education center proposal

Urban Ministry Center

Education Center Proposal

for

Moore Place

Submitted by:

Maria J. Burt, M.Ed.

October 29, 2009

is not some PLACE

we are going, but

one we are

CREATING.

the PATHS are

not to be found, but

MADE. And the

activity of making

them CHANGES

both the

MAKERS and

their

DESTINATION.

+ John Schaar

FutureFutureThe

Contents

Why Should the Urban Ministry Center Have Its Own Education Center? 1

What Would Be Taught? 1

Who Will Staff the Center? 1

What Materials Would Be Required? 3

Costs 4

Who Would Pay for This? 6

How Can We Convince Funders to Pay for the Education Center? 6

Computer-Assisted Instruction (CAI) 6

How Shall We Begin? 7

References & Selected Bibliography 8

1

Education Center ProposalOctober 2009

Why Should the Urban Ministry Center Have Its Own Education Center?To provide Urban Ministry Center program participants with maximum opportunities to increase their educational levels and essential work skills so that the possibility of their job success and integra-tion in society will be improved. The quality of consistent, compassionate relationships between vol-unteer teachers and students will be key. Having educational programs and activities on-site in a safe, supportive, and quietly purposeful environment will greatly increase the probability that program par-ticipants will succeed at their educational endeavors. Additionally, the Education Center will become a focal point for building community among residents, volunteers, and the wider Charlotte community. The addition of an education center will augment the overall success of Moore Place’s mission to pro-vide supportive housing for chronically homeless individuals in the Charlotte area.

What Would Be Taught?• Adult Basic Education (ABE) courses, pre-GED and GED preparation courses using

Computer-Assisted Instruction (CAI). CAI has been shown to be especially effective with special populations such as chronically homeless individuals. Individual tutoring, formal and informal classroom instruction, writers workshops, etc. would also be provided.

• Beginning and advanced computer classes (e.g., basic keyboard skills, introduction to computers, Microsoft Office Suite at all levels).

• On a regular basis and in small groups schedule:

* field trips* cultural opportunities* sporting activities* cooking classes* crafts classes* household management classes* personal finance classes, including budget and income tax preparation* classes in professional dress and behavior* assistance with legal issues* other topics as they present themselves

Who Will Staff the Center?• EducationCoordinator - This person would be a regular staff member whose duties would

consist of the following:

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* Coordinate all activities of the Education Center.* Conduct individual intake meetings with program participants for a structured Ed-

ucation Intake Interview to gather basic information about their education history, employment history, as well as their plans for the future. Conduct GED educational assessments and coursework using the Access 21st Century and GED 21st Century computer programs. Tailor an individualized education program for each resident.

* Create individual student files which contain the intake interview, copies of diplomas, certificates, etc. as well as other pertinent data.

* Maintain a comprehensive data collection system in Microsoft Access to track in-house educational activities of the residents as well as their education activities outside the program.

* Collaborate with Urban Ministry Center volunteer coordinators to recruit and retain dedicated, regular volunteers.

* Collaborate with program participants’ case managers in order to optimize program effectiveness.

* Collaborate with other Urban Ministry Center personnel to secure and maintain fund-ing for the Education Center through sources such as private foundations, etc. Fulfill reporting requirements for funding agencies as required.

• Regular dedicated volunteers recruited in collaboration with Urban Ministry volunteer coordinators. Volunteers would be recruited from local churches, corporations, etc. Retired educators could be a target volunteer population. Volunteers would undergo training and would commit to working with individual students on a regular basis (preferably weekly). Hire or seek a volunteer to act as Volunteer Coordinator who could work closely with the Education Coordinator and other program areas to augment the teaching and learning facets of the overall Urban Ministry Center program. Some of these volunteers could act as tutors, mentors, and life skills coaches, while others might provide some of the “extra-curricular activities.” Tutors would work under the direct supervision of the Education Coordinator in order to assure that tutoring is consistent with the student’s overall education program.

The benefits of cultivating regular dedicated volunteers are myriad, both for Urban Ministry Center program participants and for volunteers. Students will benefit from having consistent educational support from the Education Coordinator and volunteer teachers and mentors. Conversely, volunteers will draw deep satisfaction from watching program participants grow in competence and confidence as they become more deeply integrated into society.

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What Materials Would Be Required?• Dedicated physical space for computer lab consisting of 15 computers situated in cubicles.

Computer lab would be supervised by staff or trained volunteers at all times. Ideally, the Education Center would be located in the newly constructed Moore Place in order to provide access for the residents of Moore Place as well as program participants at the Urban Ministry Center and SABER treatment program, and to provide access on evenings and weekends. Because of the expense of the hardware and software, the computers would be used solely for educational purposes.

• Multipurpose classroom space (separate from computer lab).

• Private and locked office space for Education Coordinator and computer server.

• File cabinets full of teaching materials, including CAI or appropriate self-instruction programs.

• Books.

• Audio-visual equipment.

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Costs

Description Quantity Cost Each Cost (Extended)

Computers

Server - Dell PowerEdge 2900 1 $1,129.00 $1,129.00

Dell Precision T3500 workstation computers (15 for computer lab one for Coordinator) Windows 7 operating system

16 $949.00 $15,184.00

17 - Dell E1709W 17-inch Widescreen Flat Panel Monitors

17 $149.00 $2,533.00

Laser Printer - HP Color LaserJet 4700 Printer (or equivalent)

1 $1,349.00 $1,349.00

Network cables, junction boxes, ancillary equipment

$1,000.00

Software

Steck Vaughn Access 21st Century Pre-GED software (complete program - LAN license)

$5,152.35

Steck Vaughn GED 21st Century Pre-GED software (complete program - LAN license)

$5,007.45

Microsoft Office Suite 2007 (Professional) - Nonprofit pricing available through techsoup.org

17 $20.00 $340.00

Mavis Beacon Teaches Typing 5 $15.00 $75.00

Teaching Materials

Skills Workbooks, etc. $2,000.00

Casio fx-260 Solar Calculators (only calculator allowed on the GED test)

5 $11.45 $57.25

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Description Quantity Cost Each Cost (Extended)

Furnishings - Computer Lab

Cubicle Partitions $5,000.00

Computer Tables (30” x 48”) 15 $145.00 $2,175.00

Task Chairs 15 $80.00 $1,200.00

Bookcases 3 100.00 $300.00

Dry Erase Board (48” x 96”) 1 $245.00 $245.00

Supervisor Desk 1 $400.00 $400.00

Supervisor Chair 1 $125.00 $125.00

Furnishings - Classroom/Multipurpose Room

Student Desks 15 $150.00 $2,250.00

Teacher Desk 1 $400.00 $400.00

Desk Chair for Teacher 1 $125.00 $125.00

Bookcases 2 100.00 $200.00

Dry Erase Board (48” x 96”) 2 $245.00 $490.00

Audio-Visual Equipment (television, projector, etc.)

$1,000.00

Furnishings - Coordinator’s Office

Desk for Coordinator 1 $400.00 $400.00

Desk Chair 1 $125.00 $125.00

Sitting Chairs 2 $100.00 $200.00

Bookcases 2 $100.00 $200.00

Total $48,462.05

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Who Would Pay for This?The Urban Ministry Center has built an excellent reputation in the Charlotte metro area for its com-passionate and energetic approach to solving the enduring challenge of chronic homelessness among its citizens. The Center has cultivated a base of both monetary and personal support from local congrega-tions and other organizations. Additionally, the recent series of articles in the The Charlotte Observer highlighting the Moore Place project plans most certainly has stirred significant good will and interest among the people of Charlotte. Additional funds from donations and private foundations are sure to be forthcoming.

How Can We Convince Funders to Pay for the Education Center?The research supporting programs such as the ones described here is extensive.

The following is a brief review of the literature pertaining to the education of populations similar to the population of Urban Ministry Center program participants.

It is clear that the Urban Ministry Center must move toward providing the full range of program sup-port for residents of Moore Place (e.g., drug addiction rehabilitation, housing, adult basic education, job training, transportation, help with family hardships) in order to help chronically homeless people integrate fully into civil society (Case, Fasenfest, Sari, & Phillips, 2005; Nuttall, Hollmen, & Staley, 2003). High quality educational programming is especially important for these individuals.

Computer-Assisted Instruction (CAI)It is likely that the great majority of Urban Ministry Center program participants may be described as struggling learners. For a variety of reasons, these individuals have failed at their previous educational pursuits. Struggling students may be described as deficient problem solvers and information proces-sors, possessing poor self-concept, as well as having difficulty attending to the task at hand and pos-sessing motivational deficiencies (“Access 21st Century: Research Foundation”, 2004). For this special population of students, the best educational programs succeed because they provide a nurturing, self-paced environment (Davis, 2001).

Computer-Assisted-Instruction (CAI) provides several very important contributions to the achieve-ment of struggling learners. For example, the Access 21st Century GED computerized GED preparation program employs a version of the adaptive methodology described by Park & Lee (Park & Lee, 2003). This approach adapts or adjusts the instructional level and the amount of skills practice based on the student’s individual interaction with the program. This approach is highly motivational because it

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minimizes student frustration and efficiently manages time on task; this, in turn, leads to improved outcomes. The sophisticated design of the software allows students to affect their own performance.

AdditionalpositiveeffectsofCAIincludeachievementeffectssuperiortothoseobtainedwithtraditionalinstructionalone,afasterlearningrate,increasedtime-on-task,andahigherlevelofengagementineducationalpursuits.BecauseCAIcontinuallyprovidesstudentswithpositivefeedback,italsocontributestoimprovedself-concept (“Access 21st Century: Research Founda-tion”, 2004).

The hope is that combining the best of positive human interaction with the best instructional technol-ogy will yield excellent results.

How Shall We Begin?• Maria Burt volunteers to work with Liz-Classen-Kelly, Kathy Izard, and the Urban Ministry

Center Development Office to prepare grant applications to secure initial funding for the Education Center. Maria will collaborate with the Development Directors to identify additional funding sources for educational activities and will work with them to obtain those funds so that the Education Center may grow to serve the best interests of Urban Ministry Center program participants.

• Maria (or another volunteer) would begin pilot program near or at current Urban Ministry Center site with 3 - 5 computers and a few students - in a quiet environment.

• Work with the architect to design the computer lab and classroom.

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References & Selected BibliographyThe following is a listing of articles containing research applicable to the education of the population which the Urban Ministry Center serves. I have referenced several of these articles above.

Access 21st Century: Research Foundation [Electronic (2004). Version], 1-3.

Batchelder, J. & Rachel, J. R. (2000). Effects of a Computer-Assisted Instruction Program in a Prison Setting: An Experimental Study. Journal of Correctional Education 51(4), 324-332.

Case, P., Fasenfest, D., Sari, R., & Phillips, A. (2005). Providing Educational Support for Female Ex-Inmates: Project PROVE as a Model for Social Reintegration. Journal of Correctional Education, 56(2), 146-157.

Davis, H. C. (2001). Educating the Incarcerated Female: An Holistic Approach. Journal of Correctional Education, 52(2), 79-83.

Foley, R. M. & Gao, J. (2004). Correctional Education: Characteristics of Academic Programs Serving Incarcerated Adults. Journal of Correctional Educations 55(1), 6-21.

Matthews, S. L. (2003). Where Have All the Children Gone: A Glimpse of Students with Special Needs in the Prison Classroom. Journal of Correctional Education 54(3), 96-97.

Nuttall, J., Hollmen, L., & Staley, E. M. (2003). The Effect of Earning a GED on Recidivism Rates. Journal of Correctional Education, 54(3), 90-94.

Park, O. & Lee, J. (2003). Adaptive Instructional Systems. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 651-685). Mahwah, NJ: Erlbaum.

Paasche-Orlow, M. K., et al. (2005). Educational Attainment but Not Literacy Is Associated with HIV Risk Behavior among Incarcerated Women. Journal of Women’s Health 14(9), 852-859.

Rose, Chris (2004). Women’s Participation in Prison Education: What We Know and What We Don’t Know. Journal of Correctional Education (55)1, 78-100.

Sabatini, J. P. (2001). Designing Multimedia Learning Systems for Adult Learners: Basic Skills with a Workforce Emphasis. National Center on Adult Literacy Working Paper WP00-01.

Schlesinger, R. (2005). Better Myself: Motivation of African Americans to Participate in Correctional Education. Journal of Correctional Education 56(3), 228-252.

Steck-Vaughn. The Research Basis for Learning 100® [Electronic Version], 1-12.