Harbor Shores Community Benefits Plan

8/8/2019 Harbor Shores Community Benefits Plan

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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

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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

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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

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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

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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

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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

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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


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

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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

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Appendix

10

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Family Literacy Center FLC

OPERATIONS MANUAL

COMMU NI TVPARTNERSHIP

LIF LONGLEARNING

REAL LJ1E

January 2007

HARBOR SHORES

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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

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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

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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


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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


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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


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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


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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


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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


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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

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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

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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


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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


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APPENDIX

COMMUNITY

LIFELONGLEARNING

VOLUNTEER

TUTORHANDBOOK2

Kent County Literacy Council


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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


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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


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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


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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


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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


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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


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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


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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


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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


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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


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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


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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


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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


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APPENDIX

LIFE COACHING

ENGAGEMENTAND

IMPLEMENTATIONPROCESS


COMMUNITYPARTP

LIr LONGLEARNING

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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


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

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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.


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


INTERNAL USE ONLY


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

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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


INTERNAL USE ONLY

January2007 Page 31 of 34

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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


INTERNAL USE ONLY


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APPENDIX

LIFELONGLEARNING

LITERACYIMPACT

METRIC


COMMUNITYPARTI .IP

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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


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Implementation of the

Local Business Consortium

Community Benefits Planfor

Harbor Shores

HARBOR\ SHORES

By

Small Business Services

to

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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

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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

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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

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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

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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

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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

Harbor Shores Community Benefits Plan

Documents