
FEDERAL FUNDS REQUESTED
TOTAL
FEDERAL
THOMAS
VALVERDE
FUNDS
COST CATEGORY
L-AGC
EDISON
LACOE
LIUNA
CONSTR.
ACE
REQUESTED
Problem Solving classes - Oregon Training Fund
3 24 hr classes, 10 trainees each:
Reimbursement for training center staff
Per class
time (1 instructor a 100%, Dir. &
Secretary each a 25% per week)
$1,092
Transportation of workers to center
avg. $40 each for 10 workers
400
Overhead costs a 8% of staff costs
87
Subtotal per class
$1,579
4,737
4,737
Literacy consultant: Dr. Eric Rice
200 hours a $50/hr
10,000
10,000
Travel to each of 2 1-week Train-the-Trainers
a avg. $540 airfare and $35/night lodging
1,430
1,430
Advisory Group travel: 3 1-day meetings
a avg. $540 airfare and $120 lodging
1,980
1,980
Evaluator: Dr. Robert Glover
200 hours a $50/hour
10,000
10,000
Travel to each of 4 sites (1 wk each trip)
a avg. $1,000 per trip airfare & lodging
4,000
4,000
Advisory Group travel: 3 1-day meetings
a avg. $540 airfare and $120 lodging
1,980
1,980
Travel to Washington, DC for 3 developmental
staff meetings, a avg $540 airfare and $160
lodging per trip (higher lodging rate in DC)
2,100
2,100
ColorSound Foundation: production of ESL video
20,000
20,000
Thomas Edison:
Distance Learning Consultants (2), each for 10
days a $250 per day
5,000
5,000
Travel for 1 2-day trip for 2 consultants to meet
a avg. $540 airfare and $120 per diem each
1,320
1,320
LACOE:
ESL Consultants (2 TBN): 68 days a $400/day
27,200
27,200
BUDGET INFORMATION DETAIL page - of 6
LABORERS-AGC EDUCATION AND TRAINING FUND
NATIONAL WORKPLACE LITERACY PROGRAM (CFDA #84.198) FY 1993
BUDGET INFORMATION DETAIL
FEDERAL FUNDS REQUESTED
TOTAL
FEDERAL
THOMAS
VALVERDE
FUNDS
COST CATEGORY
L-AGC
EDISON
LACOE
LIUNA
CONSTR.
ACE
REQUESTED
LIUNA:
Materials development consultants a $50/hr for 80 hrs
4,000
4,000
Materials development for training/recruitment seminar
2,000
2,000
ACE:
EDP Consultant: Fran Patchett
a $350/day for 52 days
18,200
18,200
Travel for five EDP trainers airfare a $1,000 each
and $120 per diem for 3 days each
6,800
6,800
External Diploma Program Training/Evaluation Workshop
15,000
15,000
TOTAL CONTRACTUAL
$137,615
$6,320
$27,200
$6,000
$0
$40,000
$217,135
7. OTHER
LIUNA:
Development, printing and mailing of recruitment material
2 color, 3 fold brochure with personalized insert (15,000)
4,500
4,500
Mailing a $.16 each
2,400
2,400
ACE:
Rent a 12.5% of salaries
3,280
3,280
Telephone equipment a 2.5% of salaries
656
656
Computer equipment rental (lease 3 Maintosh's)
1,920
1,920
TOTAL OTHER
$0
$0
$0
$6,900
$0
$5,856
$12,756
8.
TOTAL DIRECT CHARGES
$366,932
$45,915
$51,745
$36,240
$7,546
$87,918
$596,296
9.
INDIRECT COSTS (8%)
29,355
3,673
4,140
2,899
604
7,033
47,704
TOTAL
$396,287
$49,588
$55,885
$39,139
$8,150
$94,951
$644,000
Cost sharing
$280,724
COST SHARING DETAIL page 1 of 3
LABORERS-AGC EDUCATION AND TRAINING FUND
NATIONAL WORKPLACE LITERACY PROGRAM (CFDA #84.198) FY 1993
COST SHARING DETAIL
COST SHARING
TOTAL
THOMAS
VALVERDE
COST
COST CATEGORY
L-AGC
EDISON
LACOE
LIUNA
CONSTR.
ACE
SHARING
Annual
Cost
1. PERSONNEL (based on 12 month period)
pay
Sharing %
Laborers-AGC:
Director
5%
Asst. Director
10%
Special Assistant
10%
Education Specialist
35%
Audio-Visual Manager
5%
Audio-Visual Specialist
5%
Accounting Manager
10%
Accounting Specialist
10%
Database Manager
5%
Publications Manager/Editor
10%
Publications Assistant
10%
Thomas Edison State College:
Assoc. VP for Public Service
10%
Director, Directed Ind. Living
5%
Internal Evaluation Consultant
5%
LACOE:
Associate Director
5%
Fiscal Svc. Coordinator
3%
Administrative Aide
15%
Secretary
20%
LIUNA:
Director of Research & Education
20%
LIUNA Coordinator
30%
Staff Assistant
20%
Valverde Construction:
Company President
4%
ACE:
Project Administrator
5%
CALEC Financial Manager
20%
Staff Assistant
5%
TOTAL PERSONNEL
$53,893
$12,675
$17,447
$33,608
$4,775
$14,605
$137,003
COST SHARING DETAIL page 2 of 3
LABORERS-AGC EDUCATION AND TRAINING FUND
NATIONAL WORKPLACE LITERACY PROGRAM (CFDA #84.198) FY 1993
COST SHARING DETAIL
COST SHARING
TOTAL
THOMAS
VALVERDE
COST
COST CATEGORY
L-AGC
EDISON
LACOE
LIUNA
CONSTR.
ACE
SHARING
2. FRINGE BENEFITS (based on 12 month period)
FICA @7.65% of gross pay
4,123
970
1,335
2,571
365
9,364
Laborers-AGC standard benefits:
Conn. SUTA a$376 per person
432
432
Health & welfare 2$10,260/year per person
11,799
11,799
Pension a17% of gross pay
9,162
9,162
Disability @1.08% of gross pay
582
582
Thomas Edison standard benefits: 24.7%
3,131
3,131
LACOE standard benefits: 19.01%
3,317
3,317
LIUNA standard benefits: 32.35% of salary
10,872
10,872
Valverde Construction standard benefits: 18%
860
860
TOTAL FRINGE BENEFITS
$26,098
$4,101
$4,652
$13,443
$1,225
$0
$49,519
3. TRAVEL
Advisory Group travel for additional representatives from
partners - 3 1-day meetings a avg. $540 airfare and $120 per
diem for L-AGC Director, 4 Training Directors, and LIUNA
representatives (7 attendees - total 21 trips)
9,900
3,960
13,860
TOTAL TRAVEL
$9,900
$0
$0
$3,960
$0
$0
$13,860
4. EQUIPMENT
-
None
5. SUPPLIES
Laborers-AGC:
Instructional materials for 2 Train-the-Trainers,
a avg. $30 each for 10 instructors
300
300
Printing and copying of companion manuals for all
components except EDP (120 a $30 each)
3,600
3,600
Audio-visual tape stock for production (40 a $11)
and duplication (2,000 a $2.50 each)
5,440
5,440
TOTAL SUPPLIES
$9,340
$0
$0
$0
$0
$0
$9,340
COST SHARING DETAIL page 3 of 3
LABORERS-AGC EDUCATION AND TRAINING FUND
NATIONAL WORKPLACE LITERACY PROGRAM (CFDA #84.198) FY 1993
COST SHARING DETAIL
COST SHARING
TOTAL
THOMAS
VALVERDE
COST
COST CATEGORY
L-AGC
EDISON
LACOE
LIUNA
CONSTR.
ACE
SHARING
6. CONTRACTUAL
Laborers-AGC:
Training Fund support staff:
Training Director and Secretary a 15% each at
each of 4 centers to provide adminstrative support
to educational counselor, and assist with outreach
efforts (annual salary & fringes a $82,000 and
$44,000 respectively)
18,900
18,900
Legal consultant: Don Elisburg, Esq.
75 hours a $165/hr
12,375
12,375
Advisory Group travel: 3 1-day meetings
a avg. $540 airfare and $120 lodging
1,980
1,980
Travel to Pomfret Ctr for 2 1-day meetings
a avg. $540 airfare and $120 lodging
1,320
1,320
ACE:
Consultant services for editing/proofing, a $25/hr for 20 hrs
500
500
Temporary clerical services
2,200
2,200
TOTAL CONTRACTUAL
$34,575
$0
$0
$0
$0
$2,700
$37,275
7. OTHER
Postage and shipping of printed materials a avg. $30/month
360
360
Postage/shipping of distance learning videos, 1,000 a $9.50
9,500
9,500
Financial audit costs (pro-rated as allocable to project)
for Laborers-AGC and subcontracted Training Funds
1,500
1,500
Use of Laborers-AGC office space pro-rated for
4.2 FTE
5,686
5,686
Use of LIUNA office space pro-rated for
0.42 FTE
11,481
11,481
ACE:
Long distance telephone charges
2,500
2,500
Printing costs
1,850
1,850
Postage
850
850
TOTAL OTHER
$17,046
$0
$0
$11,481
$0
$5,200
$33,727
8.
TOTAL COST SHARING
$150,852
$16,776
$22,099
$62,492
$6,000
$22,505
$280,724
YEAR 2 & 3 EST
is.
LABORERS-AGC EDUCATION AND TRAINING FUND
NATIONAL WORKPLACE LITERACY PROGRAM (CFDA #84.198) FY 1993
ESTIMATED BUDGET TOTALS FOR YEARS 2 AND 3
YEAR 2
YEAR 2
YEAR 3
YEAR 3
FEDERAL
COST
FEDERAL
COST
FUNDS
SHARING
FUNDS
SHARING
COST CATEGORY
REQUESTED
(CASH)
REQUESTED
(CASH)
1. Personnel
$212,288
$143,853
222,902
151,046
2. Fringe Benefits
89,550
51,995
94,028
54,595
3. Travel
74,813
14,553
78,554
15,281
4. Equipment
0
0
0
0
5. Supplies
8,075
9,807
8,479
10,297
6. Contractual
227,992
39,139
239,392
41,096
7. Other
13,394
35,413
14,064
37,184
8. Total Direct Costs
$626,112
$294,760
$657,419
$309,499
9. Indirect Costs
50,089
0
52,594
0
10. Training Stipends
0
0
0
0
11. TOTAL FEDERAL
COSTS REQUESTED
$676,201
$294,760
$710,013
$309,499
30% of total
30% of total
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4
Divider Title:
LABORERS-AGC EDUCATION AND TRAINING FUND
NATIONAL WORKPLACE LITERACY PROGRAM
CFDA #84.198 FY 1993
PART IV - BUDGET NARRATIVE
The attached Budget Information Detail and Cost Sharing Detail worksheets outline in
spreadsheet format the components and basis for each cost category for each of the six partners.
Cost estimates are based on Laborers-AGC's extensive experience in developing and
implementing cost-effective training programs over the last ten years. Costs included in the other
Partners' budgets have similarly been researched in the interest of providing an effective and
efficient program.
The attached Budget Summary worksheet provides an overview of the budget by category
and by Partner. Cost estimates for the inter-related activities of all six Partners have been carefully
coordinated so as to avoid duplicative or unnecessary expense to the grant.
The matching in each budget category is also shown on the Budget Summary, and detailed in
the Cost Sharing Detail. Wherever possible, cost sharing has been calculated and included. Based
on prior experience in similar projects, we expect that substantial donations of time and resources
will be made on behalf of the Laborers' training network and the other Partners' organizations
throughout the country, even though such donations will not be included in the amounts
determined for the cost sharing requirement of this proposal.
Project evaluation costs are included in the budget in two ways. First, the project will use the
services of an experienced third party evaluator, Dr. Robert Glover, to help with the evaluation plan
design; to compile and analyze the data; and to develop the evaluation reports. These portions of
the evaluation will concentrate on quantitative data regarding numbers of participants served; the
types and levels of skills mastered during training; continued training success after the workplace
literacy experience; and employment outcomes after the literary experiences. Dr. Glover's time
estimate is based upon his experience in performing somewhat similar evaluations, and reflect that
instructors will give and score some assessments, and report scores to Dr. Glover. Dr. Glover's
services are budgeted at $10,000, with an additional $5,980 for travel.
Progress evaluation activities not only will be monitored by Dr. Glover, but also will be
assessed by the Technical Advisory Group (TAG). This group will be able to provide useful
instruction, suggestions, and guidance to the project at a minimal cost for travel of the participants.
Personnel and Fringe Benefits have been based on a 12 month initial grant period. As can be
seen from the task descriptions contained in the Application Narrative, key personnel from each of
the Partners will be essential in all phases of the project. A full-time Laborers-AGC Project
Director will manage the program and act as liaison with all Partners.
1
All Personnel charges have been calculated on the basis of the number of weeks required for
satisfactory completion of the project activities. Significant matching contributions of staff time
will be provided by all the Partners.
Fringe Benefits have been calculated according to the standard fringe benefit package in place
at each of the Partners' organizations. These vary from organization to organization, but all include
governmental percentages for payroll tax (FICA 6.2%, Medicare 1.45%), health insurance,
pension, and life and disability insurance where provided.
Travel is included in this budget for all elements of this national project, with airfare based on
a discounted coach rate. The Laborers-AGC Project Director and Education Specialist will travel to
each site initially to coordinate the on-site assessment and literacy audits. Both will then return to
each site once more to assist with the implementation of the program components.
Assessment, technical support and outreach travel has also been budgeted for staff from
Thomas Edison and LIUNA. Construction superintendents from Valverde Construction will
round out the attendance at the Train-the-Trainer sessions, and their travel and lodging is also
included.
Travel for instructor training will consist of bringing ten instructors to a training center
location for two one-week Train-the-Trainer sessions. Room and board has been calculated at the
nominal rate of $35/night accepted by all of Laborers-AGC's affiliate funds, as it is policy for those
attending class to be housed at the training facility. (Note that per diem for monitoring and
assessment visits has been budgeted at $120 per night for off-site lodging, as it is likely that the
facilities to be visited will be filled to capacity at those times.)
Attendance by the Project Director at three developmental staff meetings in Washington, DC,
as suggested by the RFA, has been included in the budget, as has audio-visual production travel
for the Laborers-AGC Audio-visual staff.
The Technical Advisory Group travel has been included under the Laborers-AGC budget as
that organization will coordinate these meetings. Attendees will include representatives from each
of the partners, as well as several consultants. Travel for additional members of the Advisory
Group will be provided by Laborers-AGC as a matching contribution. Note that consultants' travel
costs have been budgeted under the Contractual category.
Travel costs will be kept to a minimum wherever possible, and all possible cost savings will
be realized through the grant period.
While no Equipment purchases have been included in the request for Federal funds, a
considerable investment in physical plant, and especially in computer technology and systems, at
each of the Partners' headquarters will be utilized for the project. A veritable "information
highway" will be at the disposal of the partnership, and will facilitate coordination and oversight of
the project.
2
Supplies have been kept to a minimum, including printed instructor materials and tape stock
for video production and duplication as a matching contribution on the part of Laborers-AGC.
External Diploma Program assessment materials have been included at the cost provided by ACE,
in addition to office supplies.
Contractual costs consist of various consultants and sub-contracts with the four Laborers'
training centers as described in the Application Narrative. Each training center will be reimbursed
for a 25% FTE instructor to act as an educational counselor throughout the project. In addition,
each training center will provide 15% each of their Training Director and Secretary as support
personnel as a matching contribution.
The Louisiana, So. California, and Oregon Training Funds will also be reimbursed for
instructional and administrative time to conduct Reading for Work, ESL, Learning to Learn, and
Problem Solving classes at their centers and/or satellite locations. (Note that time for the External
Diploma Program at the New England Training Fund will be solely individual counseling by the
25% FTE instructor.)
Reimbursements for the project classes have been calculated based on a long-standing
formula used by Laborers-AGC to subcontract training classes at affiliate funds, and will provide
funding only for actual hours worked by the training personnel. A small amount for transportation
of workers to the training center, and an 8% administrative overhead have also been included.
Laborers-AGC consultants include Dr. Eric Rice as a Literacy Consultant, and Dr. Robert
Glover as the Evaluator. Don Elisburg, Esq. will provide legal consultation to the project as a
matching contribution. Time and travel to the Advisory Group and developmental staff meetings
have been included for these consultants as appropriate. Laborers-AGC also proposes to contract
with ColorSound Foundation for the development of ESL video material.
Thomas Edison, LACOE, LIUNA, and ACE will contract with consultants in the areas of
Distance Learning, ESL curriculum development, outreach, and External Diploma Program
assessment. The category of Other Costs includes printing and coping of trainee and
promotional materials, as well as the distribution of a promotional brochure by LIUNA. Various
operational costs have been included by the Partners, such as use of office space, shipping, and
financial audit fees, for the most part as a matching contribution to the project. Laborers-AGC has
also committed resources to cover the cost of distribution of the distance learning videos as a
matching contribution.
An 8% indirect cost rate as specified by the RFA has been applied to direct costs for all
Partners.
The project calls for initial development to be completed within the first six months, with
instructor training during that time, and pilot-testing immediately thereafter. Therefore there is not
3
a clear distinction between a "start-up" and "operational" period. As development of the
components and materials is an ongoing and critical element of the project, costs for a specific
"start-up" period have not been broken out.
Budget estimates for Years 2 and 3 of the project have been calculated at a 5% increase each
year over Year 1.
All of the cost items, however, have been derived from the major project activities, with a
concentration of resources in the areas of course development and instructional services. Nearly
90% of the federal funds requested will be used for development, implementation, and evaluation
of the literacy training programs proposed in this application.
4
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5
Divider Title:
APPLICATION NARRATIVE ABSTRACT
The Laborers-AGC Education and Training Fund (L-AGC), a joint labor-management trust
fund, serves the educational needs of more than 650,000 members of the Laborers' International
Union of North America (LIUNA). L-AGC, acting on behalf of itself and its Partners, LIUNA.
Thomas Edison State College, the Los Angeles County Office of Education, American Council on
Education, and Valverde Construction, proposes a comprehensive workplace literacy and
educational development model. The major components of this proposal include:
Reading for Work
External Diploma Program
English as a Second Language for Construction
Learning-to-Leam
Problem Solving
Coaching and Helping Skills (for instructors)
It is proposed to carry-out this workplace literacy project at local joint labor-management
training funds located in Livonia, Louisiana; Anza, California; Pomfret Center, Connecticut; and
Corvallis, Oregon.
The National Program Implementation Plan can be summarized as follows:
1. Each labor-management training fund will pilot test and implement selected components
during Year 1 of the grant.
2. Each labor-management training fund will add other components on a needs basis during
Year 2.
3. Year 3 begins replication/expansion of the services to other of the 66 joint labor-
management training funds.
To carry out this project, L-AGC and its Partners seek $644,000 in year 1. An additional
$280,724 has been budgeted as shared cost, bringing the total funding for the project to $924,724.
It is estimated a minimum of 1,550 workers will be trained over the three-year period.
When fully implemented, the program will better prepare LIUNA members to work safely and
effectively at the more than 200,000 U.S. construction sites where laborers provide the skills that
are the foundation of the construction trades. The proposal is part of an extensive program that
will enable the membership to move from entry level academic skills through college completion
along a formal career path. The comprehensive program will result in a model that will expand
literacy in the laborers' workplace, and throughout LIUNA's training and education structure.
A. PROGRAM FACTORS
The Laborers-AGC Education and Training Fund intends to build on its demonstrated success as an
educator of construction craft laborers by implementing a comprehensive program with the following
components:
Reading for Work
External High School Diploma Program
English as a Second Language for Construction
Learning-to-Leam
Problem Solving
Coaching and Helping Skills (for instructors).
Each of these components is workplace-based and will provide participants with the opportunity to
increase training, education. and employment potential.
Partnerships are Key
This proposed program builds on a base of partnerships with organizations committed to the success
of the project. The Partners include the Laborers' International Union of North America (LIUNA), the
Laborers-AGC Education and Training Fund (L-AGC), Thomas Edison State College (TESC), the Los
Angeles County Office of Education (LACOE), the American Council on Education (ACE), and
Valverde Construction Inc., a small employer committed to improving the safety, health. and productivity
of its construction craft laborer work force.
The Partnership also proposes to engage in contractual relationships with four local labor-
management training funds and a number of highly qualified educational consultants. In addition, as the
project progresses, other labor-management training funds, school districts, state departments of
education. and construction employers will participate as helping organizations.
Comprehensive Program Commitment
The L-AGC has in place a comprehensive strategic plan that is designed to provide construction
craft laborers with quality education and training opportunities throughout their careers (Tab 7, Appendix
A). The "Career Path," a key initiative in the plan, recognizes that laborers have a need for life-long
learning and work to grow, aspire, and achieve a contribution to the industry as well as self-fulfillment.
Critical to the success of the career path initiative is the literacy component proposed within this narrative.
When fully implemented, the career path will provide a "seamless system of learning." High school
students, ex-service personnel, or inner-city dropouts will be provided with craft orientation; literacy
support: general construction skills; full-blown craft apprenticeship; specialty construction or
environmental courses; an external high school diploma program; supervisory training; college level
courses; and even a college degree program. From school-to-work, to work-to-school-to-work. the career
1
path initiative will provide a comprehensive menu of training and educational opportunities for
construction craft laborers throughout their careers.
Worker Centered
The L-AGC's programs build on the principle that the needs of the laborer are central to course or
program development. The L-AGC's mission statement highlights these principles:
"The purpose of training and education is to improve and expand the competitive position of
employers and union laborers... Laborers' training funds provide comprehensive educational and
training opportunities to individuals at all levels throughout their careers Emphasis is placed on
pride, dignity, and commitment to the trade. Training and education further the labor-management
partnership and enhance individual and organizational recognition, security, and productivity."
Over the years, the L-AGC has focused solely on developing programs with the construction craft
laborer in mind. Within these programs, L-AGC staff offer hands-on demonstrations in simulated work
sites. use laborers' experience to acquire new knowledge and skills, provide individualized instruction
whenever necessary, employ team approaches. encourage laborers to think critically about safety and
health. and counsel laborers who may have to overcome learning barriers. The L-AGC has steadily built a
competent and expert staff from the ranks of laborers' training, as well as a cadre of outside organizations
and consultants who are equally adept at developing programs for the target audience. Furthermore,
programs of study, offered at places convenient for laborers, are key to enabling the target audience to
obtain entry employment, qualify for continued employment, and prepare for new jobs.
Results Oriented
The impact of this project will be tracked in several ways. Laborers' increases in overall literacy will
be tracked. As previously noted, text-specific assessment materials will be developed in reading, ESL,
problem solving, and learning-to-learn areas and their impact will be tracked. Members also will be
tracked to assess the program's impact on increased job opportunities, educational advancement and
upward economic mobility.
The L-AGC workplace literacy program outlined here provides a worker-centered opportunity for
laborers to enter a comprehensive program of workplace and educational advancement. By taking a broad
perspective on providing literacy and educational services, L-AGC will build a national model of
excellence in workplace literacy education. In addition to building on our past experience and adding the
expertise of nationally validated models, L-AGC provides an effective vehicle for reaching individuals
who need additional literacy skills. By reaching the membership at the training site and at the workplace,
the proposal offers a more effective strategy for meeting the needs of individuals who must become more
literate to succeed.
2
Target Population
The specific target population for the project are construction laborers. LIUNA has over 650.000
members who fit this occupational category, many of whom need the services of one or more of the
proposed training components -- almost 50% of he membership are women and minorities, many of
whom are new immigrants and speak limited English; 30-40% failed to complete school; 20% fail
licensing and certification tests (and a substantial percentage self-screen themselves out of courses when
they learn that licensing tests are required). Equally important. the target population is construction
workers. in an industry that does not lend itself to literacy training models from manufacturing. More
specifically, members work for many employers and at many job sites, even in the same week; members
work long days during the building season (10-12 hours); members drive great distances to worksites:
and the literacy needs of work sites differ by type of job among environmental remediation, heavy-
highway, and building construction. We propose training activities that meet individual needs and
accommodate the specific problems of construction workers.
Widely Promoted and Replicable
The materials will be modularized, and, when coupled with our specific Train-the-Trainer programs.
can be adapted to new settings. Further, because the modules provide specific training for competencies
identified as critical in National Skills Standards, they will be of great interest. Moreover, the program will
be widely publicized through print, video, and professional trade presentations on both local and national
stages. We expect the booths/promotions at trade shows and the articles in our union house information
vehicles to be especially powerful in attracting attention. Further, by inviting representatives of
organizations interested in replication, we will enable training directors/educators to see and consider the
component; to discuss issues associated with replication; and to learn lessons associated with providing
workplace literacy to construction focused individuals
Program Components
Reading for Work
L-AGC is experienced at offering both classroom and distance literacy learning opportunities to
LIUNA members. For the past four years, the L-AGC has made available a distance literacy program
prepared by Kentucky Educational Television (KET). These learning opportunities were carefully crafted
to meet the basic literacy needs of adults (Tab 7, Appendix B provides background on the KET program,
and its promotional video "Meet the Challenge" is enclosed separately).
Several lessons learned from this program will guide development and implementation of the next
step. 1) The KET program has proved to be one of the best models of video-based literacy instruction. 2)
Because the Kentucky program's goal is to provide general literacy development, the materials also
provide a more general context for literacy and learning. 3) Feedback from the members and users indicate
3
that the laborers want and need a stronger workplace context in order to make the direct connection to the
safety and workplace effectiveness that the program proposed here will develop.
In order to respond to this need. the L-AGC proposes to develop a new reading component that will
be used both in the traditional classroom (fully supported by qualified instructors), and as a distance
learning model for laborers who can not easily access the services of a fixed-site facility. As planned, the
program will utilize existing print and video materials from existing construction worksites and courses as
the examples and exercises in the newly developed materials. This combination will ensure that materials
facilitate contextual learning and are current with the industry. L-AGC will rely heavily on the support of
its Partner, TESC, and key consultants to help with the development of the new program.
Thomas Edison State College (TESC), a model for higher education for adults, currently operates a
video distribution center that distributes video and print materials in support of more than 68 courses. The
College will provide video distribution services in support of this component, as well as participate in the
development and review of materials. TESC will also provide assistance in the overall project
management. Project management incorporates the broad span of programmatic resources and assistance
the College can provide to the L-AGC. TESC will provide support through the Office of Corporate
Programs in the Center for Corporate and Public Partnerships.
Participants in the Reading for Work program will be selected using several methods. Not only will
LIUNA and L-AGC advertise and market the program to interested individuals, but its joint labor-
management training funds will also train their instructors to identify at-need individuals during normal
skills presentations. When these individuals are identified they will be referred to a designated
instructor/counselor for education counseling, diagnostic screening, development of an individual plan for
education, and immersion in the program.
Among the skills we will address in the reading for work module are: reading for the main idea;
reading for sequence; reading for direction; locating information: separating fact and opinion; and reading
for precision/accuracy. As explained in more detail in the Extent of Need section of this proposal (Section
B), the primary justification for this module is the finding from our occupation analysis associated with
developing National Skill Standards. This analysis reveals that laborers must perform a number of
considerably different reading tasks such as reading installation and repair materials; reading project
documentation/manifests/forms; reading standard operating procedures; reading laws/regulations; reading
college science and health texts; and reading tables, charts, and instruments. Unfortunately, as noted in the
recently completed U.S. Department of Education sponsored National Adult Literacy Survey, laborers
have the poorest reading skills of all the occupations surveyed.
External Diploma Program
The External Diploma Program (EDP) is an applied-performance, competency-based, assessment
program that permits skilled adults who have acquired high school level abilities through life experience to
4
earn a traditional high school diploma, rather than an equivalency certificate. The national EDP allows
mature adults to demonstrate their abilities in a series of simulations that parallel job and life situations: to
be evaluated against an established standard of performance instead of by comparison with others; to take
responsibility for acquiring instruction through formal and informal educational resources: and, finally, to
demonstrate mastery of all the competencies required. including an occupational or specialized skill,
without stepping inside a classroom. Although the General Educational Development Testing Service
(GED) serves many adults every year. with an average age of 26 years, the EDP offers another option for
a different population of adult learners searching for alternative ways to achieve high school completion.
The average age of a external diploma program graduate is 37 years.
The skills and competencies demonstrated through the EDP assessment process are those needed by
a competent citizen functioning in the modern world. Many of the 65 competencies parallel those
determined by the WORKFORCE 2000 and SCANS research. Our employers are looking for laborers
with these same competencies. In addition, newly emerging apprenticeship programs and other new hire
regulations are mandating that prospective job candidates possess a high school diploma or equivalent.
For example, the U.S. HUD Conservation Corps training (and subsequent jobs) is limited by HUD only
to members who have attained at least a high school degree. Unfortunately, up to 25% of our non-
immigrant members and most of the immigrant members, therefore, are excluded from this opportunity
unless we create and market a high school equivalency program.
The local diploma-granting agencies review the EDP competencies and agree to award a traditional
diploma to adults who complete the EDP process with 100% mastery (See attached list of competencies
in Tab 7, Appendix C). The assignment of this role varies according to the specific mandates of each state
in regard to adult education and adult secondary credentialing. In some states, the state department issues
the diploma. In most states. however, the local school boards are the diploma-granting agencies and
therefore will serve as helping organizations in the EDP process.
The EDP is administered by the American Council on Education (ACE). The Council is an
umbrella organization of college and university presidents that also manages the GED program, which
serves over 800,000 adults a year, and the Program on Non-collegiate Sponsored Instruction (PONSI)
program, which credentials, at the college level, learning achieved by adults outside of school. The
American Council on Education is responsible for maintaining the reliability and validity of the
assessment procedures and policies. To this end, the ACE trains, evaluates and certifies EDP assessors
and monitors the administration of this nationwide applied-performance assessment process. Each state's
department of adult education oversees the implementation in their particular state, through an appointed
EDP representative.
During the first year, the Laborers' International Union of North America (LIUNA), through its
Department of Research and Education will partner with L-AGC and ACE to link the cooperating New
England Laborers' Training Fund and the LIUNA members it serves with two states (Connecticut and
5
Rhode Island) in which the EDP already exists. ACE will then design an adapted diagnostic survey
instrument using the EDP skill instruments as a model. and train and certify trade instructors in its use.
The concept is to designate and train at least one trade instructor at each facility to evaluate and assess the
external degree educational needs of construction craft laborers. We know from past experience that our
members relate better to encouragement and evaluation from other members and trade instructors.
During year 2. ACE will provide technical assistance to replicate the program at other LIUNA
facilities: the LIUNA will assist with the component's dissemination and acceptance at other facilities in
other states. some of which have the EDP program and others of which do not.
English as a Second Language for Construction (ESL)
L-AGC proposes to create a Laborers' ESL Program in Southern California to meet the needs of its
Hispanic members there (almost 75%). The ESL program will directly address the English literacy skills
laborers require in a such a dynamic field. This ESL Program will integrate job-specific terminology and
situations with vital basic communication skills so that laborers will be able to take on job skills training;
be more employable, productive, career oriented: and be safer workers. The proposed program will
benefit from the gains of a 1991 L-AGC National Workplace Literacy grant. During this initial U.S.
Department of Education funded literacy program. L-AGC developed a basic model for ESL that
concentrated on orienting laborers with general construction English. This is important because the goal
of this project is to develop individual courses that focus on the three main industry clusters laborers can
choose from: Heavy/Highway Construction, Environmental Remediation, and Building Construction.
In order to create and provide a program to address these, L-AGC will engage in important
partnerships. L-AGC will couple its background in developing skills training programs with the extensive
ESL program experience of the Los Angeles County Office of Education (LACOE). This program will
involve the integral participation of the Occupational Preparation Division within LACOE, as well as its
Office of Curriculum and Instructional Strategies. The vast experience of the LACOE in all facets of ESL
programs. including workplace ESL, will help this project greatly in the areas of curriculum development,
instructor training, and participant counseling. In addition, LACOE will sit on the Technical Advisory
Group for the entire literacy project.
LACOE will provide expertise in developing and updating the ESL curriculum and materials to
ensure a strong relationship between the English language skills taught and those required of laborers. An
expert in ESL from LACOE will act as a master trainer and provide instructional training to the full-time
instructors and participate in team teaching some of the courses. Instructors will then be able to help
participants understand their learning choices, become more motivated, and take charge of their future
education and training. This will help more laborers participate in the ESL Program.
Also, in order to take advantage of the constant direct contact these instructors have with workers,
LACOE will train them to use techniques of curriculum development. As special needs arise from
6
changing workplace situations, it is important that these instructors apply to the course the principles that
make an adult literacy curriculum successful.
The Partnership will contract the services of the ColorSounds Foundation to provide an innovative
language acquisition approach. Established by Dr. Michael Bell for the non-native English speaker. the
ColorSounds method utilizes interactive video to engage learners in audio and visual stimulation designed
around music and colors. Learner's efforts are directed toward learning English phonetically through
color/sound association of the sixteen vowel sounds, and speaking and writing lyrics from popular music.
Tests have shown that groups using this method achieved significantly higher scores than control groups,
and these results were reinforced in practice by Austin Community College's Becker Community School
(see Tab 7, Appendix D).
The ColorSounds Foundation will supply, on VHS video format, a customized version of its
lessons. These lessons will be integrally tied in with the curriculum developed by LACOE in order to
provide necessary support and variation of activities. These lessons can be used to bolster other lessons
within a course section or can precede them by introducing new vocabulary.
A last Partner will allow program staff to continue the curriculum in the proper direction, even as the
area's market demands change. Valverde Construction will serve as the vital advisory and referral link to
the ESL Program. This general utilities contractor is large enough to provide work on sizable projects in
Southern California, yet is a small business that employs less than 200 workers at a time (Tab 7,
Appendix E contains information on this company). These factors enable Valverde to know the needs of
the industry and to witness the needs of the workers on a personal level. These will be of vital interest to
all involved in creating, promoting, and furthering this program.
The company's owner, Joe Valverde, will act as the project's direct link to the employer's perspective
by sitting on the Technical Advisory Group for the entire project. He will help steer efforts to keep the
curriculum focused on real needs. His daily contact with other employers, managers, supervisors, and
especially the laborers themselves, will bring the insight that such a difficult project needs. He will also
personally promote the ESL Program within his company and the industry and have two of his field
supervisors attend the Train-the-Trainer for Coaching and Helping Skills in order to better refer laborers to
the literacy programs made available by this project. Among the skills to be taught in the program are
listening and responding skills, especially verbal English; reading for construction; and writing for
construction. The need, as described in Section B of this proposal, is based on the documented skill levels
of our members in Southern California.
Learning-to-Learn
Learning to Learn is a key support service that will enable the construction craft laborer to develop
skills needed for continued employment. This component is designed to address the increasing demand
for licenses and certifications required in our industry. These external demands are raising the literacy
7
levels needed to function effectively as a construction craft laborer. Without the application of a Learning-
to-Learn component many laborers continued employment is at jeopardy.
The Learning-to-Learn course is focused as a licensing preparation course. The program will operate
as a 40-hour residential training course during which participants will learn skills necessary to participate
in and succeed in training that culminates in certification or licensing.
The Course will operate as a sequel to our Environmental Prep Course developed in the 1991
Workplace Literacy grant. However, it will teach different skills and serve a broader audience of all our
members who must sit for licensing and certification exams, rather than concentrate on information
associated with succeeding only in the asbestos abatement or hazardous waste handling courses. In
addition, it will concentrate on participative and self-directed learning, using both teams of laborers and
individuals to work through the materials and master skills.
Progress will be monitored through pre-test and post-test activities that illustrate skill acquisition in
attendant skills, such as memory skills and determining the expectations of a test. Practice quizzes also
will be used since one of the course objectives is to prepare members to deal with certification and
licensing exams.
Training materials and exercises will use in-class written materials, learning exercises, and a set of
video and print materials that can be used in class, after class, or in the period of time between class
completion and enrollment in one of the courses that require licensing and certification. Video and print
materials will be designed so they can be used individually or in teams. Instructors will participate in a
Train-the-Trainer course to learn how to facilitate/use/teach the materials before they offer the course in
local sites.
Skills that will be included in the course are: test taking skills; memory-boosting skills for both short
term and long term memory; note taking skills; study skills; listening skills to learn to define expectations
and note most critical information; and reading for specific purposes--main ideas, critical information, and
interpretation.
The Learning-to-Learn course, as explained in Section B, Need, is especially critical because the
work of laborers has changed dramatically in the last ten years. Not only has technology advanced
dramatically, but also laborers have become the responsible trade for all environmental remediation.
However, environmental remediation training is very technical and requires either skills certification or
licensing to go to work. Therefore, our members must take and pass written and performance exams.
Unfortunately, many members left school because they hated tests and performed poorly and now must
pass them to work. Therefore, we need to teach them learning-to-learn skills.
Problem Solving
The problem solving component will operate as a 12-16 hour addition to existing residential training
courses during which participants will learn specific skills. The courses to which the materials will be
8
added are Foreman Preparedness and General Construction. The materials will concentrate on
participative learning. using both teams of laborers and individuals to work through the materials and
master skills. Case study, role play and simulation will be emphasized during training. Written materials
also will be used.
Progress will be monitored through pre-test and post-test activities that monitor skill acquisition in
attendant skills such as evaluating information or focusing/clarifying the situation. We expect ACE to
assist with the assessment instrument and the materials development. We also expect to benefit from the
considerable research. assessment, and curricular development work associated with problem solving that
is ongoing in the cognitive science community at present. There may even be some commercial materials
that could be incorporated into our efforts; we know that some of the specifications for materials design
are available from recently published research.
Instructors will participate in a Train-the-Trainer in order to learn how to facilitate/use/teach the
materials before they offer the course at their facility. The need for problem solving, as explained in
Section B. is based on data from our ongoing of our trade tasks. It reveals that problem solving skills are
a fundamental functional skill area for laborers; in fact, problem solving skills are the most critical for
foreman who use these skills up to 80% of each day.
Coaching And Helping Skills
The Coaching and Helping skills component will operate as a two-year, two-part teacher training
effort to teach and monitor skill development. The idea is to ensure that our instructors can: (a) serve as a
support system for our members who participate in the workplace literacy program; (b) use effectively the
workplace literary materials developed previously and through this project; and (c) ensure that the L-AGC
staff serves as a support system for our instructors in the field.
The course will operate as the third course in our Instructor Development Program (IDP) sequence
of materials on workplace literacy. The course will include two, 8-hour training sessions and continuing
monitoring and coaching of technique during the year. We can do this in conjunction with other Train-the-
Trainer courses, for the most part. Course content will use role play, modeling, and case study as the
major way to teach these skills. The focus will be on preparing instructors to better help members take
advantage of and succeed in available training, to empower members to set goals and make career and
training decisions, and to build member self-esteem. The course will be prepared for ACE-PONSI credit
so that our instructors can continue earning college and certification renewal credit.
Need for the component is established because our instructors must learn how to teach each module
in advance. Equally important, because our regular instructors will serve both as assessors and as the
counselor with whom the member will complete an individual learning plan, we must ensure our
instructors have appropriate skills to provide the support services. Instructors will also score assessment
and report scores, so we want to ensure they do it correctly.
9
B. EXTENT OF NEED FOR THE PROJECT
The need for this program is identified in three ways: national research about the literacy level of
adults. the specific needs of construction craft laborers, and documentation of the need for each of this
project's components.
The National Adult Literacy Survey
The literacy needs of laborers are a function of their occupation, the new workers entering this
industry and the changing demands of the workplace. Each of these three factors has increased the
workplace literacy needs of construction craft laborers. Historically, laborers have been attracted to this
occupation because it is hard manual work, done outside, and, in the past, requiring little in the way of
reading or writing. Over time, the individuals who remain in the occupation are, in part. those who are
unable to or not interested in moving along the occupational ladder.
In recent years, the occupation has attracted immigrant groups and native born individuals who have
greater educational deficiencies and/or learning disabilities. Perhaps this is a result of the historic nature of
the occupation where low-level literacy skills were associated with the work.
The work, however, has changed and the occupation now requires increasingly higher levels of
literacy. For instance, competency exams; apprenticeship programs; material safety data sheets; and
technical aspects of the job, such as blueprint reading and mathematical formulas are a standard part of the
occupation.
The literacy need of laborers is clearly and emphatically documented in the most recent and
comprehensive literacy study. This study, conducted by the Educational Testing Service for the U.S.
Department of Education, Office of Education and Improvement, is entitled Adult Literacy in America:
National Adult Literacy Survey.
This first comprehensive study of adult literacy provides new, accurate, and detailed information on
the skills of the adult population. Previous studies have pointed out that a large part of our adult
population lacks adequate literacy skills, but until this study, we have had only anecdotal case studies. We
have not had an accurate documentation as to the nature and incidence of this problem.
The aim of this study was not to count the "number of illiterates," but rather to profile the English
literacy of adults in the U.S. based on their performance across a wide array of tasks that reflect the types
of materials and demands individuals encounter in their daily lives. In addition, this study provides
documentation of the literacy levels within occupational categories. These categories were developed and
presented so as to enable comparisons between working adults.
Respondents were asked two questions about their current or most recent job, whether full or part-
time. The first question asked them to identify the type of business or industry in which they worked
(e.g., retail shoe store, manufacturing or farm). The second question asked them to indicate their
occupation, or name of their job (e.g., electrical engineer, typist, farmer or stock clerk). Their responses
10
were used to create four occupational categories: management, professional, and technical; sales and
clerical: craft and service: and laborer. assembly. fishing, and farming.
The occupational categories were ranked by level of literacy and correlations were made with weeks
worked, employment status and earnings. In every case. laborers who work fewer weeks have higher
unemployment, and. as we have seen. relatively low annual earnings and fell into the lowest literacy level.
For the purposes of this study, nearly 20% of the workforce is grouped in this category.
There are more workers categorized in the craft occupational category, and this influenced the literacy
analysis. It is clear that the greatest incidence of illiteracy is found in the two lowest occupational
categories. but, because of the greater number, when the percentage within groups is analyzed, the laborer
category is found to have the lowest levels of literacy as shown in Table 1 below.
Table 1:
National Adult Literacy Survey,
Literacy Levels by Scale
Occupation Categories
Prose
Document
Quantitative
Prof. & Managers
322
315
322
Sales
293
287
292
National Average
272
267
271
Craft & Service
264
262
264
Laborers & Assembler
249
247
253
Adults received proficiency scores along three scales which reflect varying degrees of skill in prose,
document, and quantitative literacy. The scales are powerful tools which make it possible to explore the
proportion of adults who demonstrate successive levels of performance. Prose literacy measured
knowledge and skills needed to understand and use information from texts. Document literacy measured
knowledge and skills required to locate and use information contained in materials. Quantitative literacy
measured knowledge and skills required to apply arithmetic operations, either alone or sequentially, using
numbers embedded in printed materials.
Given the episodic nature of construction work, it is of further interest to note the strong correlation
found between laborer's literacy scores and the scores for unemployed and infrequent workers. The
National Adult Literacy Survey documents the literacy problems associated with this work group. As
one can easily see from the data shown in Table 2, the average literacy level of laborers is most analogous
to the out-of-work category, ranking a good deal below the unemployed and far below the part-time
employees. The study points to the strong relationship between the number of weeks worked and the
level of literacy. Individuals in the highest three levels of literacy reported working about twice the
number of weeks as those in the lowest level. The literacy average for laborers placed them on average
within the second level of weeks worked (i.e., one half a year).
11
Table 2:
National Adult Literacy Survey,
Literacy Levels by Scale
Study Categories
Prose
Document
Quantitative
Employed full time
288
284
290
Employed part time
284
277
280
National Average
272
267
271
Unemployed
260
257
256
Laborers & Assembler
249
247
253
Out of labor force
246
237
241
The only occupational category where the laborer does better than the literacy level found in the study
was in the median weekly wage category. Construction laborer's wages are higher than would be predicted
by their literacy score. But as previously seen, this anomaly only exists because of the effectiveness of
their union's collective bargaining agreements. When the annual wage is the point of comparison, the
apparent inconsistency between wage and literacy level disappears. While union laborers still are paid
more than their literacy level would suggest. the difference is marginal.
Specific Needs of Construction Laborers
Literacy training to enable workers to succeed in employment and in training is needed both because
of the skill levels of our laborers and the difficulty levels of the materials used in training. We are the
union that typically introduces immigrants and minorities to construction work. About 50% of our
laborers minority workers, many of whom are immigrants, some with limited English-speaking
capability, and most with relatively poor formal schooling records. LIUNA estimates 30-40% of its
workers have less than a ninth grade education. Moreover, as an example of the extent to which the
immigrant worker population has grown, one only need to look at the training figures from the Southern
California training facility. There, in 1987, 55% of the trainees were minorities and immigrants coming
into the work force. By 1993, almost 75% of those participating in training activities and entering the
work force were immigrants and minorities. This increase was the reason for developing the ESL Basic
Construction Course under a previous DOE Workplace Literacy Grant. This pattern of new membership
is being replicated in other centers throughout North America, from Hawaii to New York City, and from
Chicago to Miami.
Poor individual basic skills and a large immigrant workforce is only part of the problem; the
situation is compounded by a combination of workplace culture and history within our laborers.
Construction worksites are not education friendly. Likewise, our workers often have negative feelings
about formal schooling, feelings that become obstacles to formal education and include items such as the
following:
a reluctance to acknowledge literacy skill limitations,
12
histories of very limited success in education. and too often. terrible memories of formal
schooling,
a low self-concept
a failure to recognize the relationship between continuing training and opportunities for career
advancement and increased work hours, and
lack of support within the industry community and the training system for a returning to formal
learning situations.
Even so. our success with prior literacy endeavors suggests that workers will take advantage of
programs if they are available in ways that match their particular needs. For example. our Learn-At-Home
Program (LAHP). which deals with reading skills. although not explicitly workplace-based reading skills.
has served scores of laborers in the last four years. To date, approximately 3,500 laborers have
participated in that program. The evaluation data from the LAHP is overwhelmingly positive with over
99% of participants indicating that they had been satisfied, or very satisfied with the project. (Tab 7,
Appendix F. provides background information on the LAHP.) In fact, the only negative comments have
been suggestions that the program should be expanded. Specifically, the participants have requested two
changes in the materials. First, they have requested that additional content areas be addressed through the
home video approach, those being: measurement, math, writing, and workplace communication. Second.
they would like the materials to be more workplace focused.
The materials were created by public television to deal with basic reading literacy, and are not
focused on the workplace. Therefore, the materials do not match the needs of the laborer in dealing with
workplace reading skills such as reading tables, charts, and technical manuals; blueprints: following
instructions; material safety data sheets; dealing with forms; and other technical information. The
development of supplementary workplace videos and workbooks is supported by the number of laborers
who have participated in the LAHP and their response to improving/expanding the video approach.
Literacy skills also must be addressed in order to enable laborers to better succeed and advance in the
workplace. As Carnevale and Gaynor have pointed out in "Workplace Basics in the Learning Enterprise"
(1991), changing technology has combined with an increasingly competitive world economy to change the
skill level requirements of the work force. Specialized and labor-intensive jobs are being phased out or
changed so that laborers need broader and more complex skills and more training in order to succeed and
in order to complete the job successfully. Moreover, the basic skills are no longer just reading, writing,
and math; they also include communication skills, problem solving, teamwork, and personal
communications. For example, the productivity and safety of immigrant crews is limited when they do
not understand the spoken directions of a foreman, or when a foreman cannot understand the clarifying
questions that the immigrant might ask.
Productivity and safety always are at risk because construction work, whether in the building or
environmental trades, is the most dangerous occupation in the U.S. A large percentage of laborer training
is associated with the safety issue, particularly as it relates to complicated application and use instructions,
13
or to emerging new equipment and technology on-the-job. Nevertheless, sample data from the last few
years documents the difficulty of working safely:
The AFL-CIO Building Trades Department reports that in the late 1980s, construction workers
accounted for approximately 5.7% of the U.S. workforce. Yet a full 25% of disabling
accidents occurred in construction as well as 26% of the deaths.
In 1985. the Bureau of Labor Statistics reported that there were 15.2 incidents of occupational
injury or illness in construction for every 100 workers. This figure compares to 10.8 incidents
of injury and illness per 100 workers in manufacturing and 8.4 per 100 workers in mining.
These figures. when converted to lost workdays per year, registered approximately 134.5 lost
workdays per 100 construction workers per year due to injury and illness on the job. This
figure is higher than for any other industry in the U.S.
Moreover, the younger, less experienced, less trained worker is much more likely to experience
an injury: 78% of all injured laborers are under 35 years of age. Even the mortality studies for
construction workers indicate the safety risk and the need for effective training. California
State Department of Health Services study entitled "California Occupation and Mortality"
(documented that laborers, together with watermen and loggers, have the most serious death
rates. The death rates for white laborers in California is 225% higher than the average for all
occupations. while the rates for black laborers is 317% higher.
Clearly, effective safety training is an absolute necessity for laborers in the construction industry.
Need for Reading for Work
Reading for Work is a fundamental workplace literacy skill; it is critical to success on-the-job.
Moreover, it must be offered through a delivery system that overcomes the particular problems associated
with providing training for construction workers. Specific evidence to support this module of instruction
includes the following data.
Our job/occupational analysis work in conjunction with creating National Skills Standards (and as
part of our literacy audit) reveals that reading is one of the core skills that laborers must use to perform
successfully in many jobs in our trade. The occupational analysis has revealed that of particular
importance are competencies of: reading for the main idea; following written directions; determining
sequence; distinguishing fact from opinion from inference; reading to locate information and evidence;
reading for important detail; and, reading to draw conclusions. Among the types of workplace materials
our members must read are blueprints; design specifications; working drawings; scales and measures;
installation instructions; repair and maintenance manuals for equipment; schedules, tables, and charts;
standard operating procedures; material safety data sheets; sampling plans; documentation manifests;
calibration guidelines for instruments; laws and regulation concerning health and safety issues; high school
and college text materials in science of materials; physics, and chemistry; numerous types of instruments;
signs and labels; clearance forms; company policy manuals; medical and health effect data; and other
similar information.
Often, the reading level of materials with which our members must cope is grade level 14-16 even
though their functional reading level more closely approximates reading level 8-10. Samples of reading
14
scores of members in training who took reading diagnostic tests demonstrated that there is often a 4-grade
gap between the reading level of our required materials and their functional reading skills. While we have
adjusted the reading level of some materials, other materials are prescribed and proscribed by agencies
such as the EPA and can not be adjusted. Therefore, our members need opportunities to improve their
reading skills. both to advance in training and to improve their performance at work.
The data from the recent National Adult Literacy Survey documented that the reading skills for
laborers ranked lowest among the occupations surveyed. Clearly, we need tools to improve our skills.
Moreover, we need the tools and opportunities to be adaptable to the aforementioned characteristics of our
industry that have made literacy training so difficult to provide to construction workers.
Need for External High School Diploma Program
The external degree, high-school equivalency diploma program is important to the entire career path
efforts of the L-AGC. Not only does it provide a highly visible example of life-long learning
opportunities regardless of decisions a member might have made earlier in their life (such as dropping out
of school), but also, it provides a great strategy for many members to build their own self-respect and self-
esteem. Specific need for the EDP is established by the following evidence.
Laborers, business agents, and trade instructors view the opportunity for all members to earn a high
school diploma as important. A systematic survey of over 400 representatives during the Career Path
workshop at the 1993 LIUNA Tri-Fund (Education, Health & Safety, and Labor-Management
Cooperation) Conference revealed that the single most important educational service, beyond our existing
trade training, that could be offered to the membership is assistance in getting a high school diploma (Tab
7. Appendix G highlights these funds). However, participants were very careful to indicate that the GED
was not an appropriate vehicle because of its reliance on paper-and-pencil tests. and because it was focused
on younger members; they preferred the Equivalency Degree instead.
LIUNA has a large portion of members who have not completed high school. Excluding recent
immigrants, about 20-25% of all members failed to complete/have not completed high school. In the
typical training course, 15-20% of participants do not have a high school degree; yet, the course content is
usually college level material, as has been demonstrated by the awarding of ACE-PONSI college transfer
credit for the trade courses we teach. A high school degree would be beneficial in two ways concerning
this point. First, completing high school and receiving a degree will boost the self-esteem/self-confidence
of laborers and encourage them to participate in the training that offers college credit and to recognize the
need for life-long learning. Second, once having earned a high school diploma, a member who
successfully completes one of our training courses where college credit is available, can take advantages of
that benefit and begin to work on a college degree, if they desire.
Some of our work and training is reserved by the funding agency only for member who have high
school degrees. For example, the U.S. Department of Housing and Urban Development (HUD)
15
Conservation Corps initiative screens participants based on whether they have a high school diploma. We
are only allowed. by the Federal Regulation. to offer training for that initiative to members with at least a
high school degree. Without the degree, neither the training program, nor the job opportunities that result
from successful completion of training is available.
Need for English as a Second Language for Construction
The laborers' ESL module is critical to the continuing growth of the LIUNA. Historically, LIUNA
membership has registered 25-30% women and minority; today, the numbers approach 50% of
membership. Yet, unfortunately, many women and minority members have not advanced along the
career path to work at more lucrative jobs where licensure and/or certification in English are required, or to
positions of instructor or foreman, where command of verbal English is required to transmit information.
Some of the specific evidence that supports the need for an exclusive ESL program includes the
following. In 1992. nearly 75% of laborers seeking training in Southern California were Hispanic and
spoke Spanish exclusively or predominantly, even though training was offered in English. Enrollment
data demonstrates that Hispanic members are unresponsive in environmental remediation classes such as
radiation and hazardous waste handling, even though jobs in those fields typically pay a higher wage.
Less than 1/2-1/3 of such classes are Hispanic, although 75% of those seeking training are Hispanic.
Hispanic members often self-select themselves out of (or fail) these classes because U.S. laws and
regulations require that the information and the licensing exams be given only in English. Without ESL
training, success in class/exam and the better paying jobs will continue to be unavailable for Spanish
speaking members.
Using the McGraw-Hill "Comprehensive English Language Test" (CELT) and a construction
version we created (that correlates at .8 with the CELT), we found that the typical English speaking trainee
in hazardous waste handling, scored between 85 and 95 on listening, structure and vocabulary while the
typical Spanish first language trainee scored from 40 to 60 on the same test. Further, trainees who most
often fail the licensing exam are Spanish speakers. Laws and regulations require that hazard
communication materials be provided in English. Therefore, Material Safety Date Sheets (MSDS), labels,
and Hazard Communication Programs must be offered, and understood, in English. One must read and
understand English to profit from them (L-AGC video on MSDS enclosed). Members are at risk on job
safety issues if laborers do not speak and read English. Laws and regulations require English language
signs and all environmental abatement jobs--lead, radiation, asbestos, hazardous waste, and petro-
chemical. If members can not read the signs, they are at risk. Even verbal safety warnings used at work,
such as "Watch Out," usually will occur in English.
Most foremen speak English as their first or only language. If crews speak Spanish, but the
foreman speaks English, productivity and efficiency are hampered and job safety is at risk.
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The membership has requested English language training, and. based on expressed interest, and the
waiting list from the previous pilot program. they will actively support an ESL program.
Need for Learning-to-Learn
The Learning-to-Learn modules are critical to laborers being able to profit from continuing training,
take and pass licensing and certification tests, and subsequently qualify for the better-paying environmental
remediation jobs. Much of the training, especially in environmental abatement. is highly technical.
involves college-level health and science materials. and leads to industry testing. Too often, however.
because laborers are not "school-smart" and/or dropped out of high school, they never mastered the
necessary test-taking, study, and memory skills required to profit from this type of training. The specific
need for the Learning-Learn modules is established by the following evidence.
Licensing and certification of skills in construction/building trades is a growing phenomenon. For
example. until five years ago, only two building trades in the U.S. required licensing -- plumbing and
electrical work. Now, that number has tripled with licensing and skill certification being required in
radiation abatement/radiological work; asbestos abatement; lead abatement; hazardous waste handling;
drilling and blasting; and petro-chemical abatement, in addition to electrical and plumbing. Each of these
jobs with new licensing is one that involves public health, and importantly, each of these jobs is the
jurisdiction of laborers. Licensing and certification, by definition, requires written testing that workers
must complete successfully.
Interviews with program completors and program drop-outs from our pilot Learning-to-Learn
program for Environmental Prep/Asbestos Abatement revealed the following: a) members self-selected
out of courses with licensing/certification requirements because of fear of taking/failing exams and
difficulty with class materials while others, without Learning-to-Learn skills, but who stayed in the course
failed; b) members enrolled in the Prep course because they believed it would help them deal with the
class materials; and c) pre and post-test assessment scores revealed that the program did teach skills and
enabled participants to enroll and succeed in future asbestos abatement courses we need to expand the
skills and context to other industry areas.
Recent commissions and research has documented that Learning-to-Learn skills are fundamental
workplace literacy skills. For example, the SCANS Study (1991) documents that knowing "How to
Learn" is a fundamental thinking skill necessary to master all of the competencies in training.
Compilations of studies of effective programs, i.e., Goudreas (1987), establish Learning-to-Learn as the
fundamental skill for all information associated with training. Clearly, this set of skills is necessary to
profit from additional training, especially if trainees have not previously mastered the skills. Even Halprin
(1992) views Learning-to-Learn as a strategy for organizing and sustaining information as a precursor for
more elaborate critical thinking and problem solving skills.
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Need for Problem Solving
Problem solving skills are emerging as a major, critical, and here-to-fore neglected workplace
literacy skill for many of our members. Reviews of members' educational history reveal that the typical
laborer leaves school without even receiving specific training in problem solving/critical thinking.
However. research evidence demonstrates that it is a fundamental. critical skill for success in our trades.
Our job task analysis for the work of laborers associated with our ongoing efforts to establish
National Skills Standards, reveal that for foremen and many trade workers. problem solving is the
fundamental workplace literacy skill. Our modified DACUM, structured interview techniques, and
Critical Incident discussions reveal that problem solving is especially critical in the following situations: a)
to invent standard operating procedures (SOP) for tasks where no SOP has been developed. particularly in
the new/emerging field of environmental remediation where multiple hazards are present, i.e., radioactive
PCBs. Weekly, on sites such as Superfund and Department of Energy sites, our foremen and leadmen
invent, pilot. modify, and use new procedures to deal with these hazards. b) to resolve conflicts among
workers who do not speak the same language or among workers from different trades, and c) to teach
new task skills to members, and d) to assign work or give instructions.
In "Workplace Basics Skills Employers Want," Carnevale, et. al. argue that creative
thinking/problem solving are one of the basic seven skill groups. Specifically, they suggest that workers
must be able to recognize and define problems, invent and implement solutions, and track and evaluate
results. Further, they indicate that cognitive skills, group instructional skills, and problem-processing skills
all are critical to successful problem solving.
In "What Work Requires of Schools" (1991), the Secretary's Commission on Achieving Necessary
Skills (SCANS) reported that thinking skills, including problem solving, reasoning, and decision making
are fundamental to mastery of the competencies required to perform successfully and advance in the
workplace.
Serious cognitive skills researchers such as Halprin (1991), Faciene (1992), Perkins et al (1992),
Ennis (1989), Norris (1989) and others have/are arguing that critical thinking and problems solving
(CT/PS) skills are fundamental basic skills for higher order reasoning and are key to improving
productivity, creating innovation, and generating new technology. Their findings are reconfirming the
finding of our own task analyses of our trades.
Need For Coaching And Helping Skills
In order to embed our workplace literacy experiences into our ongoing training activities and
materials, and to enable our instructors to serve as a support system to participants, we must develop and
track coaching and helping skills for our instructors. The need for these skills is established in very
specific ways, and offers great potential as a strategy for sustaining the program. First, as cited in
Workplace Education: Voices From the Field (1992), broad-based instructor skills are critical to
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embedding the program. Second. a consistent finding from dozens of pilot workplace literacy projects in
the U.S. and Canada. i.e., Job-Linked Literacy: Innovative Strategies at Work. (1993); Narrowing the
Skills Gap: Workplace Literacy Programs (1993) demonstrate that support services such as
counseling/goal setting; individual learning plans: and transportation are critical factors for reducing
dropout rates and keeping trainees on task. However, these services usually are not part of trade training.
Therefore, we need to add these and prepare our training staff, who have no experience in providing such
services, how to provide the experience for trainees. An exit sample of laborers from our earlier
workplace literacy training experiences expressed a strong (unanimous) preference to have other laborers.
as opposed to public school teachers, provide training and support services. However, conversations with
trade instructors revealed their discomfort with providing such services because they "do not know how to
serve as a counselor or helper." Therefore, we must expand the skill and knowledge base of our
instructors.
Research data on personal learning plans/individual learning contracts. i.e., Lafcourt, 1976, and
Gourash. 1978. demonstrate that the use of these goal setting and monitoring devices constantly build self-
esteem, decision-making skills, and program retention rates. However, the person with whom the trainee
works to develop the plan must have credibility, like an instructor, and must be trained to use the
techniques.
Benefits From The Project
The proposed project should produce measurable benefits to the industry and to workers in terms of
these sets of needs. Among the benefits that we expect to generate are the following:
Improved workplace skill levels of individual participating trainees that will allow them to
succeed in ongoing skills training.
Improved individual self-esteem and goal setting skills that will allow them to aspire to ongoing
training and career growth.
Increased safety awareness and knowledge, resulting in improved worker safety records.
Increased individual willingness and ability to successfully complete training and achieve career
advancement and better work opportunities
For our specific expected gains related to these benefits, please see Section D: Plan of Operation.
C. QUALITY OF TRAINING
Develop Curriculum Based On Literacy Needs
The curriculum will be based on literacy needs as determined through an ongoing literacy audit of
workplaces and materials. The literacy audit uses the techniques Dr. Eric Rice devised and has used
successfully with a half a dozen trades over the last few years. That technique involves a combination of
structured interviews (modified DACUM), conducting an extended search of published literature and
materials, and participating in workplace observation to validate information. In addition, the workplace
literacy audit by the L-AGC will use two other important pieces of information. First, because some of
19
the modules are focused on enabling laborers to succeed in other training, the audit includes reviewing
existing training materials to determine literacy needs and levels of mastery. In addition, the literacy audit
uses the task lists and criteria for successful performance developed by Dr. Eric Rice and the L-AGC
staff. through the U.S. Department of Education project on creating National Skill Standards in our
industry. From this task analysis, the required literacy skills and mastery levels are emerging. This saves
considerable time because it will have been completed before the workplace literacy project begins.
Individualized Lesson Plans
The project will use individualized lesson plans developed jointly between the instructor and the
member, or between the instructor and groups, depending on the course. We view this development of
lesson plans as critical because it builds participant ownership and commitment to achieving goals. The
individualized one-on-one lesson plans will be developed in three specific modules:
1.
The individualized Reading-for-Work program
2.
The High School External Diploma Program
3.
The ESL for Construction Program
In these situations, individual members will often be working alone on mastering the content. The
instructor will be a support service, and the learning agreement, as described elsewhere in this proposal,
will be used to monitor member progress. establish a general time frame for activities, and encourage
continuing participation.
The group variation on the theme of "tailored" lesson plans will be used with the modules on
Problem Solving and on Learning-to-Learn. In those situations, the instructor will work with the group of
participants to construct a set of common learning objectives and activities to achieve both their personal
goals and that of the curriculum. This activity will be the first activity undertaken by the instructor at the
beginning of the week and will result in building not just teamwork, but also ownership and commitment
of the class to the process and content of the week.
A third type of lesson plan will be used in the component Coaching and Helping Skills, which is
targeted at instructors. In this particular class, taught as part of our annual Instructor Development
Program. the lesson plans will be established in advance and used to guide the class through the general
content area. In addition, the class involves individual role play to master skills. Therefore, individualized
plans will be necessary for dealing with specific content areas. These plans will be started early into the
class and continue throughout.
In addition to the lesson plans, we also will develop individualized learning plans with individual
participants. The individualized learning plans are a variation of a learning contract, negotiated between the
trainee and the instructor, in which the trainee will state goals, express the training they plan to take,
establish several timelines, and suggest "how well" he/she intends to do. The instructor and trainee will
sign the plan and use it to monitor progress.
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Provide Training in a Readily Accessible Environment that is Conducive to Learning
The construction industry has a set of difficulties that make literacy instruction using the manufacturing
model very difficult. Those characteristics and difficulties include the following:
Members often have a new job at a new site on any given day.
Members often change employers within the same week.
Job sites can differ greatly by general type. What an employee must know and do on a
hazardous waste site is very different than on a heavy highway site.
Members often travel great distances and time to get to work, as much as 100 miles one way
each day.
Members often work long days during the months when employment is available. For example
10 and 12 hour work days are the standard within the season, rather than the typical 8-hour
workday.
We must think carefully about what constitutes an accessible environment for workplace literacy that
is conducive to learning. Our proposal suggests that literacy training will occur in three different locations
depending on the specific materials and delivery systems employed. For example, one major location for
the delivery of our workplace literacy components will be L-AGC's training facilities. As mentioned
elsewhere in this proposal. we work with 66 sites throughout North America. Many of these sites are
residential training schools where members come for extended training, ranging from one week to eight
weeks in residence. During that time, members live, learn, and work together at these sites, offering us a
unique opportunity to provide literacy training not just during class, but during "off" hours as well. With
all members aiming to better themselves professionally, a positive atmosphere is readily apparent. The
second place where literacy training will occur is at home. Through distance learning, we have the
capacity to provide materials and telephone support to members over the weekend, or after hours from
work. Based on our previous literacy work, we found the home environment to be an extraordinarily
conducive place for construction workers to master the workplace literacy skills. The third place in which
literacy training will occur is the local union hall. Because these halls do not carry the stigma of typical
educational institutions for our member, we have found that members are more willing to participate in
educational programs in that building. Therefore, in some of our materials, such as the ESL component,
we will offer training not just at our residential training school, but also at one or more union halls in the
region.
Provide Training Through Partners
The proposed workplace literacy project will actually use several different variations on the theme of
providing training through the Partners. For example, in the case of the materials that teach reading,
particularly through the distance learning method of delivery, Thomas Edison State College (TESC) will
be the Partner responsible for helping in material development and delivery. However, training will be
provided by trained instructors at training sites or in local unions. We have learned through attempts at
other literacy programs that construction craft laborers respond better and have a better completion rate
21
when coached or instructed by laborer instructors. Therefore. we deem it necessary and reasonable for
trade instructors to train our members as they are more willing to participate and succeed when relating to
their peers.
In two additional modules the educational Partner or contractor will provide part of the instruction.
and the L-AGC and their affiliated training funds will provide the rest of the instruction. For example.
American Council on Education (ACE) will provide instructor training for External Diploma Program
(EDP). However. actual assessment and related help activities for members to complete the external
degree requirements will be provided by L-AGC instructors.
The construction ESL component in Los Angeles will combine the resources and activities of the
Los Angeles County Office of Education (LACOE) with the L-AGC training site in Anza, CA. In that
situation, the Los Angeles County experts will take the lead on working with the L-AGC staff and
consultants to develop the materials. Then, the Los Angeles County experts will help instructors at Anza
master the materials and deliver the content. In addition. Los Angeles County employees will deliver the
initial courses at the local union hall. However, LACOE-trained trade instructors will provide the training
at the Anza facility for the same reasons we listed above.
In the modules on Problem Solving and Learning-to-Learn, L-AGC instructors will actually provide
the training. In those situations. the instructors will have successfully completed a T-T-T program so that
they have mastered the materials. In addition, they will be instructors who are successfully pursuing their
certification through the L-AGC Instructor Development Program.
We feel this combination of Partners and member services best utilizes the available skills of
everyone. In addition, it keeps laborer trainers intimately involved in the process of literacy instruction.
Previous experience has shown this helps the program gain credibility to the extent that eventually labor
trainers will be needed to deliver the service.
Provide a Program of Training
The program of training for staff development in the workplace literacy project focuses on two
activities, the L-AGC's Instructor Development Program, and T-T-T exercises.
The Instructor Development Program is an annual 6-day intensive training program through which
our instructors work to gain college credit, certification achievement, or certification renewal. The
Instructor Development Program requires successful completion of a number of required and elective
courses that are related to both trainer skills and the trade itself. Within the Instructor Development
Program, we have a series of required courses on workplace literacy. Those courses include an
Introduction to Workplace Literacy, an Advanced Course in Workplace Literacy Techniques, Identifying
and Working with Learning Disabilities, Multi-cultural Diversity, and Coaching and Helping Skills.
These courses range in length from 8-16 contact hours, plus homework. In addition, the course on
learning disabilities includes laboratory sessions. The course material is prepared and submitted to ACEs
22
Program On Non-Collegiate Sponsored Instruction (PONSI) for college credit so that it can be used for
teaching certification renewal in the various states. The workplace literacy project will allow us to create a
Coaching and Helping Skills course that includes a laboratory that enables our instructors to do a better job
at meeting the needs of our members.
The T-T-T activities are also part of our program for staff development. A T-T-T activity is an
experiential learning process through which our instructors experience and learn to teach new materials
that introduced into the system, including the new materials in workplace literacy. Specifically, instructors
first participate in the class using the actual materials and lesson plans so that they understand how the
class works from a member's perspective. This provides instructors with the opportunity to observe a
master trainer modeling how to teach the materials. Further, at the conclusion of each section, the master
trainer stops the activity and discusses his or her intention, the proposed outcomes, and implementation
methods with the class. In that way, instructors experience the materials, see them taught, and have an
opportunity to stop and think about what those materials do and how they can build them into their own
classes.
We create T-T-Ts for every set of new materials we offer within the L-AGC system, including new
literacy materials. We have found T-T-T activity to be the key to demonstration and replication because it
gives instructors an opportunity to witness and learn how to use the materials. We will utilize the T-T-T
process to enable our educational Partners to train our instructors to offer the components described in this
proposal.
In addition, once these components are piloted and established at our first four facilities, we will
use the Instructor Development Program and T-T-T sessions to train other trade instructors in techniques
of curriculum development and methods of teaching for the workplace environment, and thus promote
replication in the other 62 affiliate training funds.
D. THE PLAN OF OPERATION
Measurable Objectives
Nine objectives, each directly related to project goals and to the overall thrust of the workplace
literacy program direct project activities. Those objectives follow:
1.
Prepare, pilot, revise, and implement training in the following literacy modules: Reading for Work;
Learning-to-Learn skills; English as a Second Language; Problem Solving; External High School
Diploma Program, and Coaching and Helping Skills for instructors. The materials will include
print, video, and classroom exercises and will be judged as quality materials by expert reviewers.
2.
Expand each modularized component in project Year 2 to an additional three training sites.
3.
Expand each modularized component in during project Year 3 to an additional training sites beyond
the numbers served during Year 2.
4.
Successfully train the following numbers of people in each component during the time periods
specified in Table 3.
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Table 3: Workplace Numbers Of Participants Served
Component
Schedule
Year 1
Year 2
Year 3
Reading for Work
20
50
300
Learning-to-Leam
20
100
150
English as a Second Language
40
100
200
Problem Solving
30
50
120
High School, External Diploma Program
30
65
200
Coaching and Helping Skills
10
35
30
Totals
150
400
1000
5.
Demonstrate and promote efforts to bring publicity within the system, the union. employing
contractors and their associations, educational institutions, the broader community, and the
congressional district as demonstrated by dozens of inquiries and visits during each project year.
6.
Improve the skill levels of participants as a definition for success within each training component (as
expressed through individualized assessment). The skill levels will demonstrate mastery of at least
two new skills in each of the components. except for the External High School Diploma Program.
Within this program. we expect participants to complete their high school equivalency.
7.
Improve the success of participants in future L-AGC training as measured by their willingness to
enroll (we expect over 50% of the participants in the workplace literacy program to enroll in future
training) and by successful completion of future training (at least 60% of those who enroll in future
training will succeed).
8.
Improve the work hours of workplace literacy participants who succeed in the literacy training. The
objective will be assessed by comparing the work hours of a random sample of successful
workplace literacy participants compared to a match random sample of members who do not
participate in the program.
9.
Establish a continuing relationship among the Partners such that the workplace literacy training
component is continued and is incorporated into the broader training program.
Efficiency and Effectiveness of Management Plan
The plan of operation is important to the project because the number of components and the
geographic scope of operations is fairly complex. However, fortunately, the L-AGC has experience in
managing this type of project since it reflects the typical types of services and interaction employed by L-
AGC. The L-AGC staff works with the 66 affiliated training funds located throughout North America.
More specifically, the plan for this project is to start small and to grow in manageable increments over the
three-year course of the project. More specifically, we propose to develop six different components of
literacy instruction as previously explained. Each component will be developed, piloted, and revised in a
different, discrete geographic region. Then as the component is promoted within that region, it will be
expanded to other training sites throughout the U.S. For example, we expect to develop the ESL
component in Southern California. That particular component will involve the Los Angeles County Office
of Education together with participating employers and an original training site at Anza, CA. After that
module is developed, revised, piloted, and promoted at the Anza facility, it will be replicated at other
interested sites, such as those located in Northern California, Louisiana, Florida, and other areas where
24
Hispanic speaking members need these services. This type of controlled development and replication will
be used for each of the modules.
In order to deal with the many activities and the complexity of the project, L-AGC proposes a full-
time Project Director and a full time Education Specialist to handle the day-to-day operations of the
project. These individuals will regularly interact with the Partners. the participating training sites. and the
contractors to insure that all work assignments are understood and that progress proceeds on time and
within budget.
The materials themselves will reflect the best method for the type of training that they address. The
materials will be subjected not only to pilot testing and revision, but also to expert review using our guided
interview process that both Dr. Eric Rice and L-AGC have used successfully with previous material
development of this type.
In addition, a Technical Advisory Group (TAG) will be organized and convened on a regular basis
to provide additional assistance to the management of the project. This TAG will include a representative
of each partner organization, each training facility participating in the first year, the several consultants to
the project, the Third Party Evaluator, and other experts from the field of workplace literacy as selected for
the project. We expect the TAG to number 12 - 15 people and to meet three times a year for the first year
and semi-annually thereafter. Among the activities that the Technical Advisory Group will undertake are
at least the following:
Revise the specifications and materials and delivery system for each module
Suggest and contribute to the demonstration and promotional activities
Provide ongoing informative evaluation and feedback to the project
Provide access. ideas, and information to inform all project activities
Provide liaison to community and political leaders, and union and employer officials through the
course of the project
The L-AGC has successfully used TAGs on other similar projects and anticipates that it will be
valuable in the proposed activity. The roles of the Partners and consultants on the project, in addition to
serving on the TAG. are as follows:
Laborers-AGC Education and Training Fund
1. Oversee and manage the day-to-day coordination and operation of the project.
2. Develop and distribute promotional materials.
3. Actively promote the project through trade shows and other types of activities.
4. Assist in developing instructional activities and take the lead with some activities such as
Learning-to-Learn activities and video materials.
5. Serve as the fiscal agent for the project.
6. Collect and process assessment data.
7. Provide reports as needed.
8. Offer Train-the-Trainer training.
9. Promote training activities and opportunities within the region and across the nation in order to
facilitate demonstration and broader adoption of the materials.
25
Laborers' International Union of North America
1. Provide access to members.
2. Actively engage in promotional activities encouraging both union officials and members to
participate and promote the program.
3. Distribute information about the project through the broad membership.
Thomas Edison State College
1. Take the lead in developing the Reading For Work materials.
2. Serve as the delivery system for the distance learning component of the project.
3. Assist in critiquing instructional materials.
Los Angeles County Office of Education
1. Take the lead in development of ESL instructional materials and exercises.
2. Participate in the critiquing of all instructional materials.
3. Assist in the training and support for instructors as they begin to use the workplace literacy
instructional materials.
4. Actively promote the project.
5. Use its materials repository and distribution services as a way to get ESL materials into the
broader community.
American Council on Education
1. Take the lead in developing the materials for the External High School Diploma Program.
2. Work with states to issue external degrees.
3. Promote the program throughout its memberships and its member states.
4. Participate in the development of assessment instruments, particularly the instruments related to
problem solving.
5. Train the trade instructors on the use and assessment of diagnostic screening instruments.
Valverde Construction, Inc.
1. Actively promote the opportunity for training within its employees and at its work sites.
2. Engage in critiquing of materials.
3. Offer suggestions of content to be built into materials.
4. Participate in T-T-Ts with Supervisors and Lead Persons.
Consultants
Dr. Robert Glover will serve as the third party external evaluator for the project. He will serve on the
Technical Advisory Group, help produce the overall evaluation design, collect and process evaluation data,
and provide appropriate reports back to the project.
Dr. Michael Bell will assist in the development of English as a Second Language materials and
video tapes through his Foundation in Austin, Texas.
Dr. Eric Rice will assist and take the lead in the development of assessments, will develop specific
instruction materials, will assist in the development and implementation of the evaluation plan, and will
serve on the Technical Advisory Group.
Donald Elisburg, Esq. will provide technical guidance and legal assistance on the integration of the
curriculum materials with requirements under the Occupational Safety and Health Act, Equal
26
Employment Opportunity statutes, and the Americans with Disabilities Act. He will also serve on the
Technical Advisory Group.
Training Facilities
Initially, at least four regional training providers will serve as contractors in the project as facilities
where materials will be piloted and revised. These facilities include the New England Training Academy,
Pomfret Center. CT: the Southern CA Training Facility, Anza, CA: the Laborers-AGC Training Facility,
Corvallis, OR: and the Louisiana Laborers' Training Facility, Livonia, LA. Each site will help promote the
program and recruit members to participate. In addition, the training contractors will be responsible for
staging the training, providing the classroom, offering meals and lodging, working with the L-AGC to
ensure that instructors are trained and providing the appropriate experiences to members, as well as to host
visitors who choose to observe the demonstration project.
Relationship of Project Objectives to Program Purpose
The project objectives relate to the program purpose in a number of very specific ways. First, the
project targets a group of U.S. citizens who are in great need of services, but have previously been ignored
in workplace literacy skills development. Therefore, the project relates directly to the President's goal of
having literate citizenry by the year 2000. Second, the project proposes to demonstrate in a number of
sites throughout the U.S., a series of effective tools and techniques for teaching workplace literacy in the
construction trade. As previously mentioned, "the construction trade has largely been ignored in the
workplace literacy movement." Third, the project matches up training components on a one-to-one basis
with each of the priorities developed for the target audience within the RFA. Explicitly, the match-up is as
shown below:
Department of Education Priority
Project Activity
Providing adult literacy and other basic skills.
Reading For Work
Helping adults earn high school diplomas.
External Diploma Program
Upgrading or updating basic skills of workers.
Learning-to-Learn program
Meeting the literacy needs of adults with limited
ESL program
English proficiency.
Improving the competency in adult workers in
Problem solving component
problem solving.
Providing educational counseling.
Teach coaching and helping skills to trade
instructors
27
The project also focuses on productivity in two important ways. It improves the skills and allows
success in training, certification. and licensing for a number of trades workers who otherwise would not
be able to advance along the career path. nor expand their work opportunities. In addition, the project
allows workers to improve their capacity to function more effectively on the job by understanding on-the-
job communications. and by improving their capacity to solve problems at work.
Yet another way that the objectives relate to the program purpose. is that it demonstrates effective
techniques for providing workplace literacy training within an extremely broad representation of the U.S.
Equally important, the program will forge a lasting partnership between education, labor, and employers
that will result in imbedding and expanding the workplace literacy materials throughout the entire training
system of the Laborers' International Union such that it has the capacity to serve tens-of-thousands of
individuals.
Plan for Resources in Personnel
A detailed task time performance schedule suggests how the various activities relate to each other in
the performance of this project. At least 15 tasks are spread over the 36 months of activity, as displayed in
Exhibit 1 following.
Task 1- Work with project officer Project staff will meet early in the project period with the project
officer to discuss the goals, activities, and proposed outcomes for the project. We want to insure that there
is good understanding of our realistic goals and that there is a work schedule that we can all live with.
Task 2- Form and convene the Technical Advisory Group The TAG will consist of at least one
representative from each Partner of the organization, together with several other experts in the field of
workplace literacy. The TAG will meet three times during year 1, and semi-annually in years 2 and 3. It
will provide ideas, resources, feedback, direction and guidance to the project. Previous L-AGC experience
has demonstrated that the TAG is extraordinarily helpful in providing access, suggesting appropriate
protocols, and providing ongoing informative evaluation for project activities.
Task 3- Negotiate agreements with contractors and with helping organizations Early in the project
period, the project staff will formalize agreements with contractors and helping organizations.
Specifically, at least the mentioned contractors and the four affiliate funds will participate in the
discussions. The contract will formalize the roles and responsibilities of each organization and set forth
both the expected time frame and finances that are associated with the activity.
Task 4- Operationalize the evaluation plan and put it into effect The Third Party Evaluator, Dr.
Robert Glover, and Dr. Eric Rice will work together to operationalize the evaluation plan. This means that
they will take each project objective and expected outcome and specify the measure for that objective. In
addition, they will design the assessment tools to chart progress on that objective, together with a protocol
for data collection and an analysis plan to treat the information that is collected through the protocol. Our
expectation is that each objective will have a measurable component.
28
EXHIBIT 1: TASK/TIME PERFORMANCE SCHEDULE
TASKS
MONTHS
0-3
4-6
7-9
10-12
13-15
16-18
19-21
22-24
25-27
28-30
31-33
34-36
1-3
1. Meet with Project Officer and Formalize Work Plan
4
12
16
20
24
28
36
2. Form and Meet With Technical Advisory Group
3. Negotiate Formal Agreements with
1-3
Contractors, and Helping Organizations
1-3
8-12
18-24
18-24
4. Operationalize Evaluation Plan
2-4
5. Create Promotional/Dissemination Plan
1-4
12-14
24-26
6. Complete Literacy Audit of Selected Tasks
2-6
12-15
24-26
7. Produce Training Materials
6-8
15-16
26
8. Pilot, Review, and Revise, Training Materials
9. Design and Conduct Train-The-Trainer Activities
for Each Set of Materials
10. Begin Promoting Program and Training in Selected
4-8
12-18
23-32
Regions
11. Adapt and Present Materials for ACE-PONSI/External
10-12
22-24
33-36
Degree Credit
12. Design and Implement
Program Monitoring Effort
13. Implement Overall Promotional/Dissemination
6-36
Activities
9-12
22-24
33-36
14. Set-up Training Schedule for Next Year
6
12
18
24
30
36
15. Prepare and File Necessary Reports
In addition to this outcome evaluation. there will also be product and process evaluation, as specified
in the evaluation plan. The product evaluation will focus on expert review of the literacy materials as they
are developed. It will use a guided interview process with identified experts. instructors, and educational
training officials to provide input on each product. In addition, Drs. Glover and Rice will provide ongoing
process evaluation as a way to help inform project decision making and ensure that the project stays on
target and is on time.
Task 5- Create promotion and dissemination plan Project staff will work with the TAG to
operationalize the demonstration purposes. as described in this proposal. Those purposes include making
products available, conducting workshops and delivering papers at conferences, and demonstrating our
literacy project throughout the U.S. A number of procedures and activities have been suggested as part of
that demonstration activity. These steps include, personal letters, newspaper articles and clippings, journal
articles. promotional videos. presentation at trade shows and professional associations, a How-To manual
for providing literacy training, and other appropriate techniques. The staff and the TAG will work together
to specify activity, timing, and material specification for all the items suggested in this plan. The plan will
be presented as a deliverable to the U.S. Department of Education.
Task 6- Perform literacy audit to identify specific content Budget staff, Dr. Eric Rice and Dr.
Michael Bell will work together to identify the specific content that will be incorporated in the various
modules of the workplace literacy program. Staff will work with other organizations such as LIUNA, the
L-AGC, and individual employers to identify members and work sites that can be used to perform the
audit. Among the activities, project staff will use the results of the task analysis being conducted in
conjunction with the U.S. Department of Education project on specifying skill standards to help with the
literacy audit. In addition, these individuals will perform an extended search, coupled with workplace
observation, and including structured worker interviews in order to answer questions about what specific
tasks must be performed; when those tasks must be performed; which materials and processes are
involved in those tasks; and how well the tasks must be performed as part of the workplace literacy audit.
The information will be used to create materials specifications for developing print, video, and class
exercises. The literacy audit information will be compiled in written form for various occupational
categories within the broad trade of construction craft laborer.
Task 7- Produce materials Project staff, contractors, and educational Partners will all be involved in
the production of the training materials. Due to the diversity of content and type, project staff will develop
a management plan for the production of training materials early in the project. This management plan
will layout for each set of materials, information such as expected content, length, time for production,
expected delivery mechanisms, the way personalized lessons will be built into the activities, and the
specific focus for specifications and classroom activities. An initial draft of this management plan is
presented in the following Exhibit 2: Management Plan.
29
EXHIBIT 2: MANAGEMENT PLAN
Materials
Sample Content
Length
Development
Delivery
Time Frame
Materials
Conversational
Forms
80 Hours Each
Months 1-6 I
Classroom
English/ESL
Directions
Of 3 Segments
Months 12-15 II
And Union
Questions
Months 24-26 III
Hall
Common Terms
Reading for Work
Reading Instructions
50 Lessons
Months 1-6
Video
Manufacturers Speci-
2 Hours (Video)
Proactive
fications
& Workbook
Learning
MSDS
Learning To Learn
Test Taking Skills
40 Hours
Month 1-6
Classroom
Memory Boosting
Group
Skills
Activity
Note Taking Skills
Listening Skills
Reading For Main Idea
Problem Solving
Posing Questions
24 Hours
Months 1-6
Classroom
Gathering Information
Or 12-15
Group
Evaluating Fact From
Activity
Opinion
Search For Examples
Try Out Solutions
Examine Consequences
External High
Life Experience
40-80 Hours
Months 1-6
Classroom,
School Degree
Portfolio
At Home,
Development
Union Hall
Coaching And
Goal Setting
20 Hours &
Months 6-12
IDP
Helping Skills
Forming Lessons
Literacy
Collection/Matching
Information
Posing/Analyzing
Alternatives
Empathic Listening
Developing/Using Individual
Learning Contacts
Creating/Implementing Plans
Of Action
The process that will be used to produce materials includes the following steps. First, the
information from the workplace literacy audit will be specified and grouped into specific content areas for
30
the project. Among other information, the literacy audit should indicate both the content and the
performance criteria for how well materials must be mastered for each set of materials.
The second step in designing and producing materials will be to design specifications for each
material set. These specifications will indicate content, length. reading and conceptual difficulty, guidelines
on how it should be incorporated into classroom and ongoing lesson activities, information on how the
materials will be mediated, and other pertinent data. The specifications layout the guidelines for the
material developers.
The third step in the design of the materials will be to design a timeline for each set of materials and
to assign responsibility for the production of those materials. In general, the timeline for producing the
materials during each of the three project years will be in the first several months of project activity. For
example, in the first year, the development of materials will occur in the first 6 months, in subsequent
years, the materials development process will be compressed. For example, during the second project
period the time allotted for development is months 12-15, and during the third project period, months 24-
26. We expect each of the educational Partners to be intimately involved in the development of materials,
as well as the project director, the education specialist, and the several consultants for the project.
The fourth step in the production of materials is to collect and review available commercial materials
that relate to the subject under consideration. In large measure, we recognize that these commercial
materials are not suitable for our needs; however, we expect that some of the general content and
procedures may suggest useful learning activities that we could build. In addition to collecting commercial
materials, we also will work in libraries to collect publicly available materials and research evidence which
pertain to topics under consideration. For example, we know that problem solving is a hot topic in
cognitive science research and we propose to use the latest information available for the basis of making
decisions on both the process for teaching it and some of the content that must be included.
After collecting, assembling, reviewing, and analyzing this information, we will create story boards
and/or outlines of the video, print, and classroom exercises for production.
The fifth step in writing the materials will be to actually draft the information in hard copy form and
to add to that information any visuals that must be included in order to review the materials. We use word
processing to create our instructional materials, so that changes suggested during the review process can
be easily incorporated.
The sixth step in the production of materials is to produce the lesson plan in which the materials are
embedded. The lesson plans will be used by our instructors at each pilot location and within each regional
training setting. We will involve some of these instructors in the production plans through the annual IDP
as a way to provide ownership to the instructor, and to better embed the materials into our ongoing
process.
The last step in the production of materials is to consider how one can build support services to
assist participants to use, remain involved, and profit from the learning experience. In general, two
31
support services are envisioned for this project. First. our regular classroom instructors will be providing
the workplace literacy instruction. Therefore. they have an existing rapport with participants and can
provide day-to-day coaching and encouragement. The second support service is the production of a
personalized learning agreement within many of the modules. This agreement grows from our previous
experience in providing literacy training to our membership. It will be negotiated between our instructors
and individual participants. It sets forth individual goals and objectives that have measurable components.
In addition, it indicates the skills by type and level that the member would like to master through the
workplace literacy activities. It also indicates new ideas that the member would like to undertake. For
example, reading specific numbers of certain types of books over the next several years. In addition, it
indicates a time frame during which these individual goals or activities will be pursued. The document
will then be signed and dated by the participating member and the instructor, and kept on file in the
training center as a reference for future activity.
Task 8- Pilot, subject to expert review, and revise materials After the materials have been produced
they will be piloted at a specific training site. During the pilot. instructors and participants will be asked to
review the materials. In addition, each set of materials will be sent to a group of expert reviewers, together
with an audio tape and a guided interview form though which the reviewers will analyze that set of
materials and make specific recommendations for revisions. The comments of the expert reviewer,
together with the suggestions from participants and instructors, will together form the basis for revising
the video and print materials and classroom exercises.
Task 9- Design and conduct Train-the-Trainer activities T-T-T activities will take place in two parts.
First, project staff will design specific T-T-T courses for trade instructors who will teach the workplace
literacy materials. That is, for example, the instructors who will teach ESL will be trained in a specific
several-day T-T-T exercise to teach the instructors how to employ the materials in the classroom. The T-
T-T immerses the instructor in the exercise and models how to conduct the exercise, and then discusses
how the exercise can be introduced, used.and concluded.
The second part of the T-T-T activity will be the effort to provide coaching and helping skills to all
instructors within the system, particularly those who will be teaching workplace literacy skills. The
coaching and helping skills component will be built into the ongoing Instructor Development Program of
the L-AGC and will become a regular required course. At this time, we anticipate that course may be up
to 16-hours in length and deals with a variety of skills including decision making, goal setting, empathetic
listening, and other important skills.
Task 10- Adapt materials for external credit review Project staff and consultants will work together
to adapt the specific workplace literacy training materials and the T-T-T instructional materials so that they
qualify for external degree credit through the ACE. We expect the materials to be worth some
combination of high school and/or college credit, depending on the level of sophistication of the material
under consideration. For example, we expect the T-T-T materials on coaching and helping skill to receive
32
college credit for teacher certification. Likewise. we expect the problem solving components to receive
college credit. However, other materials. such as Reading for Work, should qualify for high school adult
education credit towards a equivalency degree.
Each year during the course of the project. we will prepare new materials developed during that year
for ACE-PONSI evaluation.
Task 11- Demonstrated workplace literacy training at regional sites The specific workplace literacy
modules will be promoted and taught at the designated regional facilities throughout the U.S. Among the
activities the facilities will undertake are promoting the program, recruiting members to participate in the
program. providing lodging and classroom space, and monitoring the presentations. In addition, we
expect the sites to host visitors who come to view parts of the demonstration, particularly visitors from
within the system who may be interested in expanding the training at their local sites to include the
workplace literacy in future use.
Task 12- Design the monitoring effort The monitoring activities are part of the formative evaluation
plan. They are designed to assist in making decisions and to ensure that the project is going well. The
monitoring effort involves a series of activities, including at least the following: First, the project staff will
periodically check with a random sample of instructors to illicit from them their perceptions about the
exercises and materials that they teach in class, as well as the assessment instruments that they use as part
of the ongoing classroom experience. In addition, the project evaluator and project staff will interview a
random sample of participants to collect the data on participant perception of the effectiveness of the
courses. In addition, we will ask participants what they liked and didn't like, and what other suggestions
or offerings we should consider.
The monitoring effort also will involve classroom visits by project staff to insure that the materials
are being taught correctly. In addition, the classroom will afford the opportunity to examine the ongoing
trainer skills of the instructor as it relates to presentation evaluation, lesson planning and so forth.
A final activity within the evaluation plan will be to convene the instructors sometime during the
annual Instructor Development Program. At that time the instructors will formally, as a group, review the
literacy materials and offer suggestions about additions and corrections that should be incorporated.
Task 13- Promote the program within each region and broadly within the system Project staff, the
regional training directors, union officials, and employers will promote the workplace literacy project
within each region and broadly across the U.S. Promotional activities will include all those things
mentioned in the demonstration portion of this proposal, including for example, newspaper clippings,
presentations at trade shows and professional associations, journal articles, and personal letters of
invitation to observe the demonstration. We expect the promotional activities to result in broad-based
interest in the products and process associated with the project. Further, we expect widespread adoption of
the materials and techniques developed through the project.
33
Task 14- Set-up training schedule for future years Late in each project year. project staff will work
with regional training directors to create the training schedule for the next year. This schedule will include
not only the original four regional training facilities, but also new regional facilities that adopt any of the
materials and subsequently become ongoing demonstrators. This creation of a nationwide, ongoing
training schedule is part of what the L-AGC does as a service for its affiliated training funds. In addition.
this national schedule allows funds to send members to training at convenient locations throughout the
country, as well as to plan the training of their own instructors. In addition, the schedule serves as an
excellent promotional device to extend the program further into the system.
Task 15- Write and submit necessary reports Project staff will compile, write, and submit necessary
reports on a semi-annual basis to the U.S. Department of Education. Those reports will include both
statements of activities undertaken and completed, problems that may have been encountered and activities
undertaken to resolve them, and a statement of financial responsibilities. In addition, project staff will
undertake and submit a final report at the conclusion of the project.
Selection Procedure
In general, the selection procedure for training will follow that procedure used throughout North
America by the L-AGC. More specifically, the training will be offered on a first come, first serve, basis to
the over 650,000 members of LIUNA. The official policy of the L-AGC and LIUNA is to actively
oppose and forbid discrimination on the basis of race, creed, color, gender, disability, and other similar
conditions. Please note that LIUNA's membership is about 50% minority and female. We do pledge to
actively promote and recruit this opportunity throughout the membership in an effort to attract minorities,
women, and members who in the past have been reticent to participate in training where licensing and
certification is required.
E. APPLICANT'S EXPERIENCE AND QUALITY OF KEY PERSONNEL
The Laborers' International Union of North America
LIUNA has approximately 650,000 members engaged in construction and environmental restoration
activities as well as in a wide variety of industrial work and public and private service activity, including
schools, hospitals, health care facilities, and military bases. More than 360,000 work in construction
activity, including many in hazardous and radioactive waste cleanup, asbestos and lead abatement, and
underground storage tank replacement. In excess of 75,000 construction contractors employ LIUNA
members through multi-employer collective bargaining agreements. About 50% of the LIUNA
membership is minority and/or female. The members work in every state and territory, as well as on
numerous Indian reservations.
LIUNA has been in the training business for more than 25 years. Responding to its members' needs
for enhanced job readiness, LIUNA began formally training laborers in 1962. With the assistance of
34
federal funds under the Manpower Development and Training Act of 1962, LIUNA developed pilot
programs that successfully demonstrated to contractors and union officials that standardized quality
training was not only feasible, but essential to satisfy industry needs for skilled workers and to ensure that
our members work in a safe and efficient manner. Training increased productivity and, as health and
safety instruction were incorporated into all courses, work-related accidents and injuries began to decline.
In 1969 LIUNA entered into a joint training venture with The Associated General Contractors.
known as the Laborers-AGC Education and Training Fund. This joint labor and management trust fund
was formed pursuant to the requirements of the Taft-Hartley Act to assist local training funds in the
development and implementation of training programs designed specifically for construction laborers.
The Laborers-AGC Education and Training Fund
L-AGC oversees training provided to members of LIUNA through 66 negotiated Taft-Hartley joint
labor-management training funds and sites located throughout the United States and Canada. These
training funds service the training needs of hundreds of LIUNA local unions and thousands of
construction related contractors. The program equips approximately 40,000 workers annually to work in
construction, construction supervision, and environmental restoration projects by providing new or
refurbished skills and, in some cases, new career paths. L-AGC's affiliates currently own or lease
facilities capable of providing dormitory and dining space for 929 and 1,558 trainees, respectively.
From 1969 to 1978 the L-AGC's main commitment was to construction skills training. Training
films and student and instructor training manuals were developed to support course instruction. Today
many of these films have been incorporated into the Occupational Safety and Health Administration's
(OSHA) inventory of training materials used to train its own compliance officers. Since 1969 the L-AGC
has invested nearly $12 million in the development. revision and updating of these construction skill
courses and support materials.
In 1978 L-AGC made a fundamental decision to expand the type of training offered to its members.
In particular, L-AGC recognized that it could better serve its members and the organized industry by
developing courses that offered personal growth to the individual craft laborer and increased productivity
for the contractor. Although skills training remained its major focus, over the next five years the Fund
began developing a series of courses designed to encourage upward mobility within the construction
industry. Training was developed for the craft laborer who wished to advance to the foreman or
supervisor level.
Moving from the hands-on skills training in simulated worksite exercises into the classroom
complete with prepared trainee manuals, underscored the need the target audience had for literacy support.
People complained about leaving their glasses at home or feigned illness to escape an embarrassing
situation. Recognition of the problem led L-AGC to implement a tutorial approach to reading
improvement that utilized the Laubach Literacy Program. This approach was used in several training
35
funds with mixed success until the L-AGC opted to design the current ESL and adopt the Kentucky
Educational Television Program discussed elsewhere in this proposal.
Today the L-AGC is proud of its Construction Skills Training Program -- a model program that
established a complete "Career Path" for construction craft laborers. The Career Path includes the
establishment of a school-to-work connection, competency, certifications for each step of the path. and
community college accreditation for the construction skills curriculum.
The Construction Skills Training encompasses a core curriculum that includes the following course
offerings:
Orientation
Air Compressor
Trenching & Shoring
Concrete Placement
Air Tool Operation
Asphalt Raking
First Aid/CPR
Oxy-Acetylene Cutting
Traffic Control
OSHA Standards
Rough Terrain Forklift
Surveying
Transit
Sandblasting
Foreman/Leadership
Laser Operations
Chainsaw Operation
Scaffolding
Beacon Laser
Small Gas Engines
Explosives/Blasting
Pipe Laying
Concrete Sawing
Rigging & Signaling
Blueprint Reading
Mason Tending
Soils Compaction
Environmental Worker Training includes course offerings in hazardous waste cleanup and
remediation, asbestos abatement, lead abatement, and nuclear remediation. The environmental courses
provide basic, supervisor and refresher certification. More than 69,000 workers have been certified in
hazardous waste training, asbestos and lead abatement since 1985.
Several of the courses within these two programs have become recognized as "industry standards."
Recently, Engineering News reported findings from a study that compared the productivity of union
construction workers to their non-union counterparts. Researchers found the union workers substantially
more productive, regularly finishing their work more quickly with equal or higher levels of quality than
non-union workers. The study concluded that there were two reasons for the superior productivity of
union workers: union skills training and union foreman performance. The advantage rested on the quality
of training provided by the L-AGC and its affiliates.
L-AGC and its affiliated funds have developed a "Strategic Plan for Laborer's Training" to guide
them into the twenty-first century. Several initiatives within this strategic plan are aimed directly at
improving the quality of workers training under their program. These include: (1) Development of the
Instructor Development Program (IDP), a comprehensive instructor training and certification program (2)
Expansion and refinement of the curriculum development process, (3) Accreditation of training to ensure
the highest quality and consistence of training, and (4) Performance testing or assessment to evaluate
trainee knowledge and skills acquisition (under Tab 7, Appendix A).
The L-AGC training and education program is committed to increasing the competitive advantage of
its trainees to pursue productive career paths, not only for today's jobs, but for those of the future.
36
Literacy Support Programs
Literacy programs have been a priority with the L-AGC since the late 1970's. As noted earlier. the
Fund adopted the KET Learn-At-Home Program four-years ago to provide literacy services to those
members who wanted to improve their reading skill. Over 3,500 laborers have used the program.
A preliminary evaluation of the project questioned 500 participants who had ordered tapes, assessed
the progress of the project. Of the respondents, 75% had used the basic tape: 25% had used an
intermediate tape; 25% had used the advanced tape: and 20% of participants used more than one tape.
Evaluation findings revealed that laborers of all ages and all levels of experience were using the
program. Laborers who had not finished high school seemed to value the program most, with 6% of
participants having dropped out of school short of grade 12.
When one views the data to determine why members participated and what they learned, the
following findings emerged:
Over 1/2 of participants chose tapes to improve their skill and/or to feel better about themselves.
almost 30% participated to improve their reading skills so they could participate in continuing
training, and 20% participated so they could pursue a GED.
Over 80% viewed participation as improving their skills, 65% reported gains in self-confidence
and/or felling better about themselves, and over 60% indicated that they would continue in
training.
Over 99% of participants report satisfaction with the program and over half had recommended the
program to others.
Major suggestions for improvement included improving turn-around time for tapes, providing
more and better telephone counseling/encouragement. expanding the program to other topics,
and developing more specifically focused tapes and written materials for adults and laborers.
Clearly, the Learn-at-Home Program demonstrates that L-AGC has experience and commitment to
provide literacy programs for laborers, and that the target audience will participate in, value, and profit
from a literacy program.
Thomas Edison State College
Thomas Edison State College is an undergraduate institution offering associate and baccalaureate
level degrees. The College is unique in that it offers no classroom instruction, has no residency
requirement and has no full-time teaching faculty of its own. Students meet degree requirements by
passing college equivalency examinations, assessment of college-level learning, the transfer of credits
earned at other colleges and universities, and/or completing a variety of independent learning courses
(audio, video, computer-facilitated, etc.). Thomas Edison State College was founded in 1972 by the New
Jersey Board of Higher Education, and was charged with expanding the educational opportunities of adult
learners. The College is accredited by the Commission on Higher Education, Middle States Association
of Colleges and Schools. As a leading advocate for distance learning, the College will provide support for
the development and implementation of the Reading for Work and Coaching and Helping Skills Training
Components of the project.
37
The Los Angeles County Office of Education
Los Angeles County Office of Education is a leading regional agency providing services to 95
school districts and community colleges in the greater Los Angeles area. The Occupational Preparation
Division (OPD) provides job training programs and support services in conjunction with school districts
and business and industry. The OPD operates the Los Angeles County Regional Occupational Program
which serves 27,000 students each year, as well as special projects including JTPA, and apprenticeship
and journeyworker programs. In addition, the OPD has developed successful strategies for the training
and employment of limited English proficient adults. This expertise will be used to develop the laborers'
ESL component.
The American Council on Education
The American Council on Education is an independent, nonprofit organization founded in 1918 to serve as
an umbrella organization for the nation's colleges and universities. ACE provides a forum for discussion
and decision-making on higher education issues of national importance and seeks to coordinate the
interests of all segments of the higher education community into a single voice. In addition, ACE
manages several quality educational programs including the EDP, GED and PONSI programs referenced
in other sections of the proposal.
Valverde Construction, Inc.
Valverde Construction brings over 20 years experience in the construction industry to the
Partnership. Joe Valverde, President and founder of the company has been a strong supporter of laborers'
training in Southern California, and an activist in the Mexican-American community. He knows fully the
problems that Hispanics and other minorities have successfully entering the construction industry, and is
mindful of the safety and health implications for these workers.
Quality of Key Personnel for Partners
As noted in the management plan, L-AGC has considerable experience in managing this type of
project. and offers a team with uniquely appropriate credentials to direct and manage the workplace literacy
project.
As applicant and grantee, the L-AGC will oversee and manage the day-to-day coordination and
operation of the project. A 100 % Project Director will be selected following a nation-wide search for the
most qualified person available to fill the position. To help assure the best person is hired, the Technical
Advisory Group will be enlisted to review suitable applicants and make recommendations on final
selection. This process should lead to an individual who can address both the administrative and
programmatic requirements of the position. A position description for the position is included under Tab
7, Appendix G.
38
Brian Ward, currently serving as an Education Specialist with L-AGC. will be assigned 100% to the
project to assist with program development. implementation. quality control. and reporting. Mr. Ward
came to L-AGC after serving as the ESL Facilitator/Instructor for the Southern California Laborers'
Training Fund during the L-AGCs previous workplace literacy grant project. In this capacity, Mr. Ward
assisted with development of a pilot ESL course for which he acted as sole instructor. Mr. Ward joined
L-AGC following that grant to assume a staff position designed to support the Fund's ongoing effort to
provide education and literacy programs for its affiliates.
Mr. James M. Warren is the Director of L-AGC. In that capacity he is responsible for the entire
operation of the Fund in its many locations throughout the country. He is the principal administrator of
the Fund charged with supervision of a 27 member staff, the administration of publicly provided funding,
and oversight on all curriculum development. Mr. Warren is familiar with the instructional process,
having been a public school teacher, independent evaluator of Head Start Programs. and
developer/instructor of many L-AGC programs. Moreover. he is completely familiar with all aspects of
operating a multi-site training operation, especially formulating policy, overseeing budgets, dissemination
of information, and coordinating activities of multi-partnered operations. It is estimated that Mr. Warren
will provide 5% of his time as an in-kind contribution to the project.
The Laborers' International Union of North America will serve as a Partner for the project to assure
access to all segments of the union. As such the union will engage in promotional activities to assure
project support from union leadership as well as the membership. Two key personnel will provide input
to the Partnership. First, Carl Booker, Assistant to the General President will serve as liaison between the
union and the Partnership by serving on the Technical Advisory Group. Mr. Booker has considerable
experience with laborers' training having spent 10 years as Superintendent of Instruction for the Indiana
Laborers' Training Fund, and for the past 7 years as a Trustee for Laborers-AGC. As such, he is
extremely qualified to promote the project components throughout the union structure, and help
disseminate the program to additional training funds. It is estimated that Mr. Booker will contribute 5% of
his time to the project. In addition, Greg Giebel, Ph.D., Director of Research and Labor Education at
LIUNA will support any dissemination activities during program development. He will assist with
follow-up and tracking of program participants to determine progress toward project objectives. Mr.
Giebel brings over 25 years experience in education and research to the project. He will provide in-kind
support amounting to 10% of his time.
Thomas Edison State College will support development and implementation of the Reading for
Work and Coaching and Helping Skills components of the literacy project. Ms. Iris Saltiel is the Director
of Corporate Programs at Edison State, and is responsible for development, administration, delivery and
evaluation of educational services at corporate and organizational sites for the College nationally. It is
estimated that Ms. Saltiel will spend 20% of her time on the project and she will serve on the Technical
Advisory Group. Ms. Saltiel will complete work on her Doctorate in Education in Administration and
39
Supervision in May of 1994. Ms. Saltiel brings considerable programmatic experience having served as
Program Coordinator for a nationally validated adult literacy program at Middlesex County College during
the '80s.
The Los Angeles County Office of Education (LACOE). will provide critical support to the ESL
Component of the project. This will include taking the lead with curriculum development, instructor
training. and trainee counseling. Mary Lou Nava Hamaker. Ph.D., is Senior Project Director. Special
Projects. Occupational Preparation at LACOE. Dr. Hamaker is responsible for research, development for
VocPrep, where she is responsible for Bilingual Vocational Teacher Training, Carl Perkins 232 funds.
Dr. Hamaker will spend 7% of her time on the project supporting both curriculum development and
instructor training. Dr. Hamaker is considered the expert on ESL at LACOE. In addition, Michael P.
Fryhoff, Ed.D., Consultant, Trade and Industry Education, LACOE, will support curriculum
development. instructor training, and quality control over the ESL Component. Dr. Fryhoff's specialty is
vocational and trade education. Both Dr. Hamaker and Dr. Fryhoff will serve on the Technical Advisory
Group.
The American Council on Education (ACE) will provide support to the project through its External
Degree Program. Florence Harvey, Director of the National External Degree Program (EDP) at ACE,
has been responsible for upgrading the New York model of the EDP original competencies to produce the
ACE/EDP national performance assessment system. She oversaw the total revision of the ACE/EDP
materials, and designed and implemented the training and evaluation systems for the program. Ms.
Harvey has selected, trained, monitored, and evaluated 13 consultant national EDP trainers, and
coordinated implementation of the ACE version of the EDP in 5 new states and 6 conversion states. She
is the national spokesperson and technical assistant for the External Degree Program. Ms. Harvey will
provide guidance to the Technical Advisory Group for the EDP component, and promote implementation
of the EDP with the New England Laborers' Training Fund in Connecticut and Rhode Island, and in
future years at labor-management training funds in states where programs exist as well as where
programs must be initiated. Ms. Harvey will provide training for the instructors at each training site
involved in the EDP program. It is estimated that Ms. Harvey will spend 20% of her time on the project.
Valverde Construction, Inc. will serve as the small business Partner in the project. Joe Valverde,
President and General Manager of the company will participate in the Technical Advisory Group, and
coordinate all project activities between his firm, and the Southern California Laborers' Training Fund, and
the Los Angeles County Office of Education. Mr. Valverde is very actively involved in various contractor
associations and community service organizations, and as such will help disseminate the project outcomes
to other small businesses. It is estimated that Mr. Valverde will contribute 4% of his time to the project.
Also key to the success of this project will be the use of selected consultants to develop components,
train instructors, and/or evaluate the overall project.
40
Dr. Eric Rice will assist and take the lead in the development of assessments, will develop specific
instruction materials. will assist in the development and implementation of the evaluation plan. and will
serve on the Technical Advisory Group. Dr. Rice has considerable expertise as a trainer of trainers, a
trainer of adults in traditional and non-traditional settings, and an evaluation/performance testing specialist.
As a faculty member at the University of Maryland. he teaches basic skills; has taught literacy, planning,
decision making, and training skills to audiences such as masonry instructors and computer operators: and
he has worked in industry advisory committees to create standards and proficiency examinations in the
masonry. pharmaceutical and higher education industries. Further, he has served as the Principle
Investigator, Curriculum Specialist, and Assessment Specialist on three National Workplace Literacy
Projects in the U.S.: two Federal projects in Canada: and two special projects for OSHA. He counts five
published workplace literacy products to his credit and has several more in preparaion. He has worked
extensively with blue-collar tradesmen and has a good understanding of their learning attitudes and testing
characteristics. Further. he has conducted workplace audits and task audits for a variety of trades. Dr.
Rice's formal training include a Master's Degree in Educational Psychology, a Ph.D. in Educational
Sociology, with a specialty in adult learning and training designs.
Dr. Robert Glover will serve as the Third Party Evaluator of the project. Dr. Glover is Senior
Research Associate with the Lyndon B. Johnson School of Public Affairs and the Director of the Center
for the Study of Human Resources at the University of Texas as Austin. In these capacities he has served
as implementer and evaluator of a number of work education programs. He currently serves as a member
of School to Work Transition Committee for the greater Austin area and has recently worked as consultant
and member of the case study team for the report, "America's Choice: High Skills or Low Wages" for the
National Commission on Skills in the American Workforce. He is the former chair of the Federal
Committee on Apprenticeship, has been involved in several literacy training initiatives and has studied the
linkages between work and education in the U.S. and abroad. He is a widely published author and will
serve on the Technical Advisory Group.
Donald Elisburg, Esq., has provided legal support to L-AGC for the past 10 years and will serve on
the Technical Advisory Group. He will provide technical guidance and legal assistance on the integration
of the curriculum materials with requirements under the Occupational Safety and Health Act, Equal
Employment Opportunity statues and the Americans with Disabilities Act. Mr. Elisburg's experience
includes civil rights enforcement with the Department of Labor (1963-70); General Counsel and Staff
Director to the U.S. Senate Committee on Labor and Human Resources (1970-77); Assistant Secretary of
Labor for Employment Standards (1977-81); Executive Director for the Occupational Health Foundation
(1986-91); and, Principal Investigator and Project Director for the Center to Protect Workers' Rights
(1990-92).
Curricula Vitae (CV) for the individuals referenced in the "Key Personnel" section are attached under
Tab 7, Appendix I. In addition, we have provided CVs for other participants involved in the overall
41
implementation of the project. Moreover. each organization in the Partnership is an equal opportunity
employer that abides by published policies stating that persons applying for positions, including key
personnel positions within the organization, will be considered for employment without regard to age, sex,
race, color. religion. creed, physical handicap. or national antecedence. L-AGCs efforts to hire employees
on a non-discriminatory basis is best reflected in its current staffing. Currently, of the 20 employees who
fill the administrators, project directors, department managers, and program specialists on staff, 8 are
minorities and/or females. The enclosed issue of the "Training Update" and the L-AGC Organizational
chart under Tab 7, Appendix H, further describes our staffing.
F.
EVALUATION PLAN
The Evaluation Plan attends to process, product and impact evaluation so as to address
comprehensively the concerns of the project. Process evaluation activities measure progress toward
implementation objectives, the timeline, and the budget. and suggest adjustments to ongoing activities.
Product assessment examines the quality of the instructional materials, activities, and support services.
Impact evaluation assesses the effect of participation on the skill levels of participants.
The purposes of the Evaluation Plan, therefore, require both formative and summative evaluations.
Formative evaluation will focus on the issues associated with process and product evaluation in order to
generate ongoing suggestions to improve instructional products and ensure that the project is on time,
within budget, and well publicized. Summative evaluation will concentrate on determining the impact of
project participation on the skill levels, training success, and work histories of participants, both in terms
of individual gain scores and comparisons to control groups of other laborers who do not participate in
Workplace Literacy training opportunities.
The Evaluation Plan involves project staff and consultants; the Technical Advisory Group (TAG),
including representatives of Partner organizations; and a Third Party Evaluator. The TAG has
responsibility for processing Evaluation Activities. Through their frequent meetings and continuing
contact with the Project staff, they will assess ongoing progress toward project objectives; suggest
adjustments as needed; discuss problems and help generate solutions to the problems; and assist with
promotional and demonstration activities. Further, through their discussions and structured interviews,
their experiences in providing services with the various modules in the different locations will form the
foundation of the Lessons Learned deliverable to be prepared late in the project.
Project staff and the curriculum consultants will bear responsibility for product evaluation. Product
evaluation will involve collecting, reviewing, and using four types of data for each set of instructional
materials. First, perceptions of product quality, usefulness, and suggestions will be solicited from
instructors and participants, using a formal debriefing conversation and a brief questionnaire keyed to each
set of materials.
42
Second. expert review of each set of materials will be conducted during the pilot period. The expert
review will use at least two content/teaching experts for each set of materials. The experts will analyze the
materials from the perspective of their expertise and in light of a set of questions prepared by staff and
consultants. These questions focus on issues of particular concern, such as reading level, visuals, length,
exercise length. relationship to underlying skill and practice activities. Reviewers will respond either in
written or oral form (by audio tape) to the questions, both in terms of the critiques and their suggestions
for improvement. Dr. Eric Rice has used this technique for volumes he has written on instructor training,
apprentice training, and job search skills, and has found it to be extremely cost-effective and productive.
Third, the product evaluation will also use preliminary impact evaluation data to help determine the
quality of instructional materials. Pre- and posttest scores of treatment groups are the surest way to verify
that the materials work. Therefore, we will examine the assessment scores during the pilot to look for
clues about exercises/units that need improvement. and to assure the Technical Advisory Group that other
materials are working.
The Third Party Evaluator will be responsible for the impact evaluation, as well as compiling and
presenting the findings from the process and product evaluation activities in the evaluation reports. To that
end, the Third Party Evaluator will participate as a member of the Technical Advisory Group, will visit
and observe the training modules at various locations, and will analyze the quantitative data from the
project. Further, the Third Party Evaluator will work with the Curriculum/Assessment Specialist to devise
the final evaluation plan, the assessment instruments that will be used in the different modules, and
sampling designs used for selecting treatment and control groups.
The major questions that will be addressed through the impact evaluation are issues associated with
quantitative aspects of the training -- how many members have been served and in what program, how
much have their workplace literacy skills improved, and what has been the impact of participation on
participant ability to succeed in additional training and to ensure/hold additional employment. Accurate
counts of all trainees enrolling and completing training will be maintained. In addition, quantitative
assessments of participant skills will be collected before and after training for each module except the
module for instructors on Coaching and Helping Skills. Further, both to ensure that the findings are
useful and to enable results to be summarized and submitted for Evaluation Plan consideration,
assessments also will be collected from matched, random samples of members who do not participate in
the workplace literacy training. Data on enrollment, success in additional training, and on work history
also will be collected/maintained on both workplace literacy participants and on the match control sample.
The Third Party Evaluator will collect, analyze, and present data about the usefulness of the training,
drawn from interviews with participants, instructors, and Training Fund Administrators. Thus, the
evaluator will be able to present a thorough picture of training and its influence.
43
Early in the project period. the Third Party Evaluator and Curriculum/Assessment Specialist will
meet and prepare a final evaluation plan for the project. The plan will specify, for each objective, the
questions, data needs. data sources, collection activities. and analysis activities for the project.
A sample portion of the Evaluation Plan illustrates what the plan will look like and the kind of data
that will be included. Please note that the authors will review and incorporate guidelines from the
Evaluation Plan materials on innovation to ensure that the project data will be appropriate for Evaluation
Plan review at the end of the project. Also, please note that most of the objectives will produce objective,
quantifiable data that documents either skill acquisition or advance in training and work. Further. note that,
in accordance with our proposed Task/Time Performance Plan, we will be collecting data beginning with
the pilot and continuing throughout the three years of the project.
Sample of Evaluation Plan
Objective #4 Train adequate numbers of skilled laborers through and following the
program.
Question One:
How many laborers were trained through the program?
Data Needs:
Number of participants in each course grouped by skill module.
Sources:
Enrollment and completion forms/records from participating program providers.
Collection:
Records submitted quarterly to the Evaluator by Project Director.
Analysis:
Descriptive statistics on participants and participation.
Question Two: How does the number of laborers trained compare to labor pool needs in the regions
served by the programs?
Data Needs:
Number of participants in the program's labor market demand statistics.
Sources:
Enrollment/completion forms, employer projections of need, Department of Labor needs
projections.
Collection:
Records submitted by funds, Bureau of Labor Statistics projections, L-AGC Needs
Assessment Survey submitted to Evaluator during last project quarter.
Analysis:
Either gap analysis or analytic statistics.
Objective #6 Improve the skill levels of participants as a definition for success within
each training component.
Question One:
What was the skill level gain for each laborer who participated in the Workplace Literacy
Program and was it significant?
Data Needs:
Pre- and posttest scores of participants, compiled by the specific modules(s) they
undertook.
Sources:
Pre- and posttest scores collected at beginning and end of each training session.
Collection:
Submitted by instructor/training fund administrator to L-AGC project coordinator at the
conclusion of each training session.
Analysis:
Descriptive and parametric statistics.
44
Question Two: How did the scores differ across modules?
Data Needs:
Pre- and posttest scores of participants, compiled by the specific modules(s) they
undertook.
Sources:
Pre- and posttest scores collected at beginning and end of each training session.
Collection:
Submitted by instructor/training fund administrator to L-AGC project coordinator at the
conclusion of each training session.
Analysis:
Descriptive and parametric statistics.
Question Three: Was the gain significant when compared to scores of a matched control group?
Data Needs:
Assessment scores for matched control group of laborers who did not participate in
workplace literacy training.
Sources:
Assessment scores collected at other training sites at least once per year.
Collection:
Submitted by instructor/training fund administrator to L-AGC project coordinator.
Analysis:
Parametric statistics comparing control and treatment groups for each module.
Objective #8 Expand the annual hours worked by the membership.
Question One: How many hours do training program participants work and how does that number
compare to samples of other laborers?
Data Needs:
Records of work hours by skill and type of training for sample of trainees and control
sample.
Sources:
L-AGC's Automated Tracking System pilot, Health and Pension Fund records.
Collection:
Starting in October of 1994, collected quarterly from pilot sites and submitted by L-AGC
to Third Party Evaluator.
Analysis:
Analytical statistics between treatment and control groups.
Tracking System
Trainee tracking will be conducted both at the regional training facility and at L-AGC headquarters
in Pomfret Center, CT. Each participant contacted by the designated instructor/counselor at each facility
will complete an individual profile that collects information, such as social security number, educational
history, reason for participation. training history, and so forth. Usually the data will be collected in written
form; however, sometimes it may be collected orally--and perhaps in Spanish. The designated instructor
or counselor will be responsible for logging all program activities and periodically uploading the data file
to L-AGC headquarters. L-AGC staff will maintain and report on the database status at each reporting
period.
In addition to general information, the instructor or counselor will input specific skill scores for
both pre- and posttests in any of the workplace literacy and other laborer's training the participants
undertake. Data on date of training, location, and specific modules also will be maintained. Similar data
also will be maintained on control group members. Thus, throughout the project, we can track any
participant or control group member through social security numbers. Further, we will be able to match
both training records and health and pension records to examine work histories through the individual's
social security number.
45
G. BUDGET AND COST-EFFECTIVENESS
A detailed outline of costs associated with the project has been included in Part III-Budget
Information, with additional specific budget information in the Budget Narrative. While we anticipate a
total project cost of $924,724. Laborers-AGC and its Partners will provide matching funds of $280,724
leaving a balance of $644,000 requested under this grant program.
While our proposed plan is ambitious, we believe the request is sufficient, given the experience level
of all the partners, and the matching resources the Partners are contributing. Further. we believe that given
the number of participants we propose to serve (over 1,500 in three years), this project will represent an
important investment in the life-long learning process.
Laborers-AGC has drawn upon its twenty years of experience in the development and implementation
of cost-effective training programs in order to prepare an adequate and reasonable budget for this project.
Experience over the last decade with nearly $22 million of federal funding from NIEHS, EPA, the
Department of Education. the Department of Energy, and OSHA has given Laborers-AGC valuable
experience in forecasting program costs, as well as in program administration. These programs have been
referred to by the agencies involved as model examples of effective and efficient use of government funds.
In addition to the project costs outlined in this proposal, additional support for the program will be
provided through the national training network of Laborers-AGC. All related training and support
infrastructures, representing hundreds of millions of dollars in facilities, equipment, staff, and technical
expertise, will be available to this project in order to ensure its successful implementation and outcome.
All costs in the proposed budget have been researched, with the aim of keeping them reasonable in
relation to the objectives of the project. All costs in the budget are directly related to the development and
implementation of instructional programs.
While no equipment purchases have been included in the request for Federal funds. a considerable
investment in physical plant, and especially in computer technology and systems, at each of the Partners'
headquarters will be utilized for the project. A veritable "information highway" will be at the disposal of
the partnership, and will facilitate coordination and oversight of the project. Supplies have been kept to a
minimum, involving only EDP trainee supplies to be purchased with Federal funds. Instead, the funds
are concentrating on developing training materials and offering instruction to several sites with those
materials.
The other Partners' costs are, likewise, based on extensive experience in working with cost-effective
Federal and state grant programs. Each of the Partners will provide substantial resources outside of the
requested budget and cost sharing requirement.
Administrative costs will be kept to a minimum, reflected only by the 8% indirect cost rate, and a
small percentage of the Partner's staff costs. A few other overhead costs have been included in the budget,
but for the most part, will be provided as a matching contribution by the Partners. A substantial amount
of additional overhead will be provided by the Partners, as all can document a rate much higher than the
46
8% allowed. These additional overhead costs which will be contributed by Laborers-AGC and its Partners
have not been calculated for purposes of this application, but would amount to substantial expense should
they have to be borne fully by the grant.
While there are a number of Partners involved in this project, care has been taken to avoid overlap
and duplication in project activities. Where Partners are jointly undertaking tasks in development.
implementation, or evaluation, it is because each brings a unique experience or function to the task.
Similarly, travel costs have been kept to the minimum level needed to perform the tasks required for a
national and multi-site program.
H. DEMONSTRATION
L-AGC views the entire Workplace Literacy Program as an opportunity to demonstrate exemplary
educational partnerships and exemplary training practices to other training funds, businesses, labor
organizations. industries. and community organizations. To that end we intend that our demonstration
activities promote at least three different outcomes. First, we expect our demonstration activities to
stimulate interest in and provide information about the literacy products, delivery system and outcomes of
our Partnership endeavors within the broader community, the industry, the union. and with education
officials. Second, we intend that the demonstration activity help make products developed through the
project available to interested organizations throughout the U.S. And third, we intend that the
demonstration activities help build a constituency for the U.S. Department of Education initiatives such as
the workplace literacy initiative.
We view the demonstration aspects of the project very seriously, since each component of our
project is designed to begin in a single local or regional training fund and over the course of time to spread
throughout the entire system. Therefore, in the first year, as we move to implementation of literacy
training, we will aggressively promote the project within our training funds in order to invite other training
fund directors from other locales to see and participate in the literacy training. We expect our
demonstration activities within our training fund system to result in great interest in replicating and
expanding the activities in the second and third project years. Among the techniques we will use to
encourage training fund administrators and labor management and educational trustees to witness and
participate in the instruction are personal letters of invitation to attend certain training sessions, workshops
at semi-annual conferences, news clips and releases within organizational information, phone calls to
provide personal invitations, and more broadly read news releases within information organs such as the
magazine entitled Laborer.
And yet, these are only the techniques that would be used within our own broad training system.
Within the larger community the following kind of process will be used to help build interest in further
demonstration. First, in each region or local area where a module is being developed, the training fund
director and the L-AGC project director will work together to identify possible audiences who may be
47
interested in the project. Moreover. they will identify ways and means through which to reach those
audiences for each identified audience. Among the techniques we expect to be most useful are personal
letters of invitation. news releases in local newspapers, and recruiting posters that can be used to attract the
membership to participate in the activities. In addition, some modules will receive considerably more
publicity than others. For example, we expect the module dealing with ESL to be very broadly promoted
within the larger community. including not only the union hall but also churches. community centers.
schools, and other places where we may attract both members and educational and community officials
who may be interested in the project. Likewise, the high school degree program should receive
considerable attention through publicity of graduates, including publicity provided through press releases
to local newspapers and word of mouth advertising that the individual participants will undoubtedly
provide.
We also expect to attract considerable interest through inviting signatory contractors, community
officials. and local politicians to our training sites to witness the training activity, view the training site, and
come to understand how important workplace literacy is for all members of the community.
On a broader national scale, we will undertake a series of activities to promote the project and bring
notoriety and interest to the demonstrations. These activities will include writing and submitting articles
that discuss project activities and findings to popular magazines within our industry and within the
educational community. Further, we will write and distribute a number of news articles and news releases
within our own broad house news organs that reach over three-quarters of a million members as well as
national, regional, and local media to publicize the specific program. Further, we will develop and
distribute a brochure or pamphlet for general dissemination among the general public as well as interested
educators and business leaders. The brochure or pamphlet will discuss our particular projects and indicate
contact names and numbers to invite demonstration participation. Equally important, we will create and
use a booth or presentation at national and regional meetings such as our own training fund meetings, the
American Vocational Association meeting, the Conference of Vocational Education Directors, the
Association of Chief State School Officers, the American Educational Research Association, the Chamber
of Commerce, the Concrete Association, the Masonry Contractors of America Association, the
Associated General Contractors of America, and other similar meetings. Based on previous experience
we have found that trade shows and professional meeting presentations attract a great deal of interest to
our project and result in educators and other program directors inquiring and visiting to learn more about
the activities.
Two additional techniques that will be used to attract attention and interest to the demonstration
projects deserve note. First, we will develop a promotional video for use with schools, with community
organizations such as Chambers of Commerce or Kiwanas Clubs, and with training funds in our broader
system to describe the various workplace literacy modules, and the regional training sites in which those
48
modules are being developed and demonstrated. This video, using our own in-house capabilities. should
result in a fairly dramatic increase in use of the materials.
In addition to the promotion video, we also propose to develop a Lessons Learned About Workplace
Literacy Instruction document which will be useful not only to our own training fund directors, but also to
a larger audience of educators who are concerned with workplace literacy. We feel that our experience.
given the number of different kinds of modules we will be developing, may be useful in a number of
other situations, particularly construction situations. which are very different from the typical location in
which workplace literacy training has occurred.
L-AGC pledges to make the products developed through the project available on a cost basis to
those who are interested. L-AGC brings to this task its expertise in providing materials previously
developed for well over three dozen courses to training funds and schools throughout North America. In
addition. we will take the materials to trade shows and exhibit them in our booths as a presentation and
make them available to people on a cost recovery basis. Further, one of our Partners. the Los Angeles
County Office of Education, intends to make materials developed through the ESL module more widely
available through its own dissemination activities throughout the world.
Exhibit 3 : Demonstration Activities (on the following page) illustrates a number of various
activities that L-AGC will undertake in an effort to promote and develop interest in the project.
I.
COMMITMENT
The Partners are proposing an extremely ambitious program to focus on a variety of laborer's
literacy problems. But, it should be noted that the Partners in this venture all have outstanding track
records in their particular fields such as improving worker labor standards (LIUNA), worker training (L-
AGC), basic education (LACOE), external and literacy based programs (Thomas Edison), external
diploma program (American Council on Education) and successful business entrepreneurship (Valverde).
L-AGC training programs have been accepted by the National Institute for Environmental Health
Sciences (NIEHS), EPA and the U.S. Department of Energy as the model for environmental worker
training. The training mechanism that L-AGC uses for program dissemination, local labor-management
training funds, have been designated by the U.S. Department of Labor as an example of successful
School-to-Work training promulgating its new national initiative in worker training. In addition, the U.S.
Department of Education has recognized the LIUNA membership as an important target population for
workplace literacy assistance in its prior funding of L-AGC to undertake basic literacy activities upon
which the current proposal is based.
The Partners, having identified workplace literacy as a major component of these innovative programs, are
determined to confront the issue head-on and to seek assistance in dealing with workplace literacy needs in
a most complete and comprehensive fashion. The history of L-AGC and LIUNA is to extend successful
49
pilot and demonstration projects to its network of local training funds using substantial resources
generated by collective bargaining contributions as the device for institutionalizing the activities.
EXHIBIT 3: DEMONSTRATION ACTIVITIES
Materials
Sample Information
Intended Audience
Timing For
In Document
Preparation
Report on Lessons
Provisional Activities
Program Administrators
Months 12-24
Lessons Learned
Support Systems
School Officials
About Workplace
Delivery Systems
Industry Officials
Literacy Training
Working With Schools
Community Leaders
Working With Employers
Costs/Resources
Marketing the Program
The Planning Process
News Articles/
Project Activities
General Public Members
Continually
Releases
(Contractors/Union)
Brochures
Project Description
General Public/
Months 3-4
Constituencies
Public
Project Description,
General Public,
Months 1-14
Relations Video
Activities, Operation.
Business, Education
Outcome
Community Officials
Trade Show and
Description of Program/
General Public
Several Times
Professional Mark-
Activities
Educators,
Per Year
eting Booth
Business/Union
And Community Leaders
Journal Articles
Information on
Educators
Continually
Program Findings
Personal Letters
Invitations to Visit and
Educators, Community
Several Times
Observe Training
Participants
Per Year
Union and Contractors
Materials Distribution
Copies of Various
Program Administrator and
Continuously
Center
Training Materials
Union Members
During LIUNA's last convention, General Executive Board Resolution #15 was adopted and
mandated that L-AGC expand its effort to provide literacy support to the membership. The next LIUNA
convention will be held in the summer of 1996, during the second year of the project. To assure
dissemination of the project components throughout LIUNA, the General Executive Board will submit
50
resolutions of support to the Education, Training and Safety Committee. Once these resolutions are
embraced by the Committee they should be adopted by the Convention resulting in a mandate for all local
unions and district councils to implement the components in their respective joint labor-management
training funds. That should escalate the implementation of each component during the third year of the
grant. Once all 66 affiliate training funds have adopted the components. the vast majority of the
membership will have direct access to the programs that were pilot tested in this grant.
51
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
6
Divider Title:
1428
Federal Register / Vol. 59, No. 6 / Monday, January 10, 1994 / Notices
-
OMB Approval No. 0348-0048
ASSURANCES NON-CONSTRUCTION PROGRAMS
Note: Certain of these assurances may not be applicable to your project or program. If you have questions.
please contact the awarding agency. Further. certain Federal awarding agencies may require applicants
to certify to additional assurances. if such is the case. you will be notified.
As the duiv authorized representative of the applicant I certify that the applicant:
1. Has the legal authority to apply for Federal
(e) the Drug Abuse Office and Treatment Act of
assistance. and the institutional. managerial and
1972 (P.L. 92-255). as amended. relating to
financial capability (including funds sufficient to
nondiserimination on the basis of drug abuse: in
pay the non-Federal share of project costs) to
the Comprehensive Alcohol Abuse and Alcoholism
ensure proper planning. management and com-
Prevention. Treatment and Rehabilitation Act of
pletion of the project described in this application.
1970 (P.L. 91-616), as amended, relating to
2. Will give the awarding agency, the Comptroller
nondiscrimination on the basis of alcohol abuse or
General of the United States. and if appropriate.
alcoholism: (g) II 523 and 527 of the Public Health
Service Act of 1912 (42 U.S.C. 290 dd-3 and 290 es-
the State. through any authorized representative,
access to and the right to examine all records.
3). as amended. relating to confidentiality of
books. papers, or documents related to the award:
alcohol and drug abuse patient records: (h) Title
and will establish a proper accounting system in
VIII of the Civil Rights Act of 1968 (42 U.S.C. I
accordance with generally accepted accounting
3601 et seq.), as amended. relating to non.
standards or agency directives.
discrimination in the sale, rental or financing of
housing: (i) any other nondiserimination
3. Will establish safeguards to prohibit employees
provisions in the specific statute(s) under which
from using their positions for a purpose that
application for Federal assistance is being made:
constitutes or presents the appearance of personal
and (j) the requirements of any other
or organizational conflict of interest. or personal
nondiscrimination statute(s) which may apply to
gain.
the application.
4. Will initiate and complete the work within the
7. Will comply. or has already complied. with the
applicable time frame after receipt of approval of
requirements of Titles II and III of the Uniform
the awarding agency.
Relocation Assistance and Real Property
5. Will comply with the Intergovernmental
Acquisition Policies Act of 1970 (P.L. 91-646)
Personnel Act of 1970 (42 U.S.C. II 4728-4763)
which provide for fair and equitable treatment of
relating to prescribed standards for merit systems
persons displaced or whose property is acquired as
for programs funded under one of the nineteen
a result of Federal or federally assisted programs.
statutes or regulations specified in Appendix A of
These requirements apply to all interests in real
OPM's Standards for a Merit System of Personnel
property acquired for project purposes regardless
Administration (5 C.F.R. 900, Subpart F).
of Federal participation in purchases.
6. Will comply with all Federal statutes relating to
8. Will comply with the provisions of the Hatch Act
(5 U.S.C. II 1501-1508 and 7324-7328) which limit
nondiscrimination. These include but are not
limited to: (a) Title VI of the Civil Rights Act of
the political activities of employees whose
1964 (P.L. 88-352) which prohibits discrimination
principal employment activities are funded in
on the basis of race, color or national origin: (b)
whole or in part with Federal funds.
Title IX of the Education Amendments of 1972, as
9.
Will comply. as applicable, with the provisions of
amended (20 U.S.C. II 1681-1683. and 1685-1686),
the Davis-Bacon Act (40 U.S.C. = 276a to 276a.
which prohibits discrimination on the basis of sex:
77, the Copeland Act (40 U.S.C. I 276c and 18
(c) Section 504 of the Rehabilitation Act of 1973, as
U.S.C. = 874). and the Contract Work Hours and
amended (29 U.S.C. I 794). which prohibits dis-
Safety Standards Act (40 U.S.C. 11 327-333).
crimination on the basis of handicaps: (d) the Age
regarding labor standards for federally assisted
Discrimination Act of 1975, as amended (42
construction subagreements.
U.S.C.S 6101-6107), which prohibits discrim-
ination on the basis of age:
Standard Form 4248 (6-88)
Prescribed BY OMB Circuss A-102
Authorized for Local Reproduction
Federal Register / Vol. 59, No. 6 / Monday, January 10. 1994 / Notices
1429
10. Will comply, if applicable. with flood insurance
13. Will assist the awarding agency in assuring
purchase requirements of Section 102(a) of the
compliance with Section 106 of the National
Flood Disaster Protection Act of 1973 (P.L. 93-234)
Historic Preservation Act of 1966, as amended (16
which requires recipients in a special flood hazard
U.S.C. 4701. EO 11593 (identification and
area to participate in the program andto purchase
protection of historic properties), and the
flood insurance if the total cost of insurable
Archaeoiogical and Historic Preservation Act of
construction and acquisition is $10,000 or more.
1974 (16 U.S.C. 469a-1 et seq.).
11. Will comply with environmental standards which
14. Will comply with P.L. 93-348 regarding the
may be prescribed pursuant to the following: (a)
protection of human subjects involved in research.
institution of environmental quality control
development. and related activities supported by
measures under the National Environmental
this award of assistance.
Policy Act of 1969 (P.L. 91-190) and Executive
Order (EO) 11514: (b) notification of violating
15. Will comply with the Laboratory Animal Welfare
facilities pursuant to EO 11738: (c) protection of
Act of 1966 (P.L. 89-544. as amended. 7 U.S.C.
wetlands pursuant to EO 11990: (d) evaluation of
2131 et seq.) pertaining to the care, handling and
flood hazards in floodplains in accordance with EO
treatment of warm blooded animals held for
11988. (e) assurance of project consistency with
research, teaching, or other activities supported by
the approved State management program
this award of assistance.
developed under the Coastal Zone Management
16. Will comply with the Lead-Based Paint Poisoning
Act of 1972 (16 U.S.C. 11 1451 et seq ): (f)
Prevention Act (42 U.S.C. II 4801 et seq.) which
conformity of Federal actions to State (Clear Air)
prohibits the use of lead based paint in
Implementation Plans under Section 176(c) of the
construction or rehabilitation of residence
Clear Air Act of 1955, as amended (42 U.S.C. I
structures.
7401 et seq.): (g) protection of underground sources
of drinking water under the Safe Drinking Water
17. Will cause to be performed the required financial
Act of 1974. as amended. (P.L. 93-523): and (h)
and compliance audits in accordance with the
Single Audit Act of 1984.
protection of endangered species under the
Endangered Species Act of 1973. as amended, (P.L.
18. Will comply with all applicable requirements of all
93-205).
other Federal laws, executive orders, regulations
12. Will comply with the Wild and Scenic Rivers Act
and policies governing this program.
of 1968 (16 U.S.C. " 1271 et seq.) related to
protecting components or potential components of
the national wild and scenic rivers system.
SIGNATURE OF AUTHORIZED CERTIFYING OFFICIAL
TITLE
Director
APPLICANT ORGANIZATION
DATE SUBMITTED
Laborers-AGC Education and
Training Fund
March 11, 1994
SF 4248 (4-88) Back
1430
Federal Register / VoL 59, No. 6 / Monday, January 10. 1994 / Notices
CERTIFICATIONS REGARDING LOBBYING: DEBARMENT. SUSPENSION AND OTHER
RESPONSIBILITY MATTERS; AND DRUG.FREE WORKPLACE REQUIREMENTS
A pplicares should refer to the regulations ciend below to determine the carafication to which they are required to - Applicants
should also review de instructions for certification included in the requispons before compleang this form. Signature of this form
provides for compliance with certification requirements under 34 CFR Part 62 New Reserictions on Lobbying, and 34 CFR Part 85.
Government-wide Debarmana and Suspension (Nonprocurement) and Covernment-ende Requirements for Drug-Free Workplace
(Crants). The certifications shall be treated as a mammal representation of fact upon which reliance will be placed when the Department
of Education determines B award the covered grant. or cooperative agreement.
L LOBBYING
(d) Have not within a three-year period preceding this -
As required by Section 1352 Title r of the U.S. Code and im-
plication had one or there public transactions (Federal, Sure
or local) terminated for cause or default: and
plemented M 34 CFR Part at for persons encoring into a grant
or comperative a greament over $100.000. as defined as 34 OR
Part 2 Sections 82105 and 82.110. the applicant certifies that:
1. Where the applicant is unable to carafy to any of the state-
thents III this he or she shall snach an explanation
- the a pptimation.
(a) No Federal appropriated funds have been paid or will be
paid. by or on behalf of the undersigned. to any person for in-
Buencing or attempang to influence an officer or employee of
any a - a Member of Congress. an officer or employee of
Congress. or an employee of a Member of Congress in connec-
1. DRUG-FREE WORKPLACE
non WILL the making of any Federal grant. the entering uned of
(GRANTEES OTHER THAN INDIVIDUALS)
any cooperative agreement. and the exception. concussion.
renewal amendment. or modification of any Federal grant or
As required by the Drug-Free Workplace Act of 1988. and im-
cooperam agreement:
planented as 34 CFR Part 85. Subpan F. for gransess. as
(b) If anv funds other than Federal appropriated funds have
defined at 34 CFR Part 85, Sections 85.605 and 85.610
been and or will be paid to any person for influencing or MP
tempung B influence an others or employee of any agency, a
A. The applicant certifies that # will or will continue to P.O.
Member or Congress. an officer or employee of Congress. or an
videa drug-tree workplace by:
employee of 8 Member of Congress in connection with this
Federal grant or cooperative agreement. the undersigned shall
(a) Publishing a statement notifying employees that the unlaw-
complete and submit Standard Form EE Disclosure Form
ful manufacture. distribution, dispensing, possession. or use of
to Report Lobbytag in accordance with its INSURUCTIONS:
a controlled substance is prohibited in the grantee's workplace
and specifying the actions that will be taken against employees
(c) The gned shall require that the language of this our-
for violation of such prohibition:
tuficapon DE included in the award documents for all sub-
wares at all tiers (including subgrants. contracts under grants
at Establishing an on-going drug-tree awareness program to
and cooperative agreements. and subcontraces) and that all
inform employees about-
subreciptents shall cernify and disclose accordingly.
(1) The dangers of drug abuse in the workplace:
(2) The grantee's policy of maintaining a drug-free workplace:
2. DEBARMENT. SUSPENSION, AND OTHER
6 Any available drug counseling, rehabilitation. and
RESPONSIBILITY MATTERS
employee assistance programs: and
(4) The penalties that may be imposed upon employees for
As required by Executive Order 12549, Debarment and Suspan-
drug abuse violations occurring in the workplace;
sion. and implemented at H OR Part 85, for prospective per-
ticipants m primary covered transactions, as defined at 34 OFR
(c) Making it a requirement that each employee to be engaged
Part 65, Secons 85.105 and 85.110
in the performance of the grant be given a copy of the -
sex required by paragraph (a);
A. The a applicant certifies that is and its principals:
(d) Notifying the employee in the statement required by para-
(a) Are not presently debarred. suspended. proposed for debar-
graph (a) that. as o condition of employment under the grans.
ment. declared inaligible, or volumarily excluded from
the employee will-
covered transactions by any Federal department or agency;
(1) Abide by the terms of the statement: and
(D) Have not within a three-year period preceding this applica-
tion been convicted of or had a civil judgment rendered
Notify the employer in writing of his or her conviction for
against them for commission of fraud or 8 criminal offense in
& violation of a criminal drug statute occurring in the
connection with obtaining, attempting to obtain, or performing
workplace no later than five calendar days after such convic-
a purlic (Federal, State or local) transaction or contract under
time:
a public transaction: violation of Federal or State answer
(a) Notifying the aguncy, in writing, within 10 calendar days
Statutes or commission of embazziement, that forgery,
after receiving notice under subparagraph (d)(2) from as
bribery, falsification or destruction of records. making false
employee or otherwise receiving actual advice of such convic-
statements. or receiving smien property;
tion. Employers of convicted employees must provide nouce.
including position title, to: Director. Crans and Contracts Ser-
(c) Are not presently indicted for or otherwise criminally or
vice. U.S. Department of Education. w Maryland Avenue,
civilly charged by a governmental enuty (Federal. Siste or
local) with commission of any of the offerses anumerated in
S.W. (Room 312a, CSA Regional Office Building No. n
parage: (1)(b) of this curtification: and
Federal Register / Vol. 59, No. 6 / Monday, January 10. 1994 / Notices
1431
Washington. DC 20202-4571. Notice shall include the identifica-
DRUG-FREE WORKPLACE
bon number(s) of each affected grant:
(GRANTEES WHO ARE INDIVIDUALS)
(f) Taking one of the following actions. wrthin 30 calendar days
As required by the Drug-Free Workplace Act of 1988. and
of receiving nonce under subpersgraph (d)(2). with respect w
implemented at 34 CFR Part 85. Subpart F. for grantmes. as
any employee who IS so convicted-
defined at 34 CFR Part 85, Sections 85.605 and 85.610
(1) Taking approprise personnel sction against such an
employee. up to and including termination. consistent with the
A. As 8 condition of the grant. I certify that I will not engage
requirements of the Rehabilitanon Act of 1973. as amended: or
in the uniawful manufacture. distribution dispensing, pos-
session, or use of a controlled substance in ducang any
6 Requiring such employee to participate satisfactorily in 8
serviry with the grant; and
drug abuse assistance or rehabilitation program approved for
such purposes by a Federal, Stam. or local health. law enforce-
& If convicted of a criminal drug offense resulting from a
ment. or other appropriate agency,
violation occurring during the conduct of any grant activity,
I will report the conviction. in writing, within 10 calendar
(3) Making a good faith effort to continue to maintain 8 drug-
days of the conviction, to: Director. Grants and Contracts
free workplace through unplementation of paragraphs (a).
Service. US. Department of Education, 400 Marviand
(b). (c). (d). (a). and (f).
Avenue. S.W. (Room 3124. GSA Regional Office Building
No. 3). Washington, DC 20202-4571. Notice shall include
the identification number(s) of each affected grant.
B. The grantee may insert in the space provided below the
site(s) for the performance of work done in connection wash the
specific grant:
Place of Performance (Street address. ciry, county. state zip
code)
Check
if there are workplaces on file that are not identified
here.
As the duly authorized representative of the applicant. I hereby certify that the applicant will comply with the above certifications.
NAME OF APPLICANT
PR/AWARD NUMBER AND/OR PROJECT NAME
Laborers-AGC Education and
Workplace Literacy Program
Training Fund
CFDA # 84.198
PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE
James M. Warren, Director
SIGNATURE
DATE
March 11, 1994
ED 80-0013, 6/90 (Replaces ED 80-0008, 12/89; ED Form CCS-008, (REV. 12/88); ED 80-0010, 5/90; and ED 80-0011. which are
obsolete)
1432
Federal Register / Vol. 59, No. 6 / Monday, January 10, 1994 / Notices
Certification Regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion - Lower Tier Covered Transactions
This certification is required by the Department of Education regulations implementing Executive Order
12549. Debarment and Suspension. 34 CFR Part 85. for all lower Der transactions meeting the threshold
and tier requirements stated at Section 85.110
Instructions for Certification
1. By signing and submitting this proposal. the
6. The prospective lower - paracipans further
prospective lower or participant is providing the
agrees by submitted this proposal that # ml
certification se out below.
include the clause ofied "Cortification Regarding
Debartment, Surpension. Instigibility, and Voluntary
2 The certification is this clause is 8 material
Exclunes-Lower erCoveria Transactions."
representation of fact upon which reliance was placed
without modification in all lower us covered
when this transaction was ensered inm. If it is Lime
transactions and in all solicitations for lower the
decarmined that the prespertive lower use participant
covered
knowingly rendered an accounts carnócacion. =
addition to other remadies available B the Federal
7. A participant to s covered transaction may raly
Government. the departme If or agency with which
upon a curruñcance of & prospective participant in a
this transaction originated may pursue available
lower car covered transaction that # is BOX
remadies, including suspension and/or debarmers.
debarred. suspended. inaligible. or voluntarily
excluded from the covered transaction, unions =
1 The prospeczive lower a participant shall provide
knows chat the curañacation is a A
immediate WHITER nonce to the person 9 which this
paracipant may decide the method and frequency
proposal is submitted if at any nme the prospective
by which it determines the eligibility of in
lower user paracipant learns that us cerufication was
principals. Each participant may, but is not
erroneous when submitted or has become arroneous
required to. check the Nonprocurement List
by reason of changed arcumstances.
& Nothing contained in the foregoing shall be
4. The terms "covered transaction." "debarred."
construed is require establishment of a svstem of
"suspended." "inaligible," Tower LIST covered
records in order B render in good faith the
transaction." "parucipant." person. prunary covered
certification required by this clause. The knowled get
transaction. principal. proposal and "voluntanty
and informance of a paracipant IS not required to
excluded." as used in this dause have the meanings
exceed that which is normally possessed by a
set out LA the Definitions and Coverage semons of
prudent person in the ordinary course of business
rules implemenang Executive Order 12549. You may
destings.
contact the person to which this proposal is submitted
for assistance in obtaining a copy of those regulations.
9. Except for transactions authorized under
paragraph 5 of these instructions. if a paracipant in
5. The prospective lower tier participant agrees by
a covered transaction knowingly enters mm a lower
submitting this proposal that should the proposed
tier covered transaction with a person was IS
covered transaction be entered inm. # shall not
suspendad. debarred. inaligible. or voluntarily
knowingly enter uned any lower ther covered
excluded from percipation in this transaction. in
transaction with a person who is debarred.
addition to other remedies available B the Federal
suspended. declared ineligible. or voluntarily
Government. the department or agency with which
excluded from participation LA this covered
this transaction originated may pursus available
transaction. unless authorized by the department or
remedies. including surpension and/or debarment.
agency with which this transaction originamed.
Certification
(1) The prospective lower tier participant certifies. by submission of this proposal. that neither it nor IS
principals are presently debarred. suspended. proposed for debarment, declared ineligible. or
voluniarily excluded from perticipation in this transaction by any Federal department or agency.
(2) Where the prospective lower tier participant is unable to certify to any of the statements in this
cerufication, such prospective participant shall attach an explanation to this proposal.
NAME OF APPLICANT
PR/AWARD NUMBER AND/OR PROJECT NAME
Laborers-AGC Education and
Workplace Literacy Program
Training Fund
CFDA # 84.198
PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE
James M. Warren, Director
SIGNATURE
DATE
March 11, 1994
ED 80-0014. 9/90 (Replaces CCS-009 (REV. 12/88). which is obsolete)
Clinton Presidential Records
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Divider Title:
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