Download - Harbor Shores Community Benefits Plan
-
8/8/2019 Harbor Shores Community Benefits Plan
1/106
-
8/8/2019 Harbor Shores Community Benefits Plan
2/106
-
8/8/2019 Harbor Shores Community Benefits Plan
3/106
Table of Contents
Introduction .3
Partner Acknowledgements
Vision and Mission
Project Description
Situation Analysis
Opportunity Analysis
Appendix 10
Family Literacy Center-Lifelong Learning
Local Business Consortium
Housing and Homeownership Consortium
Community Ventures Development Consortium
D010000664
-
8/8/2019 Harbor Shores Community Benefits Plan
4/106
HARBOR SHORES
21i4Community Transformation
The idea of community transformation is not new one It has existed in various
iterations over the past several centuries In its modern day and urban context
communities have struggled with multitude of problems that have left them unattractive
at best to near hopelessness at their worst We have witnessed large declines in the
industrial sectors with the resulting layoffs creating significant declines in their skilled
workforce populations In many circumstances this has left our most vulnerable
populations in largely untenable situations We have seen inner city school districts bear
the brunt of these population shifts with not only loss of students but their teachers and
academic achievement levels as well Homeownership levels have plummeted in these
areas and without homeowners taking care of their properties substandard rental housing
has thrived These are only few of the national challenges that exist for many of these
historically urban settings
Benton Harbors challenges are no different than what we have already described In fact
many of Benton Harbors systemic challenges are more extreme because of the near total
absence of middle class population By federal definition every census tract is deemeddistressed The hurdles in Benton Harbor that currently exist range from the obvious to
the subtle One of the glaring challenges is continually declining population In its
heyday Benton Harbor had close to twenty thousand residents At present only ten
thousand seven hundred people still reside in the community As percentage of the
countys total tax base Benton Harbor has gone from over fifty percent to less than seven
percent in the past several decades Benton Harbor has also turned from community
thriving with homeowners to one that now has over sixty percent of its homes owned by
landlords And lastly and most importantly the city has watched it academic achievementlevels and literacy levels fall to unacceptable levels
As urban communities have faced theseproblems
andmore
there have been multitude
of ideas studies and initiatives designed to reverse these misfortunes They have come in
the form of education reform housing initiatives specific job training as well as host of
other strategies These efforts have ranged from no measurable change within the
community to very narrow pockets of success Unfortunately these targeted successes
have not lead to sustained community transformation for the broader community
D010000665
-
8/8/2019 Harbor Shores Community Benefits Plan
5/106
Different Approach
The philosophical model we have embraced within the context of the Harbor Shores
project is to embrace all of our municipalities and community partners in process ofcatalyzing systemic change and community transformation Over the past three years this
philosophy has allowed us to successfully work with federal state and local
governmental units as well as broad based of community organizations Our first step
was to acknowledge that full scale community transformation cannot be successfullyinitiated within narrow community framework The Council for World-Class
Communities was established several years ago and served as the driver in bringingthousands of our residents together to establish this common vision We realized this
transformation must come through the collaborative efforts of an agreed upon common
vision for the betterment of the entire community This vision includes economic
development lifelong learning understanding diversity and developing grassroots
organizations within the community The Alliance for World-Class Communities was the
first formal step in bringing the right resources together to achieve this vision The
Alliance represents four affiliated organizations Cornerstone Alliance Council for
World-Class Communities Citizens for Progressive Change and the Community
Partnership for Lifelong Learning that have joined together to begin addressing the
barriers to community transformation
These organizations informally worked towards arguably the same outcomes with the
challenge of wasted human and financial resources With the formal restructuring of
these four organizations into collective force we have been able to significantly
leverage our efforts as well as our impact within the broader community This same
leverage opportunity exists for Harbor Shores
Harbor Shores has the ability to use large residential and recreational development as an
enabler for true community transformation Using the Alliance framework of economic
develop diversity with inclusion lifelong learning and leadership development four
community benefits plans have been designed to take full advantage of development
that could exceed $500 million in its overall impact to the area These community
benefits plans include job creation workforce development literacy skill building
increased homeownership opportunities local and small business development as well as
developing strong grass roots organizations
The following segments will describe the Harbor Shores project on vision and mission as
well as detailed community benefits plans
D010000666
-
8/8/2019 Harbor Shores Community Benefits Plan
6/106
Partner Acknowledgements
During the past threeyears
there has been significant level of support provided to the
overall Harbor Shores project This support has come in the form of strategic
development governmental assistance technical development financial contributions
and community engagement The Harbor Shores project wishes to extend their
appreciation and gratitude to those organizations and individuals who have contributed to
keeping the Harbor Shores project on pace to become reality They include
Harbor Shores Project Partners
Whirlpool Corporation and Whirlpool Foundation
Jeff Fettig Chairman CEO Whirlpool CorporationDavid Whitwam Retired Chairman CEO Whirlpool Corporation
Governor Jennifer Granholm and the State of Michigan
Congressman Fredrick Upton
City of Benton Harbor MichiganCity of Saint Joseph Michigan
Benton Charter Township Michigan
County of Berrien MichiganThe Alliance for World-Class Communities
State of Michigan DOT DLEG DEQ DNR DOEHeartland Alliance
Michigan WorksLake Michigan College
D010000667
-
8/8/2019 Harbor Shores Community Benefits Plan
7/106
Vision Statement
To create an inclusive environment where the richness of our differences are viewed as
strengths and where all citizens are prepared and contributing to our interdependent world
class communities
Mission
We will accomplish this work by directly engaging with our federal state and community
partners to leverage the physical development opportunities generated by the Harbor
Shores project and in turn catalyze systemic change opportunities focused on human
capacity building that include educational economic and social initiatives
D010000668
-
8/8/2019 Harbor Shores Community Benefits Plan
8/106
Project Description
Harbor Shores is proposed 530-acre mixed-use development that spans parts of Benton
Harbor St Joseph and Benton Township Current plans include residential units
commercial space hotel/conference center Jack Nicklaus Signature golf course indoor
water park marinas parks and new green space and various other amenities
Harbor Shores is unique opportunity to revitalize the Twin Cities area and begin
process to reverse declining populations shrinking county-wide school enrollments and
manufacturing job losses that have burdened our communities for the past several
decades It represents shared responsibility we have to one another and multitude of
shared opportunities for our connected communities The sheer physical scale of the
project will give us the ability to lay the groundwork in addressing not only our economic
challenges but our educational and social ones as well
Harbor Shores is projected to create 6000 direct and indirect jobs 4000 temporaryskilled-trade jobs during the construction phase and 2000 ongoing jobs in the hospitality
service and technology industries The residential space including mid-rise and low-
rise units town homes single family homes and senior independent living will offer
affordable housing options as well as at-market housing choices In addition the plan
would enhance the arts district and add recreation/entertainment opportunities retail
establishments and office space to the community
Situation Analysis
The idea of redeveloping several hundred acres of contiguous dormant
contaminatedlandlocked properties in Benton Harbor Saint Joseph and Benton
Township has existed for almost twenty years These properties at best generate minimal
ad valorem revenues for their governmental units
Elements of Decline
As our communities have suffered through the pains of deindustrialization population
loss in particular our 18-34 year-olds plant closures and job losses we have recognized
that we must be open to innovative approaches to protecting the future viability of our
residents and businesses while continuing to use the core strengths of our communities
Educational disparities and high segregation indexes have also played negative role
across our collective communities
D010000669
-
8/8/2019 Harbor Shores Community Benefits Plan
9/106
These are some of the harsh realities our local communities and county have had to face
over the past several decades
-.9% population growth from 1970 to 2000
Above average exodus of our 18-34 year-old demographic in Berrien Countybetween 1990 and 2000
Geographic specific erosion of tax base BH SJ etcLow in-migration between 1995 and 2001 that cost the county $100 million
dollars in personal income
Non-uniform educational attainment levels across the county
Ten-year projected declining county-wide school enrollments
The county continues to lose retail to surrounding areas
Quality of life measures such as new housing prices crime and school
performance have worsened
Opportunity Analysis
With all of the stark realities our communities have faced there has been an historic
coming together of our communities over the last ten years Weve seen significant
community engagement around creating world-class communities through diversity with
inclusion as result of organizations like Calling All Colors Council for World-Class
Communities and Lake Michigan College Weve also seen resurgence of
entrepreneurism as technology- and service-related industries have seen rebirth The
broader communities have also recognized the need for diversification of businesses
our region Cornerstone Alliance has played significant role through its economic
development strategies and collaborative efforts Quantitative and qualitative research
provided by the Upjohn Institute Berrien County and others have also been instrumental
in identifying our core assets and direction
Some of our community assets include
Shared lakefront and riverfront properties
Large land masses of undeveloped properties
core leadership group committed to systemic change
Proximity to multiple major MSAa Chicago Indianapolis Detroit etc
growing base of diverse and innovative companies
Whirlpool Global headquarters
Our communities possess significant strengths which have helped us to maintain our
status quo can we make this status grow at best They have not provided enough
D010000670
-
8/8/2019 Harbor Shores Community Benefits Plan
10/106
leverage around our existing assets to create the systemic change our communities are
striving towards
Given the resources and foundation that has been b ui lt i n our communities the
environment is ripe to take on project that will allow all of our communities to share
andexperience growth
in
economiceducational and social
wealth At no other timein
our communities histories have we been poised to successfully embrace such an
opportunity Community pride work ethic and the momentum around collaborative
community building is recipe for creating systemic change on multiple levels
D010000671
-
8/8/2019 Harbor Shores Community Benefits Plan
11/106
Appendix
10
D010000672
-
8/8/2019 Harbor Shores Community Benefits Plan
12/106
D010000673
-
8/8/2019 Harbor Shores Community Benefits Plan
13/106
Family Literacy Center FLC
OPERATIONS MANUAL
COMMU NI TVPARTNERSHIP
LIF LONGLEARNING
REAL LJ1E
January 2007
HARBOR SHORES
D010000674
-
8/8/2019 Harbor Shores Community Benefits Plan
14/106
TABLE OF CONTENTS
Executive Summary The Family Literacy Center FLC
Recruitment Procedures
II Assessment Orientation
III Training Registration
IV Training Courses
Center for Literacy Development
Center for Education Development
GED Preparation 10
Catch the Dream for Adults LMC WMU Partnership forthcoming
Center for Life Skills
Bridges Out of Poverty 11
Diversity with Inclusion 11
Home Management Resources 12
Career Development 12
Personal Development 12
Program Monitoring 13
Appendix
Volunteer Handbook 14
Life Coach Implementation Strategy 29
Literacy Impact Metrics 33
D010000675
-
8/8/2019 Harbor Shores Community Benefits Plan
15/106
Operations Manual for the Family Literacy Center FLC
Executive Summary
The Family Literacy Center FLC
The Community Partnership for Lifelong Learning CPLL an affiliate of theAlliance for World-Class Communities The Alliance is charged with developingand implementing the goals and objectives of the LIFELONG LEARNING
consortium Our goal is to create an inclusive community where all citizens are able
to receive training and education that enables them to earn decent living at ajob that
provides stable and secure environment for their families
The lifelong learning continuum outlines the mechanism that will deliver the broad
scope of services to individuals in our community The LIFELONG LEARNING
consortium demonstrates the overarching service providers in Life Skills Diversity
w/inclusion One-on-one reading development GED preparation Job training and
Priority hiring in partnership with workforce development agencies local churches
colleges and volunteer and social service organizations
The Family Literacy Center FLC will focus on the literacy education and life skillscomponent of LIFELONG LEARNING We are adapting national family literacymodel which has four primary components
Adult Education may include basic education life skills workplace skills andESL instruction
Childrens Education may include instruction for preschool-aged childrenelementary school-aged children and/or infants and toddlers
Parent and Child Together PACT Time interactive parent-child literacyactivities that strengthen the learning relationship between parent and child and
help parents become more empowered in their roles as their childrens primary
teacher
Parent Time provides parents with information about the literacy developmentof their children and an opportunity to discuss their childrens development as
well as other concerns
Residents who cycle through the FLC will be engaged in number of ways To
ensure we reach high potential residents we will engage them using an Island1
process This Island engagement process will seek out individuals who demonstrate
high probability of success The profile characteristics of Island participantsassume
High School Graduate GED Completion
9th Grade Reading level
support system with at least committed partners
Willing to step out of their comfort level
Believes there is more to life than what they see in their current environment
Island process is designed by Marcus Robinson Ph.D President CEO of Citizens for ProgressiveChange and has been renamed as the Centers for Creative Living
January 2007 Page of 34
DO10000676
-
8/8/2019 Harbor Shores Community Benefits Plan
16/106
Operations Manual for the Family Literacy Center FLC
Through all of our engagement processeswe seek to create vocationally certified
individuals with enhanced life skills who are GED and literacy prepared With the
ultimate goal being to equip these individuals with the necessary literacy and training
to secure employment in todays competitive job market
Family Literacy Center Flow Process for 2007
Island Profile Assumes
High School Diploma or GED 200 Word of Mouth Walk-ins Referrals
At least committed partners
Willing to step out of comfort level
Believes in better quality oflife
T__4LEch
INTAKE
eTrainigTransltlonal Jobs
November 29 2006 Family Uteracy center Operatons Manuel
Saundra Johnson Austin EVP CPLL
The Family LiteracyCenter
FLCis
drivingforce of the Harbor Shores
Community Redevelopment Project It drives building human capacity through
holistic approach using literacy and life skills as the foundational building blocksfor
residents to become job ready
The FLC serves residents throughout Berrien County with emphasis on the
communities in most need
The FLC targets residents who are unemployed underemployed incumbent
dislocated and ESL workers
The FLC focuses on developing the family through family literacy modelwhich
focuses on adult education childrens education parent and child together time
and parent time
The FLC has adopted model of combining each training opportunity with
developing life skills for participants through life coaching strategy This model
supports providing guidance in achieving individual goals by advising of the
possible steps resolutions and resourcesfor attainment while providing client
driven advocacy and support along the way
January 2007 Page of 34
D010000677
-
8/8/2019 Harbor Shores Community Benefits Plan
17/106
D010000678
-
8/8/2019 Harbor Shores Community Benefits Plan
18/106
Operations Manual for the Family Literacy Center FLC
Through funding from Harbor Shores partner developers foundations the
Department of Labor and Economic Growth The Alliance and other affiliate
organizations residents participate in FLC training opportunities with little to nofinancial commitment
The following pages demonstrate how the Family Literacy Center FLC becomesoperational
January 2007 Page of 34
D010000679
-
8/8/2019 Harbor Shores Community Benefits Plan
19/106
Operations Manual for the Family Literacy Center FLC
Recruitment Procedures
Individuals cycling through the Family Literacy Center FLC will bevigorously recruited through various community engagement streams Our
goal is to engage cross-section of individuals who are in need of training and
literacy development in Berrien County
Open Recruitment
Individuals that call-in or walk into the 175 Main Street facilityor identified HUBS
ii Mailings sent to current and former Bridges to Digital Excellence
Program participants
Selective Recruitment
Individuals targeted through the Island
Agency Referrals
ii Primary Agencies Department of Human Services and MichiganWorks
iii Secondary Agencies YMCA Salvation Army CapstoneRiverwood etc and local churches and their affiliates
All participants through open selected or agency referrals will be asked to
come in and fill out an application sheet and then scheduled for an assessment
orientation If no assessment time is available participants will be placed on
the waiting list until time slot opens up
II Assessment Orientation
Through the Assessment Orientation our goal is to assess 200 individuals each
year Of those 200 we anticipate at least 100 will become engaged in somelevel of our core services Reading Development GED Preparation and Life
Skills training
Fifty 50 of those individuals will be priority designation and assigned Lifecoach who will help them select training and community benefits plan
programs that will help them realize their goals We anticipate the other 50
receiving services in one of our core areas with limited oversight in the form
of quarterly progress evaluation sessions
The Assessment orientation will determine each applicants area of interest orneed and be conducted in two phases
Phase 3-hour assessment which identifies reading level strengths and
weaknesses goals and attainment ability
Phase II 1-hour strategic focus session to integrate assessment results into
an Individualized Action Plan lAP and timeline
January 2007 Page of 34
D010000680
-
8/8/2019 Harbor Shores Community Benefits Plan
20/106
Operations Manual for the Family Literacy Center FLC
Phase Scheduling
Monday and Wednesday from 1000 AM to 100 PM and 300 PM to 700PM
Thursdays from 530 830PM applicants will be assessed in the followingareas
Soft Skills Assessment includes career profilingii Reading literacy Assessment CASAS TABE or other DLEG
approved assessment
iii Opportunity Analysis
iv Culture Assessment
Each hour time block will accommodate up to applicants given current
staff limitations and scheduled two weeks in advance The Education
Specialist will be responsible for delivery of all reading assessments
We will engage area churches and organizations as HUB sites in deliveringliteracy and life skills training The primary goal of the HUB sites is to
provide residents with alternate locations that are easily assessable within
walking distance to receive training Our HUB sites will be selected on their
desire and level of capability to deliver training to children youth and adults
Tuesdays and Fridays will be designated to conduct reading assessments at
HUB sites Time frame and number of applicants assessed will be determined
by HUB coordinator and Education Specialist
If all time slots are filled weeks out applicants are placed on the waiting list
until scheduling resumes the next week
Applicants who do not come in for their assessment orientation within
weeks of completing their initial application will be placed at the bottom of
the list to be scheduled for an assessment orientation
Applicants who miss scheduled assessment orientations will not be able to
re-apply for assessment for months
Phase II Scheduling
After Phase assessment Island participants will be assigned Life Coach
The Life Coach will work with these participants in intense one-on-one
sessions in developing their Individualized Action Plan lAP creatingtimeline and working with them through guided advocacy model to achieve
their primary goals as defined by their lAP
Island participants are matched with Life coach because they have been
screed to have the highest probability for success Island participants are
January 2007 Page of 34
D01000068
-
8/8/2019 Harbor Shores Community Benefits Plan
21/106
Operations Manual for the Family Literacy Center FLC
expected to reach their goals established on their lAP within to 12 months
after engagement
All non-Island participants will be scheduled for one-hour timeslot with an
in-take specialist During the strategic focus session they will discuss the
results of their Phase assessments develop their TAP and formalize next
steps Non-Island participants will meet with and in-take specialist formally
quarterly for progress evaluation and non-formally by appointment only
During the in-take process there will be instances where individuals who did
not come through the Island will be deemed good fit to receive the
services of Life Coach When this occurs the in-take specialist will forward
the individuals lAP results to the Life Coach who will put them in the queuefor the next available slot for services
Non-Island Strategic Focus appointments are scheduled on Tuesdays and
Fridays each week Island participants will be contacted by their Life Coachto set up their Strategic Focus session and all other subsequent one-on-one
meetings
III Training Registration
Selective Registration Throughout the selective registration process
applicants who have gone through an orientation assessment in the
following categories
Island participants
ii Agency Referrals
Selective Registration occurs for approximately six weeks prior to training
opportunities noted in section IV During this time period only applicants onthe aforementioned waiting list will be allowed to register
Applicants on the waiting list will be contacted through letter or phone call
to come in and register for training opportunity See Section IV
Open Registration
Open registration occurs three weeks prior to training opportunity until
impending training classes are filled During this period any applicant
whether from the waiting list walk-in call-in island or agency referral mayregister for training opportunity Open registration applicants must have
gone through assessment orientation to register for training opportunity
January 2007 Page of 34
D010000682
-
8/8/2019 Harbor Shores Community Benefits Plan
22/106
Operations Manual for the Family Literacy Center FLC
Hold Applicants
All assessed applicants will remain on file for months If an applicant has
not come into register by the end of the months their application will be putinto non-active file after which they will have to be re-assessed
IV Training CoursesDuring the strategic focus session applicants will be made aware of training
opportunities based on the goals set forth in their Individualized Action Plan
lAP
CENTER FOR LITERACY READING DEVELOPMENT
The Center for Literacy Developments primary purpose is to provide one-on-
one tutoring for individuals who test at or below the 8th grade level The goalof this center is to provide literacy instruction that increases their reading
ability so they may enter GED preparation course
Of the 100 individuals that will be served through the FLC we anticipateminimum of 25 individuals who will engage in Literacy development services
that will increase their grade by at least one level per year
Applicants working on raising their literacy levels those who test at or below
the 8th grade level will be referred to the Literacy Specialist who will perform
an additional assessment miscue analysis and match them with volunteer
tutor
Volunteer Tutor will receive an instruction plan developed by literacy
specialist that tells the tutor the students instructional needs the short
and long term learning goals the materials prescribed to students and
list of appropriate strategies to use within their tutoring sessions
Both parties will be brought in to make their initial contact This
appointment can last from 1-2 hours
They are both asked to make month commitment to meet one-on-
one at least one time week
Tutee is given information form which lists contact information for
their tutor
Tutor and tutee will work out schedule that is mutually acceptable
andmove
forward with tutoring planVolunteer tutors and tutees can meet at public places the training
center or hub sites for instruction See attached volunteer tutor
handbook
Progress Reporting
After the pair has been meeting for six months the Literacy specialist will
bring them in or visit them for progress report meeting This meetingincludes the setting of new goals discussion of the students progress and
January 2007 Page of 34
D010000683
-
8/8/2019 Harbor Shores Community Benefits Plan
23/106
Operations Manual for the Family Literacy Center FLC
accomplishments and assessment of the current materials/strategies used
within their meetings and gives the pair chance to discuss
concerns/questions After this initial progress report meeting pairs will
receive progress report meeting yearly after that
Every student must receive pre and post test each program year We willoffer all testing after the initial assessment orientation in group testing
format Each student will be invited to group testing session at the Main
Training facility two times year Each time student is tested the tutor and
the student receive letter alerting them of the students progress and areas of
need
Pre Tests will be offered in August and Oct of each program year
Post Tests will be offered in Feb and May of each program year
CENTER FOR EDUCATIONAL DEVELOPMENT
The purpose for the Center for Educational Development will be to catch the
overflow of GED applicants who contact the local provider and are place onthe waiting list The goal of this center is for individuals to prepare for take
and pass theirGED exam in its entirety
OfthelOO individuals served by the FLC we anticipate minimum of 25 toprepare for and pass at least one of the five GED exams reading math
science social studies writing needed to receive your GED
Currently we are only offering computer based training for GED preparationusing the NovaNet system NovaNet is being piloted by the Michigan Dept of
Labor Economic Growth Individuals placed in our GED program will bescreened during the assessment orientation to find out their level of interest
and ability to use computer based instruction program Applicants working
on completing their GED will be referred to the Literacy Specialist who willset them up with NovaNet user account
Students will be given weekly calendar and asked to schedule
minimum of hours and maximum of 15 hours week at NovaNetdedicated computer stations
Applicants will receive information on how to access NovaNet fromhome or other remote locations
Students who do not want to receive on-line instruction or preferclassroom instruction for GED preparation will be referred to the
appropriate area GED class
January 2007 Page 10 of 34
D010000684
-
8/8/2019 Harbor Shores Community Benefits Plan
24/106
Operations Manual for the Family Literacy Center FLC
CENTER FOR LIFE SKILLS
The Center for Life Skills purpose is to provide individuals with the necessarytools needed to successfully navigate their home and work lives The goal of
this center is to provide menu of personal enhancement programs that will
make individuals more attractive prospect for employers lending institutions
and other community environments
Of the 100 applicants served through the FLC we anticipate all to have
participated in at least one Life Skills training program
Applicants will be able to select from life skills training programs
Bridges Out of Poverty
Moving out of the culture of poverty requires more than an increase in
financial means devaluing relationships and accepting achievement as
the driving force in ones life It will require one to learn and use
middle class language and behaviors It will require the individual to
take on new worldview that is reflective of the middle class It
requires more than just workplace training The individual is
challenged to adapt new way of thinking about life their childrens
lives and the future
This session will assist individuals in understanding and experiencing
the differences that exist between those that live in poverty and in the
middle class These sessions are designed to stimulate strategies that
assist persons to be more successful in the middle class workplaceand community
Bridges Out of Poverty is 10 week program taught by volunteers Sessions
will be offered on Tuesdays from 6pm to 8pm Bridges Out of Povertysessions will be offe red t imes year with scheduling being driven by
volunteer teams Bridges Out of Poverty will be offered at the Main
training facility and at HUB sites
ii Diversity w/inclusion
During these interactive multi-media workshops participants take
part in discovery session that examines individual attitudes
organizational culture and community forces that affect our
interactionswith
othersThe goal
is todevelop personal
accountability for ensuring an inclusive environment and building
awareness and skills that can be used at home at work and in the
community
Diversity w/inclusion is 12 week program Sessions will be on Monday
evenings from 6-8pm times per year
January2007 Page 11 of 34
DO10000685
-
8/8/2019 Harbor Shores Community Benefits Plan
25/106
Operations Manual for the Family Literacy Center FLC
iii Home Management ResourcesThis training course offers the essential skills needed to manage
family personal growth positive attitudes healthy lifestyle family
relationships clutter organization meal planning and preparation
parenting and house cleaning
Home Management Resources Training is 10 week course taught byvolunteers Sessions will be offered to 10 times year with scheduling
being driven by volunteer teams designated by church affiliates HMR will
be offered at the main training facility and at HUB sites
iv Career DevelopmentThis training will enable the participants to Know their skillsvalues and experiences and understand how to leverage this
through
Defining their self brand
Developing their resume and cover letter
Enhancing their interviewing skills
Career Development training is an week program Sessions will be
offered on Wednesday mornings from 9am to 12 noon and Wednesday
evenings from 5pm to 8pm in alternate week cycles times year
Personal DevelopmentThe training will be adapted from Tough Choices beyond Anger
Management comprehensive video-driven cognitive-emotional-behavioral life skills program This personal development trainingwill help participants begin the process of developing the
interpersonal skills required to perform effectively in home and
professional work environment
Personal Development Training is an week program Sessions will be
offered on Friday mornings from 9am to 12 noon and Thursday eveningsfrom 5pm to 8pm in alternate week cycles times year All trainingwill be offered in consecutive weeks because each topic builds on the next
one
Applicants are allowed to partic4ant in no more than two life skills
training programs at one time This is in addition to any literacy orGED
preparation training they are engaged in Various life skills training
programs may be offered at HUB sites depending on staffing logisticaland scheduling restraints
January 2007 Page 12 of 34
D010000686
-
8/8/2019 Harbor Shores Community Benefits Plan
26/106
Operations Manual for the Family Literacy Center FLC
Program Monitoring
There will be pre and post evaluation participants will be asked to fill out onall training programs they are engaged in The pre-evaluation will ask why
they are taking the training what are their expectations and what they feel
they will gain from the training The post evaluation will ask whether they met
their personal goals how satisfied they were with the training program i.e
tutor instructor instruction schedule and materials provided
Instructors and volunteer tutors will also provide evaluations on student
progress attendance and program operations
January 2007 Page 13 of 34
D010000687
-
8/8/2019 Harbor Shores Community Benefits Plan
27/106
Operations Manual for the Family Literacy Center FLC
APPENDIX
COMMUNITY
LIFELONGLEARNING
VOLUNTEER
TUTORHANDBOOK2
Kent County Literacy Council
January 2007 Page 14 of 34
D010000688
-
8/8/2019 Harbor Shores Community Benefits Plan
28/106
Operations Manual for the Family Literacy Center FLC
Tutor Job Description and Responsibilities
Our volunteers are
Good readers writers and communicators
Open to new ideas and teaching techniques
Tactful nonjudgmental dependable patent and flexible and
Comfortable giving generous sincere compliments and praise
They must have
Enough time to prepare lessons and work with student in relaxed mannerMature and realistic attitudes and judgment
Assertive leadership qualities in finding and scheduling tutoring site and in
follow-through with student
Willingness to ask for help when needed
Willingness to submit monthly reports to CPLLTime and commitment to attend meetings designed to improve tutoring skills
Ability to foster independence in the student
firm understanding of and commitment to confidentiality
Tutoring Information
STUDENTS ASSIGNMENTS student will be assigned to you after you havesuccessfully completed tutor training literacy specialist will call you to discuss the
assignment You can pick up the students information tutoring plan and materials at the
Main St training facility
To become matched with your student
The Literacy specialist will call you to let you know you have been matched withstudent and to set time for you and the student to come in and meet
At the meeting be sure to give you student you name and telephone number and
specifically ask him/her to call you if there is change in plans before you first
tutoring sessions
Know your students name nickname or both and how to pronounce and spellthem properly Ask you student what he/she wishes to be called
At the first meeting give student an index card with your name and telephonenumber on it As will as your tutoring day time and place Be sure that yourstudent knows where to reach you if he/she is going to be late or absent Be sureto let your student know in advance if you cannot meet with him/herCall the Main St facility after your meeting Please report the day time and placethat you are meeting Ex Mondays Union church 4-530p.m This will confirmthe tutor and student match
January 2007 Page 15 of 34
D010000689
-
8/8/2019 Harbor Shores Community Benefits Plan
29/106
Operations Manual for the Family Literacy Center FLC
REQUESTING TUTORING SPACE People usually respond positively to you requestfor space Introduce yourself as CPLL tutor and ask whether they have private roomavailable for you to use weekly for about 1-1/2 hours to tutor an adult learner As
courtesy please notify the site provider if there are any changes in plans for use in their
space EXAMPLE You will not meet for two weeks because of vacation
BOOKS AND MATERIALS your student and tutor materials can be picked up at theMain St facility Hopefully we will are the books of interest on hand if not they will be
ordered and should take no more than business days to arrive Please be prompt in
picking up materials
ATTENDANCE Remind your student to call you if he/she will be absent Sometimes thefirst few meetings can be challenge as both of you are doing something new Be specificwhen making arrangements with your student EXAMPLE We will meet inside the frontdoor of the library next to the check-out desk
NOTIFY OUR OFFICE After you have your first meeting please call our office toconfirm that you have met You may leave message on our voice mail system or speakwith office staff unless you have questions or comments You may also send an email tothe literacy specialist It is best that your questions be directed to the literacy specialist
RECORD YOUR TUTORING HOURS AND REPORT THEM MONTHLY Mosttutors will have their own system for keeping track of their time- calendar weekly
planner or scrap of paper tucked into their pocket Please remember to send in your
Monthly Tutoring Log each month for the previous month You can send those by mailemail or fax You may also call in your hours but this method is lease desired
ENDING YOUR TUTORING SESSIONS If your student plans to stop tutoringplease call the Literacy Specialist Your student may need to be re-evaluated before youstop meeting In addition you will need to complete Match Termination form
January 2007 Page 16 of 34
D010000690
-
8/8/2019 Harbor Shores Community Benefits Plan
30/106
Operations Manual for the Family Literacy Center FLC
General Guidelines for Our Tutors
Your att itude of acceptance is your most important asset Accept your students
abilities without criticism or blame Your student may come from different culture
accept personal differences Your student may need additional encouragement or support
because of past educational experiences
Be dependable meet your student regularly Do not accept undependable behavior from
your student Failure to call you or last minute cancellation except for real
emergencies need to be addressed early and assertively If you are not comfortable
doing this please call the Literacy Specialist for support
Your role is that of reading tutor Please do not get involved in counseling or testing
even if that is your background Refer your student to the Literacy Specialist if there are
Problems or concerns outside of your tutoring role However you should show interest in
your student Gather knowledge that will help you to relate the instruction to his/her
goals Be aware that there is delicate line between real interest and prying
Your student is and adult but he or she may not have the social skills or assertivenessto refuse requests from the tutor Please do not proselytize evangelize or attempt to
explain your religious or political beliefs to you student Also please do not try to sell or
offer products or services to your student
Transportation You are not expected to provide transportation for you student If youchoose to do so you must have adequate insurance and the willingness to assume all
responsibility since CPLL does not have insurance for this purpose
Not in the home it is our organizations policy that tutors and students meet in privateroom in public supervised building and not in the home Safety issues and distractionsin the home make it inadvisable to meet in this setting
Probation and Parole Occasionally will CPLL serve individuals who are on probationor parole and those who are in treatment programs for substance abuse or emotional
problems It is our policy to inform the tutor of these situations before he/she agrees to
tutor the student insofar as we know abut the situation The tutor always has the option
of declining to work with particular individual If the match has already been made and
you become aware of students legal emotional Or substance abuse problem pleasecall the Literacy Specialist
Waiting for students Sometimes students will ask tutors to wait for them if there are
going to be disruptions to tutoring such as illness or job demands Sometimes reasons are
vague such as needing time off We ask that you wait no longer than weeks for yourstudent to return to tutoring If you find that you are being put on hold by your studentexplain that she/he may call our office when ready to resume tutoring and new tutorwill be assigned at that time Meanwhile we can keep our valuable tutors YOU busy
January 2007 Page 17 of 34
D01000069
-
8/8/2019 Harbor Shores Community Benefits Plan
31/106
Operations Manual for the Family Literacy Center FLC
Close relationships Because of the close relationship that often develops between
students and tutors some students may develop crush on their tutor If you become
aware of this through the students actions or comments it would be best to address the
situation as soon as possible This may be very difficult for you to do but ignoring the
situation will usually not make it go away Pleas call the Literacy Specialist to discusshow this can be handled without embarrassment for you or the student
Partners in learning Sit next to your student so that you can work with him or her
corner of table work well Do not sit across from your student so that you can teach to
that person Remember You are partner in your students learning process even though
you assume large portion of the leadership role
January 2007 Page 18 of 34
D010000692
-
8/8/2019 Harbor Shores Community Benefits Plan
32/106
Operations Manual for the Family Literacy Center FLC
General Policies Relating to Tutors
To be eligible to become tutor individuals must
Attend one-hour information session
Complete and sign tutor application including providing references
Minimum skills Be at least 18 years old with high school diploma or GED
Locate and meet with their student in an approved public supervised site
Demonstrate patience and genuine desire to help student
Demonstrate the ability to read write and spell well Demonstrate good verbal
communications skills including good grammar
Ability to relate to people diverse backgrounds and to be culturally sensitive
Demonstrate behavior appropriate to working with student which excludes such
behaviors as
Use of racial or ethnic slurs
Harassmentany
behaviorperceived
asoffensive
afterbeing
asked to
stop
Disruptively loud behavior
Threatening behavior
Disregard for personal hygiene
Complete the interview process as designed by the Literacy Specialist
Attend 10 hours of tutor training hours mis-queue hours one-on-one skills
development and hours diversity training in consecutive sessions
Complete the tutor commitment form at the conclusion of training
To continue to be eligible to tutor individuals must
Meet their student on regular basis
Report volunteer hours and student progress on monthly basis
Maintain confidential treatment of all student information
Maintain conditions of initial eligibility as defined under General Policies
Relating to Tutors aboveAttend periodic follow-up meetings and training opportunities
January 2007 Page 19 of 34
D010000693
-
8/8/2019 Harbor Shores Community Benefits Plan
33/106
Operations Manual for the Family Literacy Center FLC
Student Eligibility Policy
General Literacy Service
Be at least 18 years old or 16 years if out of school
Agree to meet in an approved public tutoring site 9barrier-free if needed
Be able to and agree to get to the approved public site without assistance from the
program or the tutor
Be able to express their needs/goals related to reading
Demonstrate the ability to attend to tasks for the duration of the intake interview
Be able to respond to personal history questions
Demonstrates desire to learn Participant needs to come to CPLL on his/her own
free will
Demonstrate behavior appropriate to learning with tutor which excludes such
behaviors as
Use of racial or ethnic slurs
Harassment any behavior perceived as offensive after being asked to
stop
Disruptively loud behavior
Threatening behavior
Disregard for personal hygiene
Be willing to commit to least hour per week for six consecutive months of
instructional time
Reading must be identified by the individual as his/her primary need
For Reading instruction at initial intake participant must also
Be able to communicate basic information in English
Be able to differentiate characters on the printed page
Maximum skills Demonstrate reading deficiencies by scoring no higher that 9.0
grade equivalence on the Test of Adult Basic Education
Be able to use writing instrument such as pen or pencil to print out letters or
to draw recognizable square and recognizable circleOR be able to find and
strike specified keys on keyboard
To be eligible for continued literacy services after being accepted into the programcandidates must
Attend scheduled tutoring sessions regularly
Arrive at tutoring sessions on time
Notify the tutor in advance of planned absence or expectations to be late
student who does not call/not show for three sessions can be terminated
Maintain conditions of initial eligibility as defined under General Literacy
Services and other applicable sections aboveShow measurable progress as demonstrated by increasing test score after
months of tutoring OR meeting some other indicator previously agreed uponTake an active role in the learning process
Participate in scheduled testing and progress meetings
January 2007 Page 20 of 34
D010000694
-
8/8/2019 Harbor Shores Community Benefits Plan
34/106
Operations Manual for the Family Literacy Center FLC
Confidentiality Policy
Confidentiality is essential in working with literacy students particularly those who are
working to improve their reading Many students who come to the CPLL for readingassistance do not want others to know that they have asked us for help
In the course of your volunteer experience CPLL staff and your student likely will shareconfidential information with you We ask that you follow these guidelines
Always keep your students personal information confidential As you share yourstudent stories please do not reveal personal information about your student
such as name place of employment personal problems churchlclub membershipetc that would indicate the learners identity You do not know whether the
person you are speaking to knows your student
Always check your tutoring plan to see whether you can leave message for your
student Please follow your students withes about calls to the home or workplace
Do not discuss your students abilities progress or attendance with anyone other
than CPLL staff Examples Do not discuss your student with their spouseparent or other relative the their employer or supervisor or co-worker or social
workers medical personnel or other human services worker CPLL will notdiscuss the student unless we have the students signed consent to do so
If you are questioned by relative caseworker employer or other individual
please say am sorry but cannot discuss that with you Please call CPLL
CPLL takes our confidentiality policy very seriously Violating your students
confidentiality can harm family and work relationships In addition it is grounds for
dismissal from your tutoring position
January 2007 Page 21 of 34
D010000695
-
8/8/2019 Harbor Shores Community Benefits Plan
35/106
Operations Manual for the Family Literacy Center FLC
Helpful tips for Teaching Adults
After providing an overview of the purpose or goal of reading activity break
down tasks into small increments and teach the student in paced sequential
manner
Present variety of short assignments
Use as many of the senses as possible when presenting new material visual
auditory speaking tactile and kinesthetic
Teach to the students strengths
Relax new material to everyday life whenever possible This can make abstract
concepts more understandable
Control the complexity and the amount of directions Break things down into
steps and present one step at time Speak at an even speed
De-emphasize any timed reading timed test or timed anything Give your student
the times/he needs to learn
Limit the teaching of new vocabulary to words used in specific lesson or
exercise Do not overloadyour
student with new words or information about
works Do not teach all of the meaning of one work at one time that can be too
confusing
Use uncomplicated drawings and large print when needed Use color whenever
possible Color-coding is helpful to many
Help the student visualize material being learned The more student can
visualize and hear what is present the better s/he will understand and retain the
information
Provide opportunities for touching and handling materials that relate to ideas
presented Provide the aspirin bottle when teaching to read directions For
example
January 2007 Page 22 of 34
D010000696
-
8/8/2019 Harbor Shores Community Benefits Plan
36/106
Operations Manual for the Family Literacy Center FLC
Tips for Successful Tutoring
Respect your student as person Do not criticize student who doesnt read
well Your criticism may destroy self-confidence and interest in learningDo not ridicule or shame your shame student Never permit yourself to be
sarcastic Do not parrot the student by repeating the answers he/she givesDo not correct speech but accept it Some students may have dialects andaccents making their speech different from yours Your primary purpose is to
teach reading Limit your corrections to those that affect the meaning of words
Concentrate on helping him/her understand what is being read in English Too
many corrections of your students speech will be interpreted by her/him ascriticism and could destroy the interest in learning
Be sure to give directions clearly Do not talk above the students head do not
talk down Assume that if the student does not understand there is somethingwrong with your techniques or your explanation not with the student
Do not teach what the student knows already Build on what she/he knows
Do not ask the student about something that you have not yet taught Follow
the sequence of skills introduced in the materials Do not skip around to test the
student If you thing your student may know something already askHow you react to errors is very important It is more constructive when the
student has made an error to correct it casually rather than overemphasize it by
asking questions to lead him/her to correct it himself or herself If it is
appropriate teach and re-teach the pointDo not do tedious drilling on particular skills Practice is already built into the
reading material If the student needs more help give little at each lesson
Build on your students strength and interests Remember that it is your
responsibilityto
plan carefullyfor the lesson and at the
sametime be
flexibletaking your cues on content from the student
Avoid asking questions to which the student need give only one-word
answers particularly yes and no Instead ask questions that encouragelonger answers Tell me about the TV show you saw yesterday or what areyou planning to do this weekend Encourage students to answer in completesentences
Never promise anything you cannot deliver you may be joining long line ofothers who have broken promises to him or her You must make every effort toshow your student that s/he can have confidence in you and that your promises
are meaningful
Be careful not to overwhelm or overburden the student S/he must leave eachlesson with this/her self-confidence intact and real sense of enjoyment and
achievement
Praise the student frequently during the lesson but only for genuine success
Indiscriminate praise is not helpful Your student can sense if you are genuine
Say something positive at the close of each session Be specific
January 2007 Page 23 of 34
D010000697
-
8/8/2019 Harbor Shores Community Benefits Plan
37/106
Operations Manual for the Family Literacy Center FLC
Be patient Progress is sometimes very slow You cannot hope to teach
overnight what your student has failed for years to learn nor can you hope to
undo instantly the damage that has occurred over period of years
January 2007 Page 24 of 34
D010000698
-
8/8/2019 Harbor Shores Community Benefits Plan
38/106
Operations Manual for the Family Literacy Center FLC
Strategies for Tutors From Other Tutors
Write story together and encourage the student to use words they may notknow how to spell
Give your student an incentive to learn You might for example work withmenu from your students favorite restaurant When they become comfortable
reading it offer to treat them to meal at that restaurant
Make flash cards with words that the student cant pronounce or spell After
teaching these words quiz them After few weeks show the stack of cards
to the student to reinforce how much progress has been made
Keep shared journal or personal dictionary Encourage the student to useworks they are unsure how to spell Have the student underline the words
they are unsure of and then go over them together
If student enjoys or wishes to travel to particular place order travel guide
and read through it together
Surf the Internet with your student Show them the basics and most
importantly get them to site with an audio dictionary such as wee.m-v.com
words-Within-Words is great trick to help remember how to spell wordnot to necessarily
pronouncethem i.e friends ends with
endsUse readings that are positive of interest to the student and dont focus on theskill level so much If your student doesnt know some of the words thenmake them part of the lesson
Create list of words that often appear in the students environment This
gives them wonderful opportunity to practice outside of the sessions
If student is unfamiliar wit ha word or concept try to demonstrate it
visually Let the student see or touch the actual item or concept
Make sure that your student comprehends what he or she is reading
January 2007 Page 25 of 34
D010000699
-
8/8/2019 Harbor Shores Community Benefits Plan
39/106
Operations Manual for the Family Literacy Center FLC
Tips for Tutors From Other Tutors
Be upfront with your student Ask your students whether it is OK to correct him orher Deal with lateness and problems that you have as they occur Always clear the
air
Tell your students to stop you if they do not understand Clarify and re-explain
Be as open as you can with your student You will need to build your students trust
Ask your student What are your expectations What would you like to learn
Make your students feel good about what they know Remember They now
something that you dont know Share your knowledge and let your students sharetheirs
Go back and review your students plan occasionally to remind yourself of the goals
Help your students to refine their goals Always keep your students goal in mind
when planning lessons
Ask for the students input at all times and encourage him or her to voice opinionsabout the structure of each lesson This gives your students an avenue to tell you
what is helping them
Work as long as you and the student are comfortable Dont s tare a t your watch orend in the middle of lesson just because it has already been an hour and half This
shows the student that you are there helping because you enjoy it not to pass time
Look at your student as new friend not student Respect them and treat them with
the same if not more respect than you would expect
Make sure that your student understood what you said Ask them to repeat directions
or statements in their own words
Always use humor whenever you can
January 2007 Page 26 of 34
D010000700
-
8/8/2019 Harbor Shores Community Benefits Plan
40/106
Operations Manual for the Family Literacy Center FLC
Library Skills Checklist for Literacy Students
Literacy tutors are encouraged to help their students get library cards and learn to use the
library Some students find the library an intimidating place and avoid it Others may besomewhat familiar but dont feel comfortable going on their own Please accompany
yourstudent and
helphimlher
to learn the skills necessary to access information andcheckout books
If you have your tutoring sessions at the library access will be easy For those of youwho meet elsewhere please make plans to the library periodically change of scene is
always welcome for students
Following is list of skills and activities you can teach your student over time
Take an informal tour of the library Stop to examine books or materials that
might be of interest to your student
Invite your student to apply for library card usually all that is needed is
picture ID with current address Make sure that your student understands thatthey will incur fines if materials are not returned on time
Help your student select and check out books for himlherself of for children or
family members Many libraries have adult new reader selections or books withlarge print Explore the records tapes CDs and videos
Browse through variety of magazines
Explain briefly how books are organized in the library Read the signs together to
help your student in future visits
Practice using the computers the copy machine and the microfilm and
microfiche machines
When the opportunity presents itself look up information on topic form
reading lesson find word in the dictionary or use an encyclopedia map orother resource
Many peoplelove to research their
family historyDirect
yourstudent to the
librarys local history and genealogy materials
Reassure the student that libraries expect to he asked for help
January 2007 Page 27 of 34
DOI00007O1
-
8/8/2019 Harbor Shores Community Benefits Plan
41/106
Operations Manual for the Family Literacy Center FLC
APPENDIX
LIFE COACHING
ENGAGEMENTAND
IMPLEMENTATIONPROCESS
January 2007 Page 28 of 34
COMMUNITYPARTP
LIr LONGLEARNING
D010000702
-
8/8/2019 Harbor Shores Community Benefits Plan
42/106
Operations Manual for the Family Literacy Center FLC
Community Benefits Citizen
Engagement CycleCreating an inclusive
community where all citizens are
able to receive training and
education that enables them to
provide stable environmentfor
their families
Creating and
environment
Thatutiuizes arts
cultrire as means
of enriching lives
enhancing
sunvundings and
revitalizing
communities
Creating and
developing quality of
lifeassets in the
community
October 19 2006
October 19 2006 Kareemah El-AminDirector of Training Operations CPLL
INTERNAL USE ONLY
January 2007 Page 29 of 34
ALLiAN
reating opportunities forbusinesses to benefit
from the economic
ty generated by thearbor Shores Project
Facilitating
individual
Family and
community
capacities to
drive self-
sufficient home
Kareemah El-Amin
Director of Training Operations CPLL
INTERNAL USE ONLY
Engagement Process IL
LEWS Life dch H20HowWeGet
There
AE Phase IIICVD
LBC
D010000703
-
8/8/2019 Harbor Shores Community Benefits Plan
43/106
Operations Manual for the Family Literacy Center FLC
Phase
AssessmentWhere
weare nowSoft Skills Assessment
What you do well like to do want to do or would do if given theopportunity
Literacy Assessment
Evaluating clients literacy or level of knowledge relative totheir area of interest or need learning to read buying houseopening business etc.
Opportunity Analysis
The potential gain realized if the process for change is implemented anacted on The analysis is an opportunity to determine up front if the timeinvestment is justified by the potential returns
Culture Assessment
Any support challenges or changes in the home work or socialenvironment that will
helpor hinder the effectiveness of the
processof
vision attainment
October 19 2006 Kareemah El-AminDirector of Training Operations CPLL
INTERNAL USE ONLY
January 2007 Page 30 of 34
Coaching Implementation Process
Metrics
Now Are We Doing
The Vision Realized through guided advocacy
October 19 2006 Kareemab El-Amin
Director of Training Operations CPLL
INTERNAL USE ONLY
D010000704
-
8/8/2019 Harbor Shores Community Benefits Plan
44/106
Operations Manual for the Family Literacy Center FLC
Phase II
Visioning Where we are going
Strategic Focus SessionPart of the challene of changing is avoiding the temptation to
just do something To avoid in the moment response andinstead adopt strategic approach the client and the life coach
will clearly define and tie together the clients goals and
objectives
Develop Individualized Action Plan lAPOnce the goals and objectives are clearly established plan ofaction is designed lAP The Individualized Action Plan is theinitial roadmap that will help define which activities are essentialand which are distractions
Create Timeline
The timeline will reflect measurable and realistic timeframe to
reach goals and objectives
October 19 2006 Kareemah El-AmiriDirector of Training Operations CPLL
INTERNAL USE ONLY
Phase III
Learning How we get thereLiteracy Activities
Clients will be engaged in appropriate literacy educational businesshousing social etc development Activities are designed to ensureconsistent understanding of the process of learning and acquaint themwith the mindset skills and maturity needed to be successful
Communications Plan
At every phase of the process it will be necessary to keep all stakeholders
aware of the thinking the purpose the plans the activities and the results of the
process
Engagement ActivitiesThe purpose of the engagement is to make clients feel sense of involvement inthe implementation process Engagement also includes
involvement with/in
community resources and activities that will help clients reach their goals
Learning Take AwaysAs the implementation takes hold there will be opportunities to recognizepockets of effectiveness within the process of change Recognition and rewardsgiven to those who make noticeable and tangible changes will reinforce new
behaviors
October 19 2006 Kareemah El-AminDirector of Training Operations CPLL
INTERNAL USE ONLY
January2007 Page 31 of 34
D010000705
-
8/8/2019 Harbor Shores Community Benefits Plan
45/106
Operations Manual for the Family Literacy Center FLC
Continuous Phase
Action Learning How are we doingMonitor Measure
Before the process begins we will establish measurable goalsand outcomes It is important to continually monitor the results
and make adjustments as needed
Measurements that establish specific consortium goals relative
to their mission and goals
Plan Evaluation
specific discipline that assesses how well we have followedthe Individualized Action Plan lAP and how close the resultsmatch the projected outcomes
Periodic Mini-Surveys Best PracticesSurveys that give feed back on the Life coaches effectiveness
from participants they work with Periodic mini-surveys are
designed to assess how those perceptions are changing for thebetter or
worseas the
implementation processtakes hold
October 19 2006 Kareemah El-AmiriDirector of Training Operations CPLL
INTERNAL USE ONLY
The Vision Realized ALLc
The purpose of the entire process is to move
progressively toward the vision/goals
established by the Individualized Action
Plan lAP The continuous improvementloop in the process is way to make sure
our clients are moving forward and that we
are raising the bar as time goes on
October 19 2006 Kareemah El-AminDirector of Training Operations CPLL
INTERNAL USE ONLY
January 2007 Page 32 of 34
D010000706
-
8/8/2019 Harbor Shores Community Benefits Plan
46/106
Operations Manual for the Family Literacy Center FLC
APPENDIX
LIFELONGLEARNING
LITERACYIMPACT
METRIC
January 2007 Page 33 of 34
COMMUNITYPARTI .IP
D010000707
-
8/8/2019 Harbor Shores Community Benefits Plan
47/106
Operations Manual for the Family Literacy Center FLC
Literacy Impact Metrics
Description 2007 2008 2009 2010 2011 TOTAL
Volunteers recruited trained 100 100 50 50 50 350
Grades 0-3
Pt g ra de g ai n p er year 50 50 50 50 50 250
Grades 4-6
pt g ra de g ai n p er year 50 50 50 50 50 250
GED Test Takers 50 50 50 50 50 250
GED Partial Completers
P as se d o ne or more of five
GED exams 10 10 10 10 10 50
GED Completers
Passes all GED exams 40 40 40 40 40 40
High School Recovery
psrtcipants w it hi n c re di ts o f
graduaton 10 25 25 25 25 110
Life Skills
Assumes participation in two
or more Life Skills training
sessions 50 75 100 100 125 450
Impacted youth 50 50 100 100 100 400
Impacted families 50 50 100 100 125 425
Impacted individuals 160 175 175 175 175 860
January2007 Community Partnership for Lifelong Learning
January 2007 Page 34 of 34
D010000708
-
8/8/2019 Harbor Shores Community Benefits Plan
48/106
D010000709
-
8/8/2019 Harbor Shores Community Benefits Plan
49/106
Implementation of the
Local Business Consortium
Community Benefits Planfor
Harbor Shores
HARBOR\ SHORES
By
Small Business Services
to
D01000071
-
8/8/2019 Harbor Shores Community Benefits Plan
50/106
Small Business Services Cornerstone Alliance
Implementation of the Local Business Consortium
Community Benefits Plan for Harbor Shores
Executive Summary
Healthy local businesses are basic component of strong sustainable communities They provide essential
amenities and generate job opportunities for residents that keep money circulating within the communityrather than draining it outward as quickly as it was attracted project such as the Harbor Shores
development provides opportunities for local enterprises both existing businesses as well as entrepreneurial
ventures to expand their operations and to maximize their wealth generation ability
The Local Business Consortium targets small businesses that are located within the communities impacted
by the Harbor Shores development special emphasis is given to businesses owned by people of colorknown as minority-owned business enterprises as well as women-owned business enterprises
Challenges facing these businesses include access to capital training equitable contracting prospects and
joint venture and partnership opportunities Additionally many local businesses are often overlooked in
major development projects in favor of larger businesses from outside the area Such biases inhibit growth
opportunities for local and small businesses and stifle community development
The Local Business Consortium LBC was established in the late spring of 2006 as forum for the inclusionof local businesses into the planning of the Harbor Shores development The initial membership of the
consortium ref lected the emphasis upon the construction trades during the early phases of Harbor Shores
Both well-known general contractors as well as subcontractors with wide range of experience were
included in the Consortium Membership also includes staff of Cornerstone Alliances Small Business
Services SBS Plans to expand the consortium into include suppliers local retail and service providers arealready underway
The LBC will establish program to create opportunities for those businesses to benefit from the economic
activity generated by the Harbor Shores Project These activities will be delivered within two primary
program areas contractor assistance and development and entrepreneurial small business development
The Contractor Assistance and Development Program CADP will initiate immediately to takeadvantage of the momentum generated around the Harbor Shores project and provide gateway for
local contractors to realize benefits during the construction phase of Harbor Shores
TheEntrepreneurial/Small
BusinessDevelopment
E/SBD initiatives willprovide opportunities
for
long-term successes as entrepreneurs are identified and their businesses are nurtured through this
support and assistance plan
These programs coordinate with both the Housing andHome Ownership Consortium of the Council for
World Class Communities as well as the Literacy Education and Workforce Solutions Consortium of the
Community Partnership for Lifelong Learning
The LBC staffed by Cornerstone Alliances SBS will work primarily with the Citizens for ProgressiveChange CPC and other local organizations to help populate the programs
D01000071
-
8/8/2019 Harbor Shores Community Benefits Plan
51/106
Small Business Services Cornerstone Alliance
LBC Contractor
Assistance
Development
Three assessment tools have been developed to help the CPC staff identify those candidates that are ready for
participating inLBC programming These assessments tools include the following and are attached to this
document as Exhibit
Is
Entrepreneurshipfor
You planningchecklist for individuals
considering entrepreneurship
Prescreening Assessment Checklist tool for CPC staff and others to use when discussing
entrepreneurship with individuals
Business Readiness Assessment Checklist -- This tool developed and used by Cornerstone
Alliances Small Business Services division is discussed with entrepreneurs during their first
counseling session
Through the efforts defined below the LBC will be successful in achieving the following long-term goals
Increasing the number of local business start-ups from last years number by 20% each year
Developing stronger local businesses by increasing participation inCORE FOUR
training
programs by 20%
Encouraging local businesses to hire local employees by member participation in three local
job fairs each year
Establishing 25% local business participation goal for the Harbor Shores project by
initiating and tracking benchmarking data
Following is detailed description of each component of the Local Business Consortium Implementation
Plan proposed 5-year budget for each component has also been developed and is included as Exhibit
Additionally priority budget for Year is included in this spreadsheet that indicates all LCB activities can
be initiated in 2007 for under $100000
Contractor Assistance and Development Program CADP
The Contractor Assistance and Development Program CADP will initiate immediately to take advantageof the buzz around the Harbor Shores project and provide gateway for local contractors to realizebenefits during the construction phase of Harbor Shores
Local Contractor Assessment and Directory
Local Contractor Assessment and Directory
Program Summary
Participants Local contractors and subcontractors
LBC Candidate
Identification
CP/LocaI Organizations
Initial LBC Candidate
Assessment
CPC/SBS
LBC EntrepreneurialSmall Business
Development
D010000712
-
8/8/2019 Harbor Shores Community Benefits Plan
52/106
Small Business Services Cornerstone Alliance
Accountability Small Business Services SBS staff of Cornerstone Alliance will take the leadin developing updating and printing or electronic dissemination of the Directories Harbor
Shores management and project developers will help distribute to materials to other developers
and general contractors
SBS staff will also work to locate suitable location for the Plan Room for Harbor Shores
and other projects so that development plans and blueprints can be accessible to all
contractors The Plan Room will serve as library of project plans and specifications where
subcontractors may check-out bidding documents and receive access to Harbor Shores
project information including plans specs and addenda for bidding Harbor Shores
construction projects and other projects posted in the plan room
Local and regional general contractors will be encouraged to share private projects posted in
their Corporate Construction Offices by utilizing the Plan Room to post preconstruction and
bidding opportunities for their privately bid work Through this network LBC registeredsubcontractors will have the ability to request access from general contractors to bid on
private projects posted in their Construction Offices Thisis one more way that the LBC can
help subcontractors find additional opportunities for work and cultivate new relationshipswith general contractors looking for additional participation in their projects
Objectives The Directory will provide an avenue to increase the exposure of local businesses
and thereby their prospects for increased opportunities The Plan Room will provide earlier
access so that local contractors can plan ahead to bid on projects
Expected Outcomes The LBC will develop directory designed to identify local contractorsand subcontractors Project developers and general contractors hired to build Harbor Shores
product are more likely to consider local contractors if the LBC provides easy access to themThis Directory will be updated every six months and distributed to the Harbor Shores
development team Additionally the Plan Roomwill
spur early financial and constructionschedule planning encourage local contractor partnerships and lead to local involvement on
larger contractors
Implementation The Local Contractor Directory will be presented to all developers and
contractors as they are interviewed about the project All Harbor Shores developers should be
required by contract to make their project blueprints available through the Plan Room at least 20
days before bids are taken
Timeline The first draft of the Directory is complete as of September 2006 Updates will be
added on semi-annual basis The Plan Room should be open and information dispersed to
Directory members prior to the first bid letting for the Harbor Shores Project
Metrics LBC Directory will be developed and updated bi-annual during the first three yearsand annual thereafter
The LBC will work in conjunction with an existing program for contractors funded in part by the MichiganState Housing Development Authority which provides twelve week contractor training This program is our
starting point for developing local contractors that could benefit from the Harbor Shores project Upon
completion of the Spring 2006 program graduates were assessed according to their specific trade in terms of
experience equipment bonding capability and insurance coverage This information is now being
DOI000071
-
8/8/2019 Harbor Shores Community Benefits Plan
53/106
Small Business Services Cornerstone Alliance
incorporated into revised Local Business Directoryfor distribution to participant contractors in the Harbor
Shores development
Incentives to contractors including CADP graduates of up to 10% of the contract amount have beenfactored into the planning of many of these tasks Harbor Shores Plan Room containing details on the
project will be availab le to local contractors seeking relevant work opportunities Speaker identification for
continued development meetings is currently underway to ensure continuity and ongoing involvement Our
goal is to provide additional educational opportunities networking and practical experiencein
manner thatwill expand the overall capabilities of contractors in the region consistent with the overall employment goals
of Harbor Shores
Contractor Development Program
Conduct
Assessment of
MSHDAs CAP
Graduates
Draft Local
Business
Directory and
Distribute along
with updates
Identify location
and open Harbor
Shores Plan Room
Diversflcation of Development Opportunities
2006 2007
Oct Nov Dec Jan Feb Mar Apr May June July Aug
Quarterly
Contractor
Development
Meetings
DiversjIcation of Development Opportunities
Program Summary
ParticiDants Local Business Consortium including local Contractors Subcontractors and SBS Staff
as well as CAP Graduates Developers City of Benton Harbor
Accountability LBC SBS Staff including LBC Program Manager
Objectives The diversification efforts will produce teams of lesser experienced contractors capable of
performing three residential rehabs per year We hope to build capacity by connecting teams of
contractors that work together to finish rehab projects
Specifically we will coordinate an A-Team of contractors which will consist of one specialist ineach area an excavator mason framer drywall installer roofer and painter If the local
talent exists we will expand to include an electrician plumber and an HVAC contractor With
oversight from local General Contractor project coordinator will supervise the A-Team on
D010000714
-
8/8/2019 Harbor Shores Community Benefits Plan
54/106
Small Business Services Cornerstone Alliance
residential rehabilitation project to build experience in all aspects of rehab project including skill
building timing concerns and teamwork Additional contractors will either be worked into the
Team or additional teams will be developed if the talent pool exists
We will work in conjunction with the Literacy Education and Workforce Solutions LEWSConsortium managed by the Community Partnership for Lifelong Learning CPLL to identify thoseindividuals who may either have des ire to become an independent subcontractor and to assist those
individuals looking for career in construction with finding employment with participatingsubcontractors
Expected Outcomes Expansion of the subcontractors relevant work experience and interaction with
the major General Contractors as well as the rehabilitation of existing residential properties and the
development of future commercial facilities
Location of Activities Greater Benton Harbor with an emphasis on the area surrounding downtown as
well as the major feeder corridors to Harbor Shores These corridors include Pipestone East Main
Street Britain Empire and Broadway
Implementation While the CAP graduates will be promoted for inclusion on all upcoming
construction activities much of the work detailed above will actually result from the input of the Block
Club Corridor Analysis and the Feasibility Study which will be conducted in the spring and summerof 2007
Timeline Preliminary activities can begin in conjunction with the Spring of 2007 round of fa ade
grants pick up additional direction from the Block Clubs and community based organizations and
continue through the design and construction activities related to the new service and retail
requirements identified in the feasibility study
Metrics Over the five-year implementation period up to 11 contractor teams are formed including five
A-Teams and up to B-Teams consisting of framers painters roofers and carpenters It is envisioned
that these teams will be the core of our areas small and minority contractor base and Teams will
play prominent rolls in completing 21 commercial and residential fa ade projects
In an effort to expand the capabilities of our local contractors the LBC seeks to provide practical experience
in residential projects that are driven by local market opportunities The transportation corridors feeding
downtown Benton Harbor as well as the entry points from Harbor Shores to the Benton Harbor communityoffer many rehabilitation options ranging from minor repairs and upgrades to complete renovation projectsWhile the Pipestone and Empire corridors will see the most immediate impact of Harbor Shores East Main
Street and Broadway will also be impacted locally-funded fa ade grant program in conjunction with
funds from the Cool Cities program which has focused on commercial buildings in the downtown area
will be expanded to include residential buildings within these corridors and will present many viable small
scale projects
The Housing and Homeownership Consortium managed by the Council for World Class Communities
CWCC is expected to further increase the demand for residential rehabilitation opportunities The LBCwill work with homeowners wishing to embark on improvement projects to not only improve the housing
stock within the City of Benton Harbor but also to provide additional training opportunities to the LBC
contractors and subcontractors Grants and loans will be available directly to the residential property owners
for improvements through an application process and review based upon need and ability to repay
In June the LBC hosted mobile meeting of its members and participants identified several areas
surrounding Harbor Shores and downtown Benton Harbor that will experience great deal of growth retail
DOI000071
-
8/8/2019 Harbor Shores Community Benefits Plan
55/106
Small Business Services Cornerstone Alliance
and service clusters resulting from the Harbor Shores development These businesses will address
additional long term employment needs as well as construction work opportunities feasibility study to
generat