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Based on a three-year study funded by the Office of Safe and Drug-Free Schools (OSDFS) in the U.S. Department of Education, "Safe and Sound" is a comprehensive and inclusive guide for social and emotional learning (SEL) programming. The guide provides a road map for schools and districts that are launching or adding social, emotional, and academic learning programs. The report reviews 80 multi-year, sequenced SEL programs designed for use in general education classrooms. "Safe and Sound" also offers guidance to educational leaders on how to integrate typically isolated or fragmented SEL efforts with other school activities and academic instruction by providing a framework for putting the pieces together. The Illinois version includes the original material, plus an introduction about the precedent-setting Illinois SEL standards and policies, and a listing of the K-12 SEL standards, goals, and benchmarks. (Contains 3 figures and 1 table.)

In 1998, the Illinois statewide coalition Work, Welfare and Families, in partnership with the Chicago Urban League, undertook a study to assess the effects of welfare reform on low-income families and children across Illinois. The findings were derived from three sources: a self-administered survey of 2,166 low-income clients of Illinois social service agencies, data obtained from the Illinois Department of Human Services (IDHS), and participants in a series of focus groups conducted around the state. Key findings included the following: (1) the inability to find jobs and child care are the leading reasons for not working; (2) recipients of Temporary Assistance for Needy Families (TANF) use of the child care subsidy is increasing; (3) most families leaving TANF continue to live below the federal poverty level; (4) former TANF clients generally work in low-wage jobs, often without benefits; (5) many TANF clients report having had cuts in benefits to which they remained entitled; (6) the availability of child care, transportation, and jobs is crucial to move people off welfare; (7) more education has a strong relational impact on wages, benefits, and job retention; (8) clients who lost TANF benefits experience extreme hardship; (9) the service planning process needs improvement--the most common unmet needs appear to be child care and housing assistance; (10) utilization of supportive benefits and resources for low-income families has decreased; and (11) entry-level job availability is a major factor in reducing TANF caseloads. (Survey is included.) (EV)

An evaluation examined the efficacy of the program structure, implementation, and outcomes of the Worker Education Program (WEP), a partnership of Northeastern Illinois University; Union of Needletrades, Industrial, and Textile Employees; and 14 employers. WEP's greatest strengths were its conceptual design, program structures, relevant worker-centered curriculum, and instructional training components. Quantitative and qualitative data indicated WEP reached its process and outcome goals to a significant degree. Workers' gains in oral and written language skills and computational ability on pre- and posttests were attributed to curriculum quality, effective instruction, and well-directed teacher training component. Improvements in workplace performance and language skills were augmented in those work sites where workplace education was an integral part of human resource training and quality improvement operations. Interview and case study data from plant supervisors, workers, teachers, and staff confirmed previous findings of significant improvements in numerous communication, math, and workplace competencies. WEP had excellent potential to serve as a model for designing and implementing other WEPs due to its comprehensive framework to guide the program, collaborative workplace education planning, worker-centered and holistic curriculum and instructional approaches, formative evaluation for program improvement, and broadening the concept of workplace education. (YLB)

This fact sheet uses a question-and-answer format to provide an overview of what physical fitness is and how it relates to people with mental retardation. Questions address the following topics: the fitness movement; a definition of physical fitness; the different components of physical fitness (muscle strength and endurance, flexibility, body composition, and cardiovascular endurance); the importance of each part of fitness to aging adults; evidence that the physical fitness of people with mental retardation is substantially poorer than that of the general population; the fitness levels of older adults with mental retardation; the physical aging process; the importance of older people with mental retardation becoming more active; and a five-step program for starting a structured exercise program for an aging adult with mental retardation. A list of suggested print and organizational resources is attached. (DB)

This fact sheet uses a question-and-answer format to provide basic information about changes in vision for older adults and what kind of services are needed particularly adults with developmental disabilities. Questions address the following topics: the importance of eye exams for adults with developmental disabilities; the need for eye exams even if the individual does not read or do other close work; recommended frequency of eye exams; types of eye care specialists; the exam; visual acuity; legal blindness; symptoms of a vision problem in an adult with developmental disabilities; information to provide the eye-care specialist; vision changes that are possibly more common in people with developmental disabilities; typical changes in vision as people age; common eye diseases of older people; diseases that can cause vision loss or blindness; how vision loss affects the adult with developmental disabilities; ways to make the best of existing vision capabilities; and other vision professionals who may provide additional ideas about making the most of remaining vision. A list of suggested print and organizational resources is attached. (DB)

This curriculum provides materials for a training program designed to enable front-line supervisors and union stewards to minimize production disruptions stemming from ongoing, unresolved conflicts among production workers. The program accomplishes this goal by giving participants the tools and confidence to design, implement, and run a process for handling disputes. Introductory materials include the program goal, approach, and content and the training program outline with goals, basic philosophy, staff, materials for participants and for trainers, proposed format, and timeline. A section provides these components for each of eight sessions: topics, objectives, materials, session activities, and notes for the trainer. The eight sessions cover the following: (1) introduction, motivation, and organization; (2) detecting problems, exploring new solutions; (3) understanding the others' perspective; (4) fact finding skills: listening, communication with partners; (5) understanding conflict management styles; (6) grievance process and relationship to shopfloor problem solving; (7) problem-solving practice; and (8) creation and implementation of a dispute resolution process. The appendix contains the handouts for all sessions, transparency masters, and poster designs. (YLB)

This collection of cartographic projects grew out of a professional development summer institute for teachers conducted in 1995 in the History Department of the University of Illinois at Chicago. Curriculum materials developed during the institute were used in various classrooms during the following school year. The collection contains selected examples of an assignment in which small groups of teachers were given a single map from a county atlas and asked to develop a picture of that community at its given date. These sheets, called "focus maps," became primary sources for understanding U.S. history. Following an introduction, project titles in the collection are: "East Troy Township, Wisconsin, 1873: 'The Home of True Picturesque Beauty and Enterprise'" (Sheila Gallagher; Sally Shleker; Nancy Zordan); "Cleveland's First Ward, 1874: An American Community Comes of Age" (Lydia Ronning; Grant Phillip); "Norwich, New York: A Community in Transition, 1875" (Ronald Thomas; William Lyons); "Salsbury Township, 1876: An Analysis of the Map in the 'Lehigh County Atlas'" (Stacy Flannery; John F. Shelton; Tom Wolff); "Falls Township, Pennsylvania: A Prosperous Farm Community in 1876" (Katja Stonebraker; Marc Rosier; Nancy Bruzzini); "Dresbach, Minnesota: Dreams along the Mississippi in 1894" (Erwin Bill; Beth Sparacino; Ann Ternenyi); and "Sheboygan Harbor, Wisconsin: The Promise of Industry in 1902" (Edward Kania; John Mullins; Rachel Winick). The syllabus for "Cartographic Traditions in American History" is included, as well as are seven focus maps for the regions studied. (BT)

This curriculum guide was developed as part of the Worker Education Program for workers in the garment industry. The program was jointly developed by the workers, their employer, their union, and Northeastern Illinois University. It contains the materials required to teach a course to help Spanish-speaking individuals pass the General Educational Development (GED) examination in Spanish. Included in the guide are the following: discussion of the worker-centered, holistic philosophy underpinning the GED preparation course; explanation of the GED examination's format and explanation of techniques for planning lessons for the test preparation course (problem posing, the language experience approach, the cluster method, and use of realia and photographs); 12 ideas for learner-centered activities; tips to help teachers prepare learners for the GED examination; overall goal of the GED preparation course and 60 objectives specifically related to mathematics, reading and writing, social studies, and science; and a lesson plan correlating each of the 60 objectives with learning activities and instructional materials. (Contains a bibliography that lists 4 general publications on literacy education and 52 publications on preparing for the Spanish version of the GED examination.) (MN)

This teaching guide contains the materials required to teach a 6-week course in interpersonal communications that was developed for the workers of a Chicago medical center through a partnership involving the medical center, its employees, their union, and Northeastern Illinois University. Based on the student-centered philosophy of teaching, the curriculum includes six 2-hour lessons focused on developing basic speaking and listening skills and learning to distinguish between aggressive, assertive, and passive communication and behavioral styles. Topics, learner objectives, materials, handouts, and lesson plans developed for the course are integrated sequentially in the guide. Structured around a discussion of scenarios commonly leading to communication problems at work, the first lesson is designed to elicit students' expectations of the course, help instructors select a particular emphasis for the remaining lessons, and give students a sense of ownership of the course. The following topics are covered in the remaining five lessons: the communication process, speaking skills, and basic behavioral styles; assertiveness training; active listening skills; rumors in the workplace and self-reflection; and separating facts from opinion and prediction, stereotypes, and dealing with diversity. (MN)

This teaching guide contains the materials required to teach the workplace English-as-a-second-language curriculum that was designed specifically for nonnative English speakers at a shirt and tie manufacturing plant in Kentucky. Developed through the efforts of a partnership involving the plant, the local union of needle trades and textile workers, Northeastern Illinois University, and Jefferson Community College, the curriculum is intended to raise workers' basic literacy skills in reading, writing, mathematics, problem-solving, and communication skills. The curriculum, which is based on the holistic, "worker-centered" approach developed by Paulo Freire, features activities based on the following methods: problem posing; language experience approach; role plays; total physical response; cooperative learning; and pairwork. The following topics are covered in the guide's eight sections: program objectives, goals, and staff; theory and philosophy; methodology; ideas for worker-centered activities; worker-centered teaching tips to maximize student participation; materials needed; evaluation; and thematic objectives and lesson ideas and activities for lessons on work issues and communication in the workplace, work forms, quality control, company rules, and health and safety at work. The guide contains 28 references. Appended are a list of vocabulary pertinent to shirt manufacturing and a 26-item list of resource materials. (MN)

This curriculum guide provides materials for a site-specific workplace course in products, machines, and quality for students of English as a second language. Lists of course objectives are provided for preliteracy and Levels 1, 2, and 3. The language skills to be covered, suggested activities, materials needed, and print resources are listed. The products, machines, and quality course vocabulary list is categorized as follows: common defects list for assembly, machines, important words/phrases, work form (rejection ticket), molding department, hose reel department, quality control department, small assembly department, material handlers, and extrusion department. (YLB)

This curriculum guide provides materials for a six-session, site-specific training course in customer service and team problem solving for the Claretian Medical Center. The course outline is followed the six lesson plans. Components of each lesson plan include a list of objectives, an outline of activities and discussion topics for the lesson, homework, and any handouts or worksheets. Session topics are as follows: (1) customer service versus customer satisfaction, good versus poor customer satisfaction, personal and organizational benefits from customer satisfaction, Claretian case studies, and job behaviors; (2) good versus poor attributes of customer service, positive and negative outcomes of Claretian case studies, dealing with difficult people, taking things professionally versus personally, and burnout; (3) internal versus external customer service, team problem solving, conflict management styles, and brainstorming and problem solving; (4) upset versus difficult people, reasons customers get upset, and calming upset customers; (5) words/statements that make a difference, effective techniques when working with difficult customers, and telephone techniques that foster customer satisfaction; and (6) suggestions for organizational change and self reflection and evaluation of training outcomes. Appendixes include sources for optional activities, 10 references, and handouts. (YLB)

This syllabus and curriculum guide were developed for a 12-week course in workplace Spanish for clinical workers at the Claretian Medical Center on the south side of Chicago. The purpose of the class was to provide basic communicative abilities in Spanish to the medical staff---registered nurses, triage nurses, and laboratory technologists--such as saying greetings, understanding patient injuries and illnesses, and asking simple questions. Topics for each of the 12 weeks include the following: greetings, letters of the alphabet, and numbers; days and dates; body parts; times, symptoms; family members, internal organs; medicinal warning labels; vocabulary; clinic; giving directions; listening skills; food and diet; and review and posttest. Each week's outline lists objectives and activities. (YLB)

This curriculum guide was developed for a 150-week worker-centered, holistic course in language skills (reading, writing, listening, and speaking) for workers at the Juno Lighting plant in Chicago, many of whom are immigrants from Mexico, Guatemala, and other Latin American countries. The curriculum is a guide to lesson planning and topic development. Objectives, vocabulary, language skills, lesson ideas, and suggested materials are included with each unit. The units center on the following 16 themes: describing job steps; tools and their uses; giving instruction and asking for clarification; describing defects; reporting a problem; attendance policy and point system; making requests; calling in sick (body parts, describing illness); accidents at work; safety rules; mathematics and numbers; understanding paychecks; forms at work; union benefits; review; and posttesting. (KC)

This guide contains materials for a course in mathematical applications used by garment workers at the Apparel Group, Ltd. (ENRO). The course is designed to help employees understand the meaning of mathematical concepts, symbols, and functions; to acquire better mathematical skills, including fractions, percentages, and decimals; to develop problem-solving skills; to understand basic concepts about computers; and to read charts and graphs. The curriculum guide includes course goals, objectives, and lesson activities correlated with skills to be acquired and materials needed. (KC)

Recognizing that many families might be unaware that their home may contain lead hazards, the United States Environmental Protection Agency Region 5 issued a grant to the University of Illinois-Chicago to develop a model curriculum for junior high school students on the risks of lead in the home and environment. This integrated seven-lesson unit of study allows teachers to incorporate special topics into existing curriculum units. Each lesson is designed to be used individually. The lessons are: (1) "The Leading Role of Lead," concerning the qualities of lead; (2) "LEADing the Way," presenting information on a history of the uses of lead; (3) "Lead Flakes," demonstrating that water can contain lead; (4) "Don't Be a Leadbelly," concerning where lead is stored in the body and where it can do damage; (5) "Getting the Lead Out!," making students familiar with lead abatement procedures and allowing students to survey their homes; (6) "Family Lead Alert: Students as Teachers," in which students profile their families to determine if their nutritional practices prevent unnecessary lead absorption; and (7) "LEADing Questions," incorporating creative problem solving regarding lead in the environment. Each lesson includes learning objectives, an introductory statement, a list of necessary materials, management suggestions, procedural instructions, safety concerns (if necessary), extension suggestions, and assessment ideas. "The Lead Detectors," a radio script and audiotape intended to be listened to or performed by middle school students (with accompanying poster) is provided as a companion to the curriculum. The play's radio mystery format allows students to perform without scenery, props, costumes, or line memorization. (Contains 32 references.) (KB)

This task analysis for positions at the Claretian Medical Center in southeast Chicago was developed to improve communication and customer service in the workplace. The task analysis was prepared through clinic tours, employee interviews, and supervisor questionnaires. It is used for the purpose of curriculum development for onsite instruction in the following areas: interpersonal communication; Spanish for health care workers; customer service; conflict resolution; medical terminology; team development; reading and writing at work; and mathematics skills at work. The task analyses include information about workers in reception, medical services providers, medical records, laboratory, homeless program, and developmental disabilities programs. Duties and tasks are included for such job titles as the following: switchboard operators, greeters, appointment clerks, cashiers, medical interviewers, financial interviewers, referral and recall persons, medical records clerks, triage registered nurses and licensed practical nurses, pediatrics and family practice providers, nutritionists, social workers, perinatal nurses, perinatal clerks, medical assistants, laboratory technicians, phlebotomists, coordinators, clerks, social workers, medical assistants, physician assistants, family nurse practitioners, women's health nurse practitioners, office managers and clerks, office clerks, case coordinators, accounts receivable clerks, accounts payable clerks, payroll clerks, bookkeepers, and data entry clerks. Task analyses include duties and tasks the worker may perform, and language, vocabulary, reading, writing, problem-solving, and mathematics skills needed for each occupation. (KC)

This curriculum guide provides materials for a 10-week professional development training course. A course outline and list of topics is followed by the plans for the 10 lessons. Components of these lesson plans include topics; objectives; materials needed; lesson outline with activities and discussion; and student handouts. Lesson topics are as follows: (1) overview of course, self-assessment, getting to know co-workers, and discovering character and temperament types; (2) character and temperament types, work tasks of individual "team" members, and understanding and accepting co-workers for their strengths and areas for development; (3) principles of effective communication, barriers to communication, and behavior in the workplace; (4) active listening: verbal and non-verbal cues, barriers to effective communication, and listening styles, attitudes, and behaviors; (5) improving listening skills, various kinds of customers, and effective approaches in dealing with customers; (6) dealing with difficult people, customer service versus customer satisfaction, and strategies to facilitate customer satisfaction; (7) attitude in the workplace, mutual respect, and principles of teamwork; (8) principles of teamwork, the importance of team communication, and the effects and impact of good team communication; (9) conflict in the workplace, dealing with conflict, and managing stress; and (10) outcomes of course, recommendations for management, topics of future development training, and evaluation and recognition. (YLB)

This document is the staff development manual that was developed to train worker education facilitators involved in the Chicago Teachers' Center of Northeastern Illinois University and Amalgamated Clothing and Textile Workers Union Worker Education Program (WEP). The document begins with an overview of the WEP, which uses workers' life and workplace experiences as starting points to help limited English-proficient workers develop job-specific workplace English-as-a-second language (ESL) and mathematics skills and help all workers develop the communication, problem-solving, critical thinking, teamwork, and basic skills required to keep pace with changing workplace requirements, technology, products, and processes. Discussed in the manual's remaining sections are the following topics: building support and structure for the training program; conducting task analysis and assessing company and union needs; identifying and assessing students; developing curriculum; implementing classes and workshops; providing staff development; and conducting ongoing program evaluation. Appendixes constituting approximately 80% of the document contain the following: training needs/company commitment survey; literacy task analysis; materials for ESL curriculum development; curriculum goals; basic skills tests; miscellaneous blank and sample completed forms used in curriculum development; worker and union program evaluation forms; general work-based assessment and instructions for administering it; and learner enrollment form. (MN)

This task analysis for positions at the ENRO shirt and tie manufacturing plant in Louisville, Kentucky, was developed to help teach English as a second language in order to improve communication in the workplace and prepare all employees for a total quality management model. The task analysis includes information about workers in the Raw Materials, Cutting, and Sewing departments (including Parts, Assembly, Finishing, and Packing subdepartments) of the shirt manufacturing division, and for workers in the ties division. In the raw materials or piece goods departments, duties and tasks are included for material handlers and piece goods inspectors. In the Cutting Department, duties are described for cutters. In the Sewing Department, duties and tasks are included for machine operators, finishing persons, packers, service persons, quality control persons. In the ties division, task analyses include cutter, machine operator, and packer. Task analyses include duties and tasks the worker may perform and language, vocabulary, reading, writing, problem-solving, and mathematics skills needed for each occupation. (KC)

This workshop engages students of adult basic education (ABE) and English as a second language (ESL) students in the higher levels of communication necessary in the workplace: essay writing, filling out forms, and analyzing data. Students use statistics from the workplace to practice reading and manipulating data, workplace forms to practice filling in cells, and essay writing to describe an accident or training session. This curriculum guide for teachers and students provides the following: objectives, background information, a list of materials needed, a list of six suggested books, a syllabus for orientation, a syllabus for a refresher for continuing students, a bibliography listing six entries, and nine activities using forms and materials used in the workplace, such as vacation requests, word processing documents, resumes, memos, accident report forms, production sheets, and lists of supplies and materials. (KC)

The curriculum guide is designed for a program of English-as-a-Second-Language literacy instruction for textile workers' union members at the Phoenix Closures company. It consists of five themed units, each teaching work-related skills and knowledge. The themes are: health and safety; workplace communication; quality control; work forms; and company rules and procedures. Each unit contains a list of eight or nine instructional objectives, ideas for related lessons and class activities, and cross-references to specific texts and instructional materials. Appended materials include a list of additional suggested texts and an 11-page pre- and post-test of reading and writing skills. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

This document contains the lesson plans for a 12-week course in basic workplace math that was developed for clothing and textile workers through the joint efforts of Northeastern Illinois University's Chicago Teachers' Center and the Amalgamated Clothing and Textile Workers Union. A chart for recording students' mastery of 25 course objectives is provided. The following topics are covered in the 12 course units: goal setting and math phobia; enumerating and computing; basic operations and workplace computing (addition and subtraction); basic operations and workplace computing (multiplication and division); workplace problems for production; introduction to fractions; basic operations for fractions; word problems using fractions; percentages and fractional equivalents; measurement (imperial versus metric); numerical interpretations on blueprints; and calculators and estimating and general review. The lesson plan included for each unit contains the following: objectives, learning activities, evaluation activities and criteria, and reinforcement activity. (MN)

This document contains the lesson plans for a 12-week course in basic workplace pre-algebra that was developed for clothing and textile workers through the joint effort of Northeastern Illinois University's Chicago Teachers' Center and the Amalgamated Clothing and Textile Workers Union. A chart for recording students' mastery of 25 course objectives is provided. The following activities are completed in the 12 course sessions: making introductions (including beginning a placement inventory test and exploring personal learning styles); completing the placement inventory test and reviewing results; introducing signed numbers and adding and subtracting them; multiplying and dividing signed numbers; using more than one operation with signed numbers; solving equations (defining variables and evaluating algebraic expressions); solving equations with one or two inverse operations; combining like variables; combining variables to solve equations; solving equations with variables on both sides of the equation; solving literal equations; and reviewing concepts and algebraic language for posttesting. The lesson plan included for each unit contains the following: objectives, learning activities, evaluation activities and criteria, and reinforcement activity. (MN)

The guide outlines program design and curricula for a series of workplace education courses for limited-English-proficient adult immigrants. The courses are designed to raise basic skills in reading, writing, mathematics, problem-solving, and communication. Sections describe the program's target audience, objectives, goals, design, staff, theory and philosophy, methodology and materials, ideas for student-centered activities, suggestions for maximizing student participation, and evaluation techniques. Curricula are then charted for each of five instructional themes: work issues/workplace communication; work forms; quality control; company rules; and workplace health and safety. Within each of these themes, specific goals, language skills, lesson ideas and activities, and recommended materials are detailed. Following these are the objectives and/or specialized vocabulary lists for eight different light manufacturing companies participating in the program. A bibliography lists additional worker-centered student texts and resource and teachers' guides. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)