MORRIS SUSSEXWARREN WORKFORCEINVES1MENTBOARD

ADULT LITERACY PLAN

Submitted July 15, 2002 Morris Sussex Warren Workforce Investment Board

Adult Literacy Plan

TABLE OF CONTENTS

1. INTRODUCTION 1 1.a. Executive Summary 1 1.b. Vision 4 1.c. Plan Development 5 1.d. EFF Integration 7 1.e. Agreements 7

2. NEEDS ASSESSMENT 7 2.a. Individuals 7 2.b. Employers 11 2.c. Current System Capacities 12 2.d. Target Population(s) 13

3. SERVICE STRATEGY 13 3.a. Literacy Levels 13 3. b. Priority of Services 14 3.c. Outreach and Recruitment 14 3.d. Access and Referral 16 3.e. Assessment 17 3.f. Service Integration 18 3.g. Coordination and Leveraging of Resources 20 3.h. Support Services 21 3.i. Performance Standards 21

4. SUPPLEMENTAL WORKFORCE FUNDS FOR BASIC SKILLS 22 4.a. Plan for Use of Supplemental Funds 22 4.b. Budget 25

5. CONCLUSION 25 5.a. Opportunities and Barriers . 25 LOCAL STRATEGIC FIVE-YEAR UNIFIED WORKFORCE INVESTMENT PLAN ADULT LITERACY PLAN

1. INTRODUCTION

a. *Executive Summary- Provide an executive summary of the plan.

The WIB's vision of a high quality, coordinated, customer-friendly, technology­ assisted adult literacy system has moved toward fruition through an extensive, inclusive planning process.

Literacy Committee meetings, development of a literacy service capacity inventory, instructional product reviews, demographic research and public Literacy Forums yielded the information and insights for planning adult literacy services to meet the WIB's vision.

Consistent with the State Employment and Training Commission's endorsement of Equipped for the Future as the strategic framework for adult literacy education in New Jersey, the WIB will utilize Equipped for the Future as the strategic framework for literacy services in the tri-county area.

A review of key area demographic indicators and literacy levels demonstrates the need for literacy services. Since 170,000 area residents function at Literacy Levels 1 and 2 and over 50,000 area residents over 25 have not graduated from high school, there is great need for basic mathematics and reading comprehension remediation. Tri-county municipalities with percentages of Literacy Level 1 residents significantly exceeding area averages include Dover (29%), Morristown (25%) and Phillipsburg (19%). Since there are over 45,000 Hispanics, over 32,000 Asians and over 86,000 foreign born persons living in the tri-county area, there is significant need for English proficiency instruction. Since computer literacy is vital to economic advancement for both workers and businesses, there is an obvious need for computer literacy training.

Morris County employers generally have access to workers with appropriate literacy levels. However, Sussex County and Warren County health service employers report difficulty in finding workers with appropriate literacy levels for high skill occupations. Most area employers report that many of their employees lack workplace readiness skills.

A comparison of identified literacy needs and the current system's capacity has led the WIB to target the following populations for literacy services: • Individuals with English language deficiencies • Individuals functioning at Literacy levels 1 and 2 • Non-high school graduates • Individuals requiring computer literacy for employment or career advancement •. Individuals self-identified or identified by employers as lacking workplace readiness skills • The unemployed disabled

While all area residents who need them can receive some level of literacy services, the WI B will specifically target: • The unemployed in Parsippany-Troy Hills, Dover, Vernon and Phillipsburg • The English deficient in Parsippany-Troy Hills, Dover, Morristown, Mt. Olive, Hopatcong, Hackettstown and Phillipsburg • Employed workers whose basic skills or workplace readiness skill deficiencies inhibit their career advancement or their employers' economic competitiveness

After considering available funding sources and the needs of the area's target population, the WIB has established the following service priorities: 1. Qualified disadvantaged workers 2. Qualified displaced workers 3. Individuals with learning and developmental disabilities 4. Part-time workers seeking full-time employment 5. Eligible employed workers

Through Literacy Labs and the service provider network, the WIB will provide a complete range of services to target and priority groups. The greatest existing service gaps are for ESL training in Hackettstown and basic skill remediation in the Vernon area.

One-Stop staff or the proposed Literacy Coordinators, whose functions are described later in the Executive Summary, will assist individuals requiring remedial training in contacting the literacy provider(s) of their choice. Business customers will be referred to appropriate literacy providers through the business contacts established by the Business Services Committee. The WIB Marketing Team, Business Services Committee and WFNJ Managers, through their employer outreach and visits, will identify employee training needs and make appropriate referrals to the NJDOL Office of Customized Training.

Technology will be used extensively to facilitate customer access and referral to literacy services and to facilitate referral by electronic transfer of customer information and assessment results between providers. Customers may choose to access a·wide range of distance learning resources at One-Stops, principal providers or from remote locations. Through its business contacts, the Business Services Committee will encourage businesses to provide employees with information on distance learning literacy courses. Customers of the One-Stop Career Center have access to a wide range of support services, either directly or through referral to appropriate providers. All training providers that receive Workforce Investment Act (WIA) or Supplemental Workforce Funds for Basic Skills (SWFBS) funding will be required to use CASAS for assessment. Other providers will be strongly urged to use CASAS, to provide consistency of assessment throughout the literacy services network. (As per Janice Pointer's memorandum of July 5, 2002, current assessment tools, principally the TABE and TOEFL, will be used until NJDOL evaluation of CASAS is complete).

To insure timely access to GED testing, the WIB proposes to pay GED test centers $15 per test administered.

The WIB will use interagency referrals, shared assessment information, joint recruiting, service co-location, leveraged funding and networked information dissemination to integrate area literacy programs with the One-Stop Career Center system.

The WIB proposes to place Literacy Labs in the Dover, Morristown and Phillipsburg One-Stop Career Centers, and in Hackettstown and Vernon. These state and federally supported sites will serve as the keystones of the basic skill delivery system. Volunteer and locally funded programs will refer customers whose needs exceed their own programs' capacity to the Literacy Labs. The One-Stop Literacy Labs will leverage local services by referring customers with special assessment, scheduling, instructional or transportation needs to volunteer ~nd locally funded programs. The One-Stop Literacy Labs will be the keystones of the WIB's literacy initiatives. They will provide a full range of literacy services, referrals to specialized literacy services and direct linkages to vocational training, job placement and a wide array of support services. Literacy Labs in Hackettstown and Vernon will address literacy service gaps identified through analysis of demographic information and service capacity. This analysis is supported by comments and suggestions from area wide WIB Literacy Forum participants.

Staff, equipment, New Jersey Network software and furniture for a Literacy Lab in the Phillipsburg One-Stop Career Center and a Bilingual Literacy Coordinator were approved by NJDOL. (The Coordinator and Lab Instructor positions were removed from the PY 2002 budget in a Plan modification sent to the SETC in early July, 2002). However, Literacy Committee members, area literacy services providers and Literacy Forum attendees are unanimous in their opinion that one Coordinator is insufficient for three counties and that three Coordinators are required.

Working in conjunction with One-Stop Career Center staff and key providers, the Bilingual Coordinators will be responsible for outreach, recruitment, scheduling, support service referral, literacy data collection, service configuration, advocacy, literacy program publicity, instructor training coordination and employed worker literacy services. The Bilingual Coordinators will be funded through 28% funds. A detailed Bilingual Coordinator job description is included in Section 4(ii).

The WIB recommends that additional Supplemental Workforce Funds for Basic Skills be used to fund Literacy Labs in One-Stop Career Centers in Phillipsburg, Dover and Morristown, additional Literacy Labs in Hackettstown and Vernon, Literacy Coordinators in each of the three WIB Counties and incentive payments to GED testing centers to provide expanded GED testing capacity. Servers, computer software and furniture will be funded through 24% funds. Lab Instructors and other computer equipment will be funded through 28% funds.

The WIB also proposes to fund intensive group ESL instruction, through subagreement, to serve unemployed and underemployed English-deficient customers who are available weekdays during working hours. This activity will be funded through 24% funds.

Finally, the WIB proposes to pay the areas' three GED test centers, Sussex County Community College, Warren County Community College and Morris County School of Technology (application pending), $15 per test, to increase area residents' access to GED testing. The cost of 200 tests per testing center, per year, will be funded from 28% funds.

The two principal barriers to achieving the WI B's vision for the adult literacy system are lack of transportation, especially in Sussex and Warren Counties, and lack of coordination between tri-county literacy service providers.

The WIB will address the transportation barrier by placing Literacy Labs in two chronically under served areas, Hackettstown and Vernon. The WIB will also address the transportation barrier through the Literacy Coordinators. The Coordinators will develop personal transportation plans for literacy customers, using ride sharing, subsidized transportation and available public transportation.

The WIB will promote expanded use of Literacy Volunteers of America services, possibly through future direct funding assistance. Volunteers provide at-home literacy instruction for students who are unable to access transportation to site­ based literacy services.

While opportunities to address the transportation barrier are incremental and will occur over an extended time frame, Literacy Plan development has already provided. substantial opportunity to address coordination of literacy services. The WIB will build on the dialogue initiated by the planning process to address coordinated schedules, instructional offerings and shared service initiatives to develop the truly coordinated, comprehensive adult literacy service delivery system envisioned by area literacy stakeholders. b. *Vision - Describe the WIS area's vision for the adult literacy system. This vision should be consistent with the Strategic Five-Year Unified Local Plan as well as state policy.

The WIB envisions an adult literacy system characterized by:

• High quality literacy services for One-Stop Customers • Coordination of services between literacy providers • Customer-friendly literacy services • Literacy service delivery that is flexible and responsive to customer needs • A wide range of literacy services, with diverse options, to meet the needs of area adult learners • Pro-active marketing of literacy services and aggressive outreach to literacy service candidates • Counseling, service coordination and support services for adult learners • Incorporation of Equipped for the Future standards and practices to optimize literacy services • Use of technology to facilitate service delivery • Availability of distance learning options for customers who lack transportation

c. Plan Development- Describe the process for developing this plan, monitoring its implementation, and if necessary, revising it The plan must be a result of a collaborative process undertaken by all partners of the One­ Stop Workforce Investment System. The process should be similar to the one undertaken to prepare the Strategic Five,. Year Unified Local Plan. The WIB's Literacy Committee, in liaison with the Planning Committee, should play a major role in the development of the plan.

In May 2001, the WIB recommended WIB member Reverend David Hollowell of Lucent Technologies and Calvary Baptist Church as Chairman of the Literacy Committee. Reverend Hollowell convened the first Literacy Committee meeting on June 5, 2001. Original Committee members included representatives of Parsippany Adult High School, Morris County School of Technology, Joint Free Library of Morristown/Township, Warren County Community College, Warren County Technical School, Sussex County Community College (SCCC), Literacy Volunteers Of America (LVA)-Sussex County, Family Services of Morris County, Lucent Technologies and Calvary Baptist Church. The WIS Director and One-Stop Operator are ex-officio members of the Committee and attended most Committee meetings.

The Committee approved Reverend Hollowell as Chair and named Joy Sullivan of SCCC as Vice-Chair. The Committee decided to develop an inventory of literacy services in the tri-county area. Members were asked to provide inforrnation on their organizations' literacy services and other services in their counties. The Committee reviewed instructional curricula and software, including Equipped for the Future (EFF) and Committee members attended SETC-sponsored EFF training on June 19, 2001. On September 12, 2001, the Committee defined Committee goals, discussed the information on services currently available and began to identify service gaps. Additional meetings were held on October 17, 2001 and April 24, 2002. At the April 24 meeting, a LeamScape representative demonstrated the LeamScape system. At the same meeting, Committee members were assigned to draft specific sections of the Adult Literacy Plan as per Plan guidelines. On June 10, 2002 the Committee held a lengthy work session to draft key components of the Adult Literacy Plan. The Committee Chair reported Plan development progress at the WIB Executive Committee meetings in January and May of 2002. Representatives of United Way of Morris County, St. Elizabeth's College, the County College of Morris, Morris School District andLVA-Morris County joined the Committee between September 2001 and April 2002. A list of Literacy Committee members is included as Attachment 1.

The WIB One-Stop Career Center Committee is responsible for planning One-Stop services and activities. The majority of Literacy Committee members also serve on the One-Stop Career Center Committee. Literacy Committee representatives reported Plan development details regularly at One-Stop Career Center, One-Stop Users' Group and WIB Executive and Open meetings.

The One Stop Users Group includes the following One-Stop Partners: Workforce NJ; Division of Vocational Rehabilitation; County Social Service Boards of Sussex and Morris; Morris, Sussex, Warren Employment and Training Services (ETS); in addition to One-Stop affiliate agencies. The Users Group suggested possible solutions to identified service gaps and provided logistical information for Plan development.

Workforce NJ One-Stop Managers in Morris, Sussex, and Warren Counties participated in providing information relative to job seekers' and employers' literacy needs. Representatives of the Division of Vocational Rehabilitation and the Sussex and Morris Boards of Social Services participated in the organization and presentation of a One-Stop Users' Group Literacy Forum in November 2000, held in anticipation of a statewide literacy initiative, and three Literacy Focus Forums held in the tri-county area. Literacy providers and counselors commented on services and gaps in services in the WIB area.

Public Literacy Forums were held in each County in the Spring of 2002: Morris County on May 30, Sussex County on June 5 and Warren County on June 6. The public meetings were advertised in local newspapers and invitations were sent to local literacy providers, school superintendents, community and four year colleges and faith-based and community based organizations in each county. The public meetings provided an opportunity for attendees to offer input into Literacy Plan development. Through public notice published on June 30, 2002, the draft Plan was provided for public comment and review prior to the submission to the State.

The WIB Literacy Committee, with WIB staff support, will monitor the implementation of the Literacy Plan. Monitoring will be accomplished by reviewing provider reports, site visits, participant interviews and customer satisfaction evaluations. When significant deviations from Plan.activities are identified, the WIB will request corrective action plans from providers or the One-Stop Operator to address the identified issues.

When the need for Plan revisions is identified through monitoring, consensus among providers or Literacy Coordinator program evaluations, WIB staff will present proposed revisions to the WIB Literacy Committee. Upon Literacy Committee approval, draft revisions will be forwarded to the WIB Executive Committee for final approval and the Plan will be revised. Significant revisions will be reported to the State Employment and Training Commission.

d. EFF Integration - Describe how EFF will be utilized across the One-Stop workforce investment system.

The State Employment and Training Commission (SETC), at the recommendation of the State Council for Adult Literacy Education Services (SCALES) endorses Equipped for the Future (EFF) as the strategic framework for adult literacy education in New Jersey. Therefore, the WIB will utilize EFF standards as the strategic framework for literacy services in the tri-county area.

All literacy activities directly funded through the Supplemental Workforce Funds for · Basic Skills (SWFBS) will incorporate EFF standards. The One-Stop Career Center Literacy Labs will use curricula that are clearly linked to EFF competencies and skills. The WIB will urge service providers not funded through SWFBS to adopt curricula that support the acquisition of EFF skills that are essential for success in the workplace. These include teamwork, problem solving, learning skills and communication skills. As additional formal EFF curricula and instructional material become available, the WIB will incorporate them into One-Stop literacy instruction. Literacy providers will document customer acquisition of EFF skills and issue certificates of achievement of these skills. Concurrently, the WIB will advocate for employer consideration of EFF skill certification in hiring decisions.

e. Agreements - Describe how the WIS will be instrumental in the development of agreements between providers to ensure ease of student referral, transfer of records, and recognition of learning gains.

In order to ensure a smooth flow of information among literacy providers, the Literacy Committee has developed an inter-agency agreement (Attachment 2) covering procedures to be used to refer students, transfer records, and recognize learning gains. The WIB will require that this agreement be signed by all literacy providers receiving funds under WIA or SWFBS, and will work with all other literacy providers to encourage them to sign these agreements and to use the process defined therein as their standard procedures.

2. NEEDS ASSESSMENT

a. Individuals - Describe the adult literacy needs of the population of the WIS area. Consider concentrations of individuals in geographic areas and immigration trends. Demographic information about age, location, employment status, educational level, and barriers to education progress (e.g., disabilities that may affect learning) should be used to determine the overall need for basic skills. Needs must be identified for basic mathematics, reading comprehension, basic computer literacy, English proficiency, and work-readiness skills.

The following charts contain information on key demographic indicators of literacy needs of the area population

MORRIS COUNTY Persons 25+ Over Unemployed Unemployed Foreign Born Hispanic %ofChange Asian %ofChange Not Gradllating Disabled Population Population From High School Dover Parsippany/ Parsippany/ Parsippany/ Dover Chester Boro Parsippany/ Victory 3,974 Troy Hills Troy Hills Troy Hills 10,539 300% Troy Hills Garden 845 1,470 13,585 9,124 425% Parsippany/ Dover Dover Dover Morristown Chester Twp. Montville Riverdale Troy Hills 570 1,194 7,788 5,034 147% 2,612 353% 3,701 "" Morristown Morristown Morristown Morristown Parsippany/ Boonton Randolph Ml Olive 2,306 442 759 6,016 Troy Hills Twp. 2,265 190% 3,535 136% Jefferson Ml Olive Roxbury Randolph Mt. Olive Mendham Mt. Olive Rockaway 1,393 420 662 3,998 1,445 Boro 1,446 Boro 131% 165% Mt. Olive Randolph Mt. Olive Montville Madison Wharton Rockaway Boonton Twp 1,282 339 655 3,588 987 130% Twp. Mt. Arlington 1,287 I 19%

SUSSEX COUNTY Persons25+ Over Not Unempluyed Unemployed Foreign Hispanic %ofChange Asian %of Change Graduating Disabled Born Population Population From High Sc/wot Hopatcong Vernon Hopatcong Sparta Hopatcong Fredon Hopatcong Andover Borough 1,147 500 524 1,266 952 786% 286 400%

Vernon Hopatcong Vernon Vernon Vernon Stillwater Sparta Hampton I, 111 383 425 1,255 889 424% 252 313%

Wantage Sparta Newton Hopatcong Sparta Hardyston Vernon Franklin 1,01 I 291 399 1,036 459 410% 173 230%

Newton Wantage Wantage Newton Newton Ogdensburg Newton Newton 934 184 383 675 313 255% 162 200%

Andover Newton Sparta Byram Wantage Frankford Andover Hardyston Twp. 176 268 505 300 231% Township 94% 681 139

0 WARREN COUNTY Persons25+ Over Not Unemployed Unemployed Foreign Born Hispanic %ofChange Asian %ofChange Graduating Disabled Population Population From High School Phillipsburg Phillipsburg Hackettstown Hackettstown Hackettstown Greenwich Hackettstown Greenwich 2,847 436 333 1,303 833 1,177% 303 411%

Hackettstown Hackettstown Phillipsburg Phillipsburg Phillipsburg Belvidere Phillipsburg Knowlton 904 198 227 629 816 540% 126 280%

Washington Mansfield Lopatcong Washington Mansfield Oxford Greenwich Oxford Boro 163 175 Boro 291 300% 97 200% 731 592

White Washington Mansfield Independence Washington Independence Lopatcong Washington 574 Boro 174 410 Boro 298% 94 Boro 125 280 185%

Blairstown Allamuchy Phillipsburg Allamuchy Independence Phillipsburg Mansfield Franklin 525 82 167 384 211 219 81 167%

Comparing the Hispanic populations in the municipalities in Morris County indicates an increase from 1990 - 2000 of over 100% in 13 municipalities and 17 more municipalities with an increase over 50%. The largest concentrations of the Hispanic population are in Dover, Morristown and Parsippany-Troy Hills. lr1 Sussex County, the Hispanic population has increased by more than 100% in 12 municipalities and the same is true for Warren County. The largest concentrations in Sussex County are in Hopatcong and Vernon. In Warren County, the largest concentrations are in Hackettstown and Phillipsburg. In the three counties combined, the Hispanic population has increased by over 21,000 people in the last 10 years.

The Asian population has also increased, but not so markedly. The largest concentration of the Asian population is in Parsippany-Troy Hills, Montville and Randolph in Morris County. The overall increase since 1990 is over 13,500 people.

The number of foreign-born people corresponds to the concentrations of Hispanic and Asian populations noted above.

The charts for each county (Attachment 3) show the labor force (all civilians 16 years of age or over classified as employed or unemployed) and unemployment rates for each municipality as well as the number of people 25 and over, who have not graduated high school (2000).

n In Morris County, the largest number of non-graduates is in Dover, Parsippanyffroy Hills and Morristown. The most unemployed persons are in Parsippanyffroy Hills, Dover and Morristown.

In Sussex County, the largest number of people not graduating high school is concentrated in Hopatcong, Vernon and Wantage. The highest unemployment is in Vernon and Hopatcong.

In Warren County, the highest number of non-graduates is in Phillipsburg, Hackettstown and Washington Soro, and the highest unemployment in Phillipsburg and Hackettstown.

Over 50,000 people age 25 and over have not graduated high school in the 3 counties.

There are over 55,000 disabled people in the 21 - 64 year age range in the Morris­ Sussex-Warren area. The charts show the number of disabled people in each municipality as well as the per cent of disabled who are employed. It is clear that a significant number of disabled people are unemployed with employment rates ranging from 85% to 39.5% in the three counties.

The complete Literacy Demographics Charts are included as Attachment 3.

The 1996 National Adult Literacy Survey, by Portland State University, shows area literacy levels as follows:

AREA RESIDENTS AT LITERACY LEVELS 1 AND 2 COUNTY Level 1 % Level 2 % Levels 1+2 % # Residents 16 or Older at Levels 1 and 2 Morris 12 20 32 107,615 Sussex 10 24 34 33,392 Warren 14 28 42 29,928

Tri-county municipalities with percentages of Literacy Level 1 residents significantly exceeding area averages include Dover (29%), Morristown (25%) and Phillipsburg (19%).

Since 170,000 area residents function at Literacy Levels 1 and 2 and over 50,000 area residents over 25 have not graduated from high school, there is great need for basic mathematics and reading comprehension remediation.

Since there are over 45,000 Hispanics, over 32,000 Asians and over 86,000 foreign born persons living in the tri-county area, there is significant need for English proficiency instruction.

Basic skills and English language skill deficiencies are related to and often accompanied by lack of computer literacy skills. Since computer literacy is vital to

1n economic advancement for both workers and businesses, there is an obvious need for computer literacy training.

In dialogues with the WIB Marketing Team and WFNJ staff, many area employers have decried their job applicants' and employees' lack of work-readiness skills. These comments support numerous studies showing that employers want, first and foremost, employees who are reliable, punctual and cooperative. These comments and studies indicate a pressing need for work-readiness skills.

b. Employers - Describe the key industries of the area. What are the adult literacy expectations that employers in these industries have for their workforce? To the extent possible, indicate the basic mathematics, reading comprehension, basic computer literacy, English proficiency, and work-readiness skills expectations by industry or employers in the WIS area. Based on economic development initiatives in the WIS area, are the literacy levels of the workforce congruent with those needed by current and prospective employers?

The following chart lists the literacy expectations of employers in key area industries.

EMPLOYER LITERACY EXPECTATIONS County Industry Basic Reading Basic English Work Math Comp re- Computer Proficiency Readiness hension Literacy Skills Morris Business 10"' 10"' High Medium- High Services grade grade High Morris Health 8-10'" 8-10th Medium Medium High Sussex Services grade grade Warren Morris Engineering 12"' 12'" Very High High High and grade+ grade Management Services Warren Retail 7'" 7"' grade Medium Medium Medium grade Sussex Eating and 5m 6'" grade Low Medium Medium Warren Drinking grade Morris Social 10'" 12"' Medium High High Sussex Services grade grade

The information above was gathered from interviews with literacy providers and area employers and through discussions with the WIB Business Services Committee (BSC). In the past year, the BSC arranged WIB Marketing Team visits to over 75 area businesses to assess their need for training and other One-Stop services. All respondents to WIB requests for information on employer literacy requirements stressed that within industries, the needs vary by employer. Furthermore, the

11 respondents reported that the greatest variance in literacy requirements is between job titles, especially within business services.

Respondents reported that, in Morris County, employers have access to workers with appropriate literacy levels, but that these workers demand higher wages than some employers will pay. In the past year, several employers left Morris County because qualified labor is too expensive. This suggests an opportunity for workers with newly enhanced literacy skills to earn higher wages within a range acceptable to Morris County employers. Morris County Social Service employers report a desire for increased English Comprehension skills from the current workforce and new applicants.

Health services employers in Sussex and Warren Counties have difficulty finding workers with appropriate literacy levels for the higher skill occupations (Registered Nurses, Licensed Practical Nurses, Medical Assistants, Technicians), but find it relatively easy to recruit workers with suitable literacy levels for certified Nurse Assistant and Home Health Aides.

Though manufacturing is not a major industry in the tri-county area, the WIB Marketing Team has visited most area manufacturers. They report a lack of appropriate math skills among employees and applicants.

While Retail and Eating and Drinking businesses can find employees with acceptable reading, math and comprehension skills, they, like most area employers, decry the lack of workplace readiness skills among employees and applicants. They report that the lack of these skills contributes heavily to the high turnover rates that hinder their business operations.

c. Current System Capacities - In order to determine what can be done for the target population, it is necessary to understand the current delivery system for basic skills services. Identify the adult literacy provider community including adult schools, colleges, literacy volunteer programs, community and faith-based organizations, libraries, for-profit organizations, etc. These providers may offer all or some of the following services: adult basic education, English-as-a-Second Language, high school equivalency, adult high school, literacy tutoring, occupational skills training with a literacy component. An inventory of capacity is necessary in order to identify where there.may be gaps in local services that the W/8 should address. This inventory of capacity (see attachment) should list providers; their service area, hours of service and distant teaming formats; numbers they serve; and funding sources (see page 6). In addition to the inventory, the prior experiences of identified providers in meeting the literacy needs of their clients should be indicated.

An inventory of area literacy service capacity is included as Attachment 4. All providers listed on the Inventory have substantial successful experience in meeting the needs of their clients.

1 'l d. Target Population(s) - Based upon your analysis of individual and employer needs and the current system's capacity to meet those needs, identify who will be served.

The WIB will mobilize and coordinate literacy service delivery for the following US citizens and resident aliens:

• Individuals with English language deficiencies • Individuals functioning at Literacy levels 1 and 2 • Non-high school graduates • Individuals requiring computer literacy for employment or career advancement • Individuals self-identified or identified by employers as lacking workplace readiness- skills • The unemployed disabled

While all area residents who need them can receive some level of literacy services, the WIB will specifically target:

• The unemployed in Parsippany-Troy Hills, Dover, Vernon and Phillipsburg • The English deficient in Parsippany-Troy Hills, Dover, Morristown, Mt. Olive, Hopatcong, Hackettstown and Phillipsburg • Employed workers whose basic skills or workplace readiness skill deficiencies inhibit their career advancement or their employers' economic competitiveness

3. SERVICE STRATEGY

The plan must provide a description of the strategy th.e local workforce investment system will adopt to address the needs of the target population. This should include the following:

a. *Literacy Levels - Identify how a/I literacy levels (refer to accompanying chart for educational functional levels) will be addressed. Are providers differentiated by literacy levels?

All area ABE providers have the capacity to address the needs of customers at Literacy Levels 1 and 2. All area ESL providers have the capacity to address the needs of customers from Beginning Literacy ESL through High Advanced ESL.

Literacy providers that provided planning information stressed that they do not differentiate by literacy levels. All literacy levels are addressed based on their assessed needs for identified weaknesses.

1 ~ b. Priority of Services - The plan must establish priorities of who is to be served and what is to be provided. Because different funding sources have their own priorities, it is important to consider them in identifying gaps in service. Are there major gaps in the delivery of service that you plan to address in the future?

Depending on funding and space availability, priority for services will be given to individuals in the following order:

1. Qualified disadvantaged workers 2. Qualified displaced workers 3. Individuals with learning and developmental disabilities 4. Part-time workers seeking full-time employment 5. Eligible employed workers

Services to be provided will include basic skills remediation, GED preparation, Vocational English-as-a-Second language, basic computer literacy, workforce readiness, citizenship training, and financial management information. In addition, WIB will utilize the citizenship guidelines provided in the State-published Citizen Guidelines Manual currently being followed in three programs in the WIB area. The current providers of citizenship training are Parsippany Adult School and Morris Hills Adult High School in Morris County.

The greatest service gaps are for ESL training in Hackettstown and basic skills remediation in Vernon. These gaps will be addressed through use of SWFBS 28% funds as described in Section 4. Although census data indicate that Hopatcong has pressing literacy services needs (1147 non-high school graduates, 25 and over, 524 disabled unemployed, 952 Hispanic population, 286 Asian population), these needs can be met by current and proposed additional services at the Dover One-Stop Career Center and through the Morris County Organization for Hispanic Affairs, also in Dover. c. Outreach and Recruitment- Identify how outreach to and recruitment of target population(s) will be accomplished. For example, how will outreach and recruitment to disadvantaged workers with basic skills deficiencies be accomplished? How will unemployed and displaced workers whose basic skills are a barrier to employment be alerted to the opportunities to improve their skills? Who will be responsible for these activities? How will the basic skills requirements of the employer community be assessed?

The literacy Coordinators will have overall responsibility for outreach and recruitment of target populations. The literacy Coordinators will provide lists of literacy resources and referral information to One-Stop Career Centers, the WIB's 37 One-Stop affiliate sites, current literacy service providers, additional community and faith-based organizations, county social services councils, school districts, libraries and municipalities.

1'1 Outreach and recruitment of disadvantaged workers with basic skills deficiencies will be accomplished by first identifying such workers through the WIB Business Services Committee and WFNJ managers.

The Business Services Committee (BSC) uses both an individual and a team approach to meeting with tri-county businesses to discuss a variety of business needs, including basic literacy and ESL training. Through the contacts established by the BSC, businesses inform the WIB of the literacy needs of their current employees and their basic literacy requirements for new applicants. The BSC may assist the business in identifying ways to both test the literacy levels of their employees and to obtain training to increase those levels as needed.

WFNJ Managers, through their relationships with employers and knowledge of employer job postings, are an excellent source of information on employer needs, including literacy remediation for disadvantaged workers. When managers identify such workers needing literacy skills, the information is reported directly to the WIB or through its committees.

When needs are identified, WIB or MSW Employment and Training Services staff visit the employer to propose training its disadvantaged workers. They offer training in various formats (customized training, employed worker OJT, on or off-site group size training, distance learning) and then discuss which best meets the workers' and employer's needs. When WIB/ETS and the employer agree on the best format, the training is planned, delivered and monitored.

Unemployed and Displaced workers whose basic skills are a barrier to employment will be alerted to opportunities to improve their skills as follows: • Participants in One-Stop Career Center re-employment and training orientations will be alerted about the availability of remedial training. During training orientation, testing is administered to participants. Those who score below a certain CASAS (or TABE) level will be further advised about the benefits they would derive from remedial training. • One-Stop Career Center pamphlets will be revised to include additional information on remedial training. • Posters and literacy pamphlets will be distributed to all of the entities listed above.

The Literacy Coordinators will coordinate all outreach and recruitment activities and work with each literacy partner on a comprehensive approach to maximize the effectiveness of these outreach and recruitment activities.

The basic skill requirements of the employer community will be assessed by the Assistant One-Stop Administrator, who has extensive successful experience in employee skill assessments. He will perform an O*net based Needs Survey Analysis for selected employers to assess skills required for entry-level employment in dominant tri-county industries.

1 ~ d. Access and Referral- Describe how customers will gain access to basic skills services. Describe the process for referring customers to appropriate providers. To what extent will technology be used to facilitate access and referral? Include a discussion of independent, self-directed, and distance learning formats that local areas will employ to expand access to instruction.

One-Stop staff or the Literacy Coordinator will assist individuals requiring remedial training in contacting the literacy provider(s) of their choice. When a desired program is filled, the Literacy Coordinator will help identify alternate training that best meets the customer's needs. When more than one provider is required to meet the customer's needs, the Literacy Coordinator will schedule activities based on the customer's availability and literacy attainment goals.

Business customers will be referred to appropriate literacy providers through the business contacts established by the Business Services Committee. As business customers indicate a need for literacy training for their currently employed workers, they will be referred to local service providers directly or referred to the WIB for assistance in identifying and accessing appropriate training options.

Technology will be used extensively to facilitate customer access and referral to literacy services. A list of literacy resources that can be accessed independently through technology will be available at One-Stop Career Centers and principal service providers. Computer-literate customers with home computers and Internet service can use the list, with staff assistance if necessary, to identify and access appropriate on-line literacy remediation.

One-Stop Literacy Labs will designate computers for use by self-directed customers. The computers will have a variety of literacy instructional software, sufficient to meet the needs of adult learners. Software may include Advanced Leaming System (modular core curriculum software for grades 1-12), Weaver Instructional System (reading intervention programs with emphasis on vocabulary building), lntechnica International (self-paced ESL instruction for all ESL levels) and the New Jersey Network (NJN) software which includes GED Connection, Workplace Essential Skills, TV411, JobCast, SkillsCompass by LearnScape, Rosetta Stone and Reading Horizons Phonics. Literacy Lab instructors will be available to assist self-directed learners in curriculum choice, use of technology and interpreting instructional material.

Customers may also choose to access a wide range of distance learning resources at One-Stops, principal providers or from remote locations. Staff will present customers with free and commercial distance learning options. After appropriate counseling, staff will provide customers passwords or other access tools to appropriate distance learning providers. One-Stop staff will develop and maintain a list of distance learning options for customer use. The list will be edited and updated regularly, incorporating customer feedback to choose the best providers and courses, and including new distance learning and curricula.

16 One-Stop staff will use third party tracking, available through many distance lea ming providers, to track customer progress. Customers will also have access to instruction-related chat rooms and bulletin boards to facilitate learning assistance from provider staff and communication with other literacy students.

Through its business contacts, the Business Services Committee will also encourage businesses to provide employees with information on distance learning literacy courses which the employee can access via their home computer or through use of one of the One-Stop Career Center or Site computers in their area. Courses may be WIA-subsidized, business-subsidized, free or may charge a small fee to the individual user. Information provided will include a listing of One-Stop sites, focusing especially on those that may be available after working hours, such as community colleges and libraries, as well as a list of available courses.

Some businesses will give their workers access to workplace computers either during the workday or non-working hours to make use of distance learning technology.

Technology will facilitate referral by electronic transfer of customer information and assessment results between providers.

e. Assessment- Describe the process for assessing basic skills using CASAS. It is possible that an area will have multiple target populations (e.g., English proficiency issues, low basic literacy levels, or inadequate workforce-readiness skills) that require additional types of assessment tools. Who will be responsible for administering assessments? Will assessment be administered centrally, such as through the One-Stop center or by each provider? Will assessments be available for customers with specialized needs? Will different partners be responsible for different types of assessment, e.g., ESL or learning disability? Who will be responsible for maintaining assessment data and how will it be made available to appropriate partners? How will timely access to GED testing be assured in the local area? How will GED testing services be integrated into the One-Stop System?

{As per Janice Pointer's memorandum of July 5, 2002, current assessment tools, principally the TABE and TOEFL, will be used until NJDOL evaluation of CASAS is complete.)

All training providers that receive.Workforce Investment Act {WIA) or Supplemental Workforce Funds for Basic Skills {SWFBS) funding, will be required to use CASAS for assessment. Other providers will be strongly urged to use CASAS, to provide consistency of assessment throughout the literacy services network. This will allow most customers to be assessed at all points of entry. Customers will then be asked to sign a release form, so that the results can be shared with the agencies responsible for providing the necessary instruction/training. In this way, customers will not have to be assessed repeatedly as they move among various providers. 17 Customers who require special assessments will be referred to One-Stop Career Centers or to providers with special assessment capacity, including the Division of Vocational Rehabilitation (learning disabilities), MSW ETS (workplace readiness skills) and Morris County Organization for Hispanic Affairs (low native language literacy).

Initial assessment data will be maintained by the provider conducting the assessment. The data will transferred, preferably electronically, to additional providers used by the customer (see Attachment 2). Data on customers funded through WIA or SWFBS will be maintained in One-Stop Career Centers.

Sussex County Community College and Warren County Community College are the only GED test centers in the WIB area. Morris County School of Technology has applied to the NJ Department of Education to become a test center.

GED test centers receive $10 for each test administered. Including staff and facilities, the real cost for giving each test is about $25. The approximate $15 loss on each test acts as a disincentive to expand testing to additional locations.

To insure timely access to GED testing, the WIB proposes to pay the test centers $15 per test administered. This will provide an incentive for the centers to offer testing at locations throughout the WIB area, facilitating access to the tests, especially for prospective test-takers with limited transportation options.

All One-Stop Career Centers and literacy providers will have information on GED testing sites and dates. They will refer test-ready customers to GED testing centers. As resources permit, Orie-Stop sites with appropriate facilities will be used as test sites.

f. Service Integration - Describe how adult literacy and basic skills training programs will integrate their services with the One-Stop Career Centers? While the grant recipient for funds will include a variety of entities, e.g., local office of the Department of Labor and Workforce Investment Act (WIA) Title II funded providers, the WIS must determine the specific plan for service delivery and integration. Be sure to address all federal and state adult literacy initiatives, including those that will be supported through the Supplemental Workforce Funds. for Basic Skills. Describe linkages, if any, to adult education consortia that provide services through W/A Title II grants. Refer to page 6 for a list of major funding sources.

The following chart identifies various adult literacy and basic skills programs and methods used for integrating them with the One-Stop Career Center system.

I !! ADULT LITERACY AND BASIC SKILLS PROGRAM INTEGRATION METHODS Administrative Program Funding Integration method(s) State Agency Sources Department of Title II WIA Federal & State • lnteragency referrals Education (Adult Basic matching • Shared assessment Skills, High Information School • Joint recruiting Equivalency & • Literacy Plan input Adult Literacy) Department of English Federal • lnteragency referrals Education Literacy and • Shared assessment Civics Information • Joint recruiting • Literacy Plan input Department of TANF-AWEP Federal • Co-location and integrated Human services in Morris County Services • Use ofTANF funds for literacy training • lnteragency referrals • Literacy Plan input Department of WDPP-ITA State • On-site location at all Labor One-Stops • lnterprogram referrals Department of WDPP- State • One-Stop dissemination of Labor Customized Customized Training Training availability information. • WIB-One-Stop identification/assessment of employer needs • Training I trainer recommendations to NJDOL-OCT Department of WDPP- State • On-site location at all Labor Literacy One-Stops • Funding literacy training for One-Stop Customers • Referral to/from all One- Stop services Department of WIATitlel Federal • Principal One-Stop Labor partner Department of WFNJ Federal • lnteragency referral Labor Supplemental • Funding of literacy training TANF-AWEP • Dissemination of Literacy Services/One-Stop information

JQ Department of WFNJ Federal • lnteragency referral Labor Supplemental • Funding of literacy training FS-AWEP • Dissemination of Literacy Services/One-Stop information Department of WFNJ State • lnteragency referral Labor Supplemental • Funding of literacy training GA-AWEP • Dissemination of Literacy Services/One-Stop information Department of Welfare-to- Federal & State • lnteragency referral Labor Work • Funding of literacy training • Dissemination of Literacy Services/One-Stop information Department of Supplemental State • Literacy Labs in One-Stop Labor Workforce Career Centers Funds for • Referrals to and from Basic Skills other literacy service 34:150-21 providers (a)(1) Department of Supplemental State • Literacy Labs in One-Stop Labor Workforce Career Centers and Funds for community locations Basic Skills (HackettstownNernon) 34:150-21 Referrals to and from other (a)(2) literacy service providers and One-Stop services Department of Supplemental State • One-Stop dissemination of Labor Workforce Customized Literacy Funds for Training availability Basic Skills information. 34:150-21 • WIB-One-Stop (a)(3) identification/assessment of employer literacy needs • Training I trainer recommendations to NJDOL-OCT

g. Coordination and Leveraging of Resources - Describe how resources whether financial, or non-financial will be coordinated and leveraged to create a coherent basic skills delivery system. This description should take into account volunteer literacy providers, state and federal supported

..,n programs, locally funded programs, and any other relevant service providers.

The WIB proposes to place Literacy Labs in the Dover, Morristown and Phillipsburg One-Stop Career Centers and in Hackettstown and Vernon. These state and federally supported sites will serve as the keystones of the basic skill delivery system. Volunteer and locally funded programs will refer customers whose needs exceed their own programs' capacity to the Literacy Labs. The One-Stop Literacy Labs will leverage local services by referring customers with special assessment, scheduling, instructional or transportation needs to volunteer and locally funded programs.

The Literacy Coordinators will work with volunteer and locally funded programs to provide schedules, instruction and support services that augment and complement One-Stop Literacy Lab services.

h. Support Services - Customers of the literacy delivery system may also have other barriers that impact on their ability to petform as workers, citizens, and family members. Describe how customers of the One-Stop system will be able to access other necessary services.

Customers of the One-Stop Career Center have access to occupational training and on site job search workshops. To help participants overcome barriers which impact on their ability to perform as workers, family members and citizens, One Stop Career Center Staff is available to provide guidance on training programs and on various support services. These support services include: child care and adult care assistance, transportation services, legal aid, mental health, consumer credit counseling, financial management workshops, housing assistance, loan programs, telephone/heating/electricity/insulation assistance, citizenship training, etc.

Information on the agencies providing the above support services is available in the One Stop Career Center. Additionally, the literacy providers will distribute pamphlets with contact information for these agencies, so that those who enroll in literacy training, without coming to the One Stop Career Center, are informed and can have access to these support services, as needed.

i. Performance Standards - The State will develop minimum petformance standards for service providers. These standards will be linked to EFF and the outcome measures identified in the National Reporting System (NRS). Local areas may elect to set higher standards or additional standards. If the local area intends to set standards, the criteria for setting the standards must be identified in the plan.

The WIB will not set higher or additional standards .

.., 1 4. *SUPPLEMENTAL WORKFORCE FUNDS FOR BASIC SKILLS

a. *Plan for Use of Supplemental Funds - Describe the plan for use of Supplemental Workforce Funds for Basic Skills.

i. *Identify portions of plan that already have been approved and funded by the New Jersey Department of Labor. Discuss how approved components will be integrated into the local adult literacy system and one-stop.

Staff, equipment, NJN software and furniture for a Literacy Lab in the Phillipsburg One-Stop Career Center and a Bilingual Literacy Coordinator have been approved and funded by NJDOL. (The Literacy Coordinator and Lab Instructor for the Phillipsburg Lab were removed from the budget for the last quarter of PY 2002 but will be funded, pending NJDOL approval, for Program year 2003).

The Phillipsburg Literacy Lab will provide literacy services to One-Stop customers in the Phillipsburg area. It will receive referrals from other area literacy providers and refer customers to the other providers for special literacy services. Lab staff will provide information on available literacy services including distance learning, remote access, self-paced and Customized Training instructional options. The lab will offer assessment of customers' literacy levels and provide or make referrals to appropriate remedial services. It will pilot and evaluate instructional and assessment programs for use by One-Stop and other literacy providers. It might serve as a GED testing center, pending configuration of appropriate testing space. In summary, the Phillipsburg Lab will be the hub of One-Stop literacy service delivery in the Warren County area.

The Bilingual Literacy Coordinator will identify, locate, contact and recruit low­ literacy individuals for One-Stop Literacy Labs and related services. The coordinator will publicize One-Stop Literacy services. As necessary, the Coordinator will coordinate schedules of One-Stop customers with Literacy Labs' and other literacy providers' offerings to offer comprehensive literacy services in the most customer friendly manner possible. The Coordinator will also work with area providers to format and schedule their services to provide maximum synergy and seamlessness with One-Stop literacy services.

ii. *Describe how the WlB area recommends that additional Supplemental Funds a/located under sections 34:15D-21 (a)(1}, the 24% funds "reserved to support basic skills training delivered by the State's One­ Stop Career Centers" and 34:15D-21 (a)(2}, the 28% funds '~reserved for Workforce Investment Boards to provide grants for basic skills training" should be used.

The WIB recommends that additional Supplemental Fuf)ds allocated under sections 34:150-21 (a)(1), the 24% funds "reserved to support basic skills training delivered by the State's One-Stop Career Centers" and 34:150-21 {a)(2), the 28% funds "reserved for Workforce Investment Boards to provide grants for basic skills training" be used to fund Literacy Labs in One-Stop Career Centers in Phillipsburg, Dover and Morristown, additional Literacy Labs in Hackettstown and Vernon, Literacy Coordinators in each of the three WIB Counties and incentive payments to GED testing centers to provide expanded GED testing capacity.

The One-Stop Literacy Labs will be the keystones of the WI B's literacy initiatives. They will provide a full range of literacy services, referrals to specialized literacy services and direct linkages to vocational training, job placement and a wide array of support services.

Literacy Labs in Hackettstown and Vernon will address literacy service gaps identified through analysis of demographic information and service capacity, and supported by comments and suggestions from area wide WIB Literacy Forum participants. Both the Hackettstown and Vernon areas have substantial unmet literacy needs as evident from the Warren and Sussex demographic charts in Section 2a. Hackettstown area residents have minimal access to public transportation. The area is served by a shuttle bus from Phillipsburg, with daily service ending at 3 PM. There is no public transportation to Vernon. The WIB is currently exploring sites for these labs. Centenary College in Hackettstown has expressed interest in hosting the Lab and is evaluating college facilities for appropriate placement. The Vernon Library staff recognizes the need for and value of the Lab and its close alignment with the library's mission and is exploring various space configurations to provide maximum customer access.

Servers, computer software and furniture will be funded through 24% funds. Lab Instructors and other computer equipment will be funded through 28% funds.

The WIB also proposes to fund intensive group ESL instruction, through subagreemnent, to serve unemployed and underemployed English-deficient customers who are available weekdays during working hours. This activity will be funded through 24% funds.

Supplemental Workforce Funds for Basic Skills items already approved and funded include a Literacy Coordinator. However, Literacy Committee members, area literacy services providers and Literacy Forum attendees are unanimous in their opinion that one Coordinator is insufficient for three counties and that three Coordinators are required.

The Coordinators will:

• Identify and contact area residents with literacy service needs • Assess their literacy service needs, availability for training and barriers to literacy program participation • Recruit them for appropriate One-Stop or other literacy services • Develop individualized program participation schedules, using multiple providers if necessary • With One-Stop staff, assess and meet the support service needs of One­ Stop literacy customers • Maintain a current literacy services capacity inventory and comprehensive service schedule enabling "snapshof views of available service offerings • Identify additional gaps in literacy services and address them through program coordination, program development or other initiatives • With provider cooperation, coordinate the schedules and instruction of area providers to optimize comprehensive delivery of area litera~y services • Promote family and group participation in literacy training to strengthen customer motivation and provide ongoing peer support • Evaluate results of area literacy providers' training • Promote use of best practices among providers • Provide information on employed worker/Customized Training to area businesses • · On request, assess employed workers literacy needs • Suggest employed worker/Customized Training initiatives for WIB/NJDOL OCT consideration and identify appropriate trainers, training formats and schedules • Assist in coordinating the instructor training resources and initiatives of principal providers to provide an adequate supply of competent, credentialed literacy instructors for the tri-county area • Through direct contact, group presentations and appropriate media, publicize the individual and societal problems related to low-literacy • Mobilize public support for literacy initiatives and advocate for solutions to illiteracy and low literacy

The WIB is exploring the possibility of entering agreements with Literacy Volunteers of America and/or NORWESCAP to have the Literacy Coordinators housed in their offices and supervised by them. This would enable the WIB to access the agencies' community based social service recruiting networks and their expertise in providing services to individuals who are likely to need literacy remediation.

The Bilingual Coordinators will be funded through 28% funds.

Finally the WIB proposes to pay the areas' three GED test centers, Sussex County Community College, Warren County Community College and Morris County School of Technology (application pending), $15 per test, to increase area residents' access to GED testing. The cost of 200 tests per testing center, per year ($9,000), will be funded from 28% funds. iii. *Describe a process that the WIB area will use for identifying and recommending employers, employer organizations, labor organizations, community- and faith-based organizations, and educational institutions for Supplemental Funds allocated under sections 34:15D-21 (a)(3}, the 38% funds that will be administered through the New Jersey Department of Labor, Office of Customized Training.

The WIB Marketing Team, Business Services Committee and WFNJ Managers, through their employer outreach and visits, will ask employers about their employee training needs and goals. When these needs and goals are identified as congruent with NJDOL Customized Training, the WIB will contact the Office of Customized Training to arrange a meeting with the employer.

While designation of Customized Training providers is the responsibility of the Office of Customized Training, the WIB endorses the County College of Morris, Sussex County Community College and Warren County Community College as preferred trainers. When special literacy Customized Training needs are apparent, the WIB, through its Business Services and Literacy Committees, will assist in identifying appropriate providers from its network of employers, employer organizations, labor organizations, community and faith-based organizations and educational institutions.

b. *Budget- Provide detailed budgets for Supplemental Workforce Funds for Basic Skills.

i. *Provide budget for Supplemental Workforce Funds for Basic Skills items already approved and funded by the New Jersey Department of Labor.

This budget is included as Attachment 5A

ii. Develop a budget for additional Supplemental Workforce Funds for Basic Skills. The budget should reflect a funding level of between $500,000 and $700,000 and it should be based on the WIB area's literacy plan for the 28% and recommendations for the 24% funds.

This budget is included as Attachment 58

5. *CONCLUSION

a. *Opportunities and Barriers - Discuss opportunities and barriers to achieving the WIB area's vision for the adult literacy system. How can the WIB area best take advantage of these opportunities and reduce or eliminate the barriers?

The two principal barriers to achieving the WI B's vision for the adult literacy system are lack of transportation, especially in Sussex and Warren Counties, and lack of coordination between tri-county literacy service providers. The WIB will address the transportation barrier by placing Literacy Labs in two chronically under served areas, Hackettstown and Vernon. These locations will allow customers without access to dependable transportation to receive literacy services in their communities, close to home. These locations will also function as service "hubs" for residents of surrounding communities who, like Hackettstown and Vernon, are constrained by their inability to reach Phillipsburg and Newton, respectively.

The WIB will also address the transportation barrier through the Literacy Coordinators. The Coordinators will develop personal transportation plans for literacy customers, using car-pooling, subsidized transportation and available public transportation.

Throughout the Literacy Plan development process, the WIB has heard repeatedly of literacy customers traveling, sometimes with great difficulty, to distant service locations. Ironically, these customers could be served closer to home if they knew of all available literacy service options. The Literacy Coordinators, using the WIB comprehensive literacy service directory, will guide customers to the most accessible services and facilitate their attendance through scheduling optimally convenient instruction and transportation.

The WIB will also promote expanded use of Literacy Volunteers of America services, possibly through future direct funding assistance. Volunteers provide at-home literacy instruction for students who are unable to access transportation to site­ based literacy services.

The WIB is also advocating for expanded hours for the Phillipsburg-Hackettstown shuttle bus that currently ceases operation at 3PM daily. Expanded service would not only facilitate residents' access to literacy services, but also allow more potential workers to reach employers along the Phillipsburg-Washington-Hackettstown employment corridor.

While opportunities to address the transportation barrier are incremental and will occur over an extended time frame, Literacy Plan development has already provided substantial opportunity to address coordination of literacy services. By convening the Literacy Committee, the WIB brought diverse literacy service providers together and provided a forum for discussion between them. This discussion demonstrated the need for coordination between providers, and more important, revealed the providers' willingness to work together to move toward a comprehensive, coordinated literacy service delivery system. To date, the providers have shared service and schedule information, and discussed "best practices" and funding and service strategies.

The WIB will build on this promising dialogue to address coordinated schedules, instructional offerings and shared service initiatives. On the individual level, the Literacy Coordinators will draw on the experiences of literacy services customers to identify desired improvements in scheduling, service access and continuity of instruction. The Coordinator will present this information to providers and offer coordination planning assistance designed to move diverse, independent providers toward partnership in a comprehensive, customer-friendly literacy service delivery system. SIGNATURE SHEET

The Morris Sussex Warren Workforce Investment Board Literacy Plan has been reviewed and endorsed by the following:

CharlesA. Roberts, Chair David A. Hollowell, Chair Morris Sussex Warren Literacy Committee of the Workforce Investment Board Morris Sussex Warren Workforce Investment Board

Date Date l.1TERACT COMMJTI'EI'.

Chair:

David Hollowell D&D Associates

Members:

Betty Lou Bionde, Principal Adult High School Parsippany-Troy Hills Township Schools

Deborah Croswell Uriited Way of Morris County

Sister Ellen Dauwer College of Saint Elizabeth

Carolyn Decastro, Dean Professional Programs and Distance Education County College of Morris

Miriam Faber Morris County School of Technology

Maria Heaton Warren County Technical School

Polly Lacey Joint Free Library of Morristown{rownship

Debbie Leon, Director LVA Morris County

Virginia Lyttle Morris School District Community School

Joy Sullivan Sussex County Community College

Adult Literacy Plan - attachment 1 INTER-AGENCY AGREEMENT FOR LITERACY SERVICES

This agreement provides for the transparent transfer of students among literacy programs to avoid duplication of information collection, including application information, testing and assessment information, and any other pertinent information required by the new literacy provider.

Specifically, the following information will be transferred to the new literacy service provider:

1) Initial application/intake data 2) All assessment and pre-testing results 3) All progress reports 4) All post-testing results 5) Any other information needed to provide services to the customer

All parties to this agreement consent to the sharing of information as indicated to provide the literacy customer with the best possible literacy services and seamless transition among providers without duplication of paperwork and testing.

Name Name

Signature Signature

Agency Name Agency Name

Date Date

Adult Literacy Plan - attachment 2 Literacy Demographics Morris County ,/ % not Persons Persons not graduating wtth o/owith Foreign- Hispanic Asian graduating hi_gh high school Labor % Est.% at disability 21 disability born Morris County Total Pop. Hispanic pop. Asian pop. pop. % Change school 25 & 25 & over Force unemployed Literacy 64 yrs. employed persons % Foreign- Municipality 20002 pop.1990 20002 Asian pop. 1 1990, 20002 over 20002 20002 2001, 2001, Level 14 20002 20002 20002 born 20002

Boonton 8,496 308 582 339 655 93% 844 13.8% 5,166 3.5% NIA 1,130 67.6% 1,384 16.3% ll> rt Boonton Twp. 4,287 39 92 80 175 119% 211 6.9% 2,042 2.4% rt NIA 265 81.1% 355 8.3% ll> Butler 7,420 188 379 71 137 749 14.1% n 93% 4,619 3.2% NIA 837 71.0% 730 9.8% Chatham Boro 8,460 146 223 162 238 47% 197 3.5% 4,435 1.8% NIA 280 76.4% 831 9.8% l Chatham Twp. 10,086 179 197 ~~~tttQ 318 483 52% 236 3.4% 5,362 2.3% NIA 427 79.9% 1,212 12.0% rt:::I Chester Boro 1,635 28 112 24 28 17% 112 9.8% 727 2.3% NIA 951 80.0% 12.3% ...., ~~~~ 201 ll> Chester Twp. 7,282 76 188 125 171 37% 175 3.6% 3,549 2.3% NIA 199 67.8% 666 9.1% . ~~-~.''(j"--" . Denville 15,824 263 418 ~:::.- -- 457 734 61% 876 7.7% 8,567 2.3% 10% 885 64.7% 1,673 10:6% ll> Dover 18,188 6,101 10,539 294 446 52% 3,974 (IQ"" 33.1% 9,505 6.0% 29% 2,747 53.5% 7,788 42.8% ft> East Hanover 11,393 228 312 703 1257 79% 973 11.9% 6,223 2.5% NIA 899 74.9% 2,119 18.6% Florham Park 8,857 148 190 290 343 18% 507 7.8% 5,302 3.0% NIA 354 70.6% 930 10.5% 0 H, Hanover 12,898 266 452 716 1123 57% 970 10.5% 6,998 2.5% NIA 1,015 75.7% 2,030 15.7% N Harding 3,180 81 57 20 34 70% 57 2.5% 2,019 1.7% NIA 249 78.7% 196 6.2% Jefferson 19,717 398 672 145 209 44% 1,393 10.4% 11,244 2.4% 9% 1,285 57.0% 1,243 6.3% Kinnelon 9,365 140 218 198 263 33% 222 3.6% 5,076 1.9% NIA 543 71.3% 900 9.6% Lincoln Park 10,930 381 633 399 575 44% 1,113 13.7% 6,926 3.2% 13% 896 70.1% 1,481 13.5% Long Hill 8,777 204 303. 292 420 -c-.-44% 372 6.2% 4,943 1.7% NIA 636 72.3% 992 11.3% Madison 16,530 445 987 456 616 35% 933 9.2% 9,353 2.9% 13% 833 64.6% 2,207 13.4% Mendham Baro 5,097 54 125 66 72 9% 164 4.7% 2,766 1.2% NIA 215 68.4% 416 8.2% Mendham Twp. 5,400 76 82 69 109 58% 72 2.1% 2,537 1.5% NIA 382 72.3% 407 7.5% Mine Hill. 3,679 206 319 92 89 -3% 239 9.1% 2,067 "3.9% NIA 395 45.6% 422 11.5% Montville 20,839 302 531 1,264 2612 107% 939 6.5% 9,461 3.9% 11% 1,382 75.0% 3,588 17.2% Morris Twp 21,796 405 830 618 847 37% 760 4.9% 12,296 2.3% 11% 1,129 66.7% 2,336 10.7% Morris Plains 5,236 113 141 135 225 67% 217 4.9% 3,293 2.4% NIA 431 70.3% 506 9.7% Morristown 18,544 2,210 5,034 406 694 71% 2,306 16.9% 10,536 4.2% 25%• 2,497 69.6% 6,016 32.4% Mt. Arlington 4,256 108 212 79 173 119% 326 11.7% 2,347 3.7% NIA 477 64.4% 456 9.8 Mt. Olive 4,663 710 1,445 499 1446 190% 1,282 8.1% 14,015 3.0% NIA 1,674 60.9% 3,134 13.0% Mountain Lakes 24,193 68 72 )~ 122 219 80% 42 1.6% 2,053 2.2% NIA 233 76.0% 417 9.8%

1 U.S. Census 1990 2 U.S. Census 2000 , NJ Dept. of Labor 2001 4 National Inst. for Literacy 1992 (Estimate available only for municipalities with adult population of at feast 5,000. For more information, go to www.nifl.gov) Literacy Demographics Morris County

"Netcong 2,580 122 184 41 43 5% 276 15.2% 2,058 3.4% NIA 319 77.1% 269 10.4% r-ersons not % graduating 0/o not Persons %with Foreign- Hispanic Asian Asian Change high school graduating Labor % Est.% a with disability born % Foreign Morris County Total Pop. Hispanic pop. pop. pop. Asian 25 & over high school Force unemployed Literacy disability employed persons born Municipality 20002 pop.1990 20002 1990, pop. 25 & over 1 . 20002 20002 20013 20013 Level 14 21-64 yrs. 20002 20002 20002 Par-Troy Hills 50,649 2,014 3,535 4,917 9124 II> 86% 3,701 10.1% 32,506 2.6% 14% 4,595 67.9% 13,585 26.8% rt Pequannock rt 13,888 261 408 209 265 27% 679 7.1% 7,778 3.0% 11% 669 61.3% 984 7.1% II> Randolph n 24,847 651 1,208 1,064 2265 113% 703 4.3% 12,102 2.8% 10% 1,394 74.2% 3,998 16.1% Riverdale ! 2,498 68 110 15 68 353% 187 10.8% 1,467 4.2% NIA 224 78.6% 228 9.1% ~ Rockaway Baro rt 6,473 291 608 155 411 165% 469 10.1% 3,912 3.7% NIA 757 75.0% 997 15.4% Rockaway Twp. l,J 22,930 642 1,440 715 1287 80% 1,090 7.0% 12,436 2.7% 9% 1,831 75.2% 3,038 13.2% II> Roxbury . 23,883 514 1,154 728 847 16% 1,613 10.0% 12,299 2.7% 10% 2,005 66.8% 2,413 10.1% Victory Gardens 'tj 1,546 514 783 ~~ 16 84 425% 294 29.8% 897 5.6% NIA 395 74.7% 567 36.7% t)Q Washington 17,592 230 389 289 '"m g*Bt~l)~ 325 12% 418 3.7% 8,823 2.4% NIA 804 70.4% 1,055 6.0% Wharton 6,298 636 1,462 171 198 . N 11:ri'i;,~®~ 16% 804 19.0% 3,423 1.8% NIA 440 50.0% 868 13.8% TOTAL 470,212 19,814 36,626 16,759 0 29,310 30,495 261,128 36,679 72,638 H, N

1 U.S. Census 1990

2 U.S. Census 2000 3 NJ Dept. of labor 2001 4 National Inst for Literacy 1992 {Estimate available only for municipalities with adult population of at least 5,000. For more information, go to www.nifl.gov) Literacy Demographics Sussex County . Persons % Persons not % not with %with Foreign- Hispanic Asian Asian Change graduating graduating Labor % Est% at disability 21 disability born Sussex County Total Pop. Hispanic pop. pop. pop. Asian high school 25 high school Force unemployed Literacy 64 yrs. employed persons % Foreign-

Municipality 20002 pop.19901 20002 1990, 20002 pop. & over20002 20002 20013 2001, Level 14 2000, 20002 20002 born 20002

658 17 3 15 400% 76 15.8% 489 3.7% NA 77 85.0% 36 5.5% p, Andover Borough 19 rt Andover Township 6,033 65 136 llf!i\ssl!l[;!Ji 76 139 83% 681 15.8% 2,986 3.1% NA 298 59.7% 446 7.4% p,rt n Branchville 845 10 11~~ ~ 10 3 -70% 91 14.9% 500 4.2% NA 80 50.0% 18 2.1% r Byram 8,254 242 243 106 116 9% 319 6.0% 4,810 2.1% NA 543 68.4% 505 6.1% ::, Frankford 5,420 29 96 15 21 40% 419 11.2% 2,901 3.3% NA 470 61.5% 165 3.0% rt 5,160 142 228 23 76 230% 439 13.2% 2,769 3.4% NA 576 64.2% 382 7.4% w Franklin .,. 2,860 28 24 138 7.1% 1,551 2.1% NA 181 67.4% 139 4.9% Fredon 7 62~~- - -14% Green 3,220 36 103 ~:~~ 18 31 72% 126 6.0% 1,603 2.2% NA 180 53.3% 264 8.2% - Hamburg 3,105 87 131 - 52 71 37% 230 11.1% 1,631 5.2% NA 255 63.9% 180 5.8% - . 4,943 43 94 -· 8 33 313% 289 8.6% 2,672 3.1% NA 514 73.9% 177 3.6% Hampton ~-""' Hardyston 6,171 39 199 . . 50 97 94% 410 9.6% 3,228 2.9% NA 493 73.8% 296 4.8% Hopatcong 15,888 504 952 275 286 4% 1,147 10.7% 9,822 3.9% 9% '1,715 69.4% 1,036 6.5% Lafayette 2,300 21 54 21 18 -14% 123 8.1% 1,136 2.3% NA 139 71.2% 122 5.3% Montague 3,412 56 112 22 23 5% 447 19.8% 1,567 4.6% NA 338 50.6% 134 3.9% · Newton 8,244 231 313 54 162 200% 934 16.4% 4,108 4.3% NA 771 51.8% 675 8.2% Ogdensburg 2,638 31 110 i!!i"c"~l;~ 16 19 19% 179 10.7% 1,584 2.7% NA 250 73.6% 158 6.0% Sandyston 1,825 12 24 ~lffiil'l 9 8 -11% 157 12.5% 974 3.0% NA' 108 56.5% 68 3.7% :$;!~. " Sparta 18,080 319 459 172 252 47% 615 5.2% 8,844 3.3% 9% 825 67.5% 1,266 7.0% Stanhope 3,584 144 145 38 55 45% 199 8.1% 2,210 3.4% NA 346 59.8% 183 5.2% Stillwater 4,267 17 89 ~ 16 20 25% 218 7.8% 2,447 6.5% NA 399 69.4% 140 3.3% Sussex 2,145 36 55 ~~~ 18 26 44% 362 25.0% 1,197 5.8% NA 241 39.8% 34 1.6% Vernon 24,686 415 889 ~~~ 125 173 38% 1,111 7.2% 11,911 4.2% 7% '1,546 72.4% 1,255 5.1% Walpack 41 0 0 ;;:,~iil'!J!I! 0 0 0% 14 37.8% 38 0.0% NA 0 0.0% 0 0.0% Wantage 10,387 211 300 ;;~;);~~,,- 37 70 89% 1,011 15.4% 5,123 3.6% NA 828 53.6% 492 4.7% TOTAL 144,166 2,716 4,822 1,192 1,738 9,735 76,101 1'1,173 8,171

1 U.S. Census 1990 2 U.S. Census 2000 NJ Dept. of Labor 2001 3 4 National Inst. for Literacy 1992 (Estimate available only for municipalities with adult populationof at least 5,000. For more infom,ation, go to www.nifl.gov) ii;: ./ <' I-' Literacy Demographics rt Warren County i:-< /-'' rt (D rt p, % not Persons n '< % Persons not graduating with %with Foreign- 't:! Asian Change graduating high school Labor % Est% at disability disability born I-' Warren County Total Pop. Hispanic Hispanic Asian pop. pop, Asian high school 25 25 & over Force unemployed Literacy 21-64 yrs. employed persons % Foreign- "' Municipality 2000, pop.19901 pop. 20002 1990, 2000, pop. & over2000 2000, 20013 20013 Level 1 " 2 4 2000, 2000, 2000, born 20002 rt Allamuchy 3,877 39 rt"' 30 72 140% 164 5.5% 2,168 3.8% NA 425 68.9% 384 9.9% Alpha 2,482 n 33 18 30 67% 336 19.4% 1,359 3.8% NA 220 67.7% 49 2.0% "' Belvidere i 2,771 10 25 14 -44% 292 16.0% 1,406 3.5% NA 187 36.4% 68 2.5% (D Blairstown 5,747 92 21 32 52% 525 13.3% 2,787 2.3% NA 542 58.1% 298 5.2% rt Franklin 2,768 " 22 9 24 167% 236 12.9% 1,417 4.4% NA 222 65.3% 102 3.7% t.,J Frelinghuysen n 2,083 28 10 8 s2()% 160 10.4% 980 2.7% NA 187 70.1% 97 4.7% Greenwich 4,365 13 19 97 . 411% 233 11.4% 1,067 3.2% NA 231 74.9% 254 5.8% Hackettstown 10,403 329 181 303 67% 904 12.9% 4,825 4.1% NA 867 61.5% 1,303 12.5% Hardwick 1,464 11 4 6 50% 79 7.9% 685 2.8% NA 105 54.3% 65 4.4% Harmony 2,729 11 15 11 -27% 301 15.6% 1,501 2.9% NA 280 67.5% 39 1.4% Hope 1,891 26 6 8 33% 120 9.1% 1,040 3.7% NA 107 58.9% 78 4.1% Independence 5,603 53 66 97 47% 333 8.8% 2,367 1.9% NA 384 67.4% 410 7.3% Knowlton 2,977 29 5 19 28Q% 260 12.9% 1,350 3.1% NA 277 71.8% 129 4.3% Liberty 2,765 35 24 16 . "33% 471 11.7% 1,463 3.0% NA 234 79.9% 170 6.2% Lopatcong 5,765 58 51 94 84% 461 17.4% 2,638 2.5% NA 448 60.9% 263 4.6% Mansfield 6,653 197 58 81 40% 506 11.4% 4,411 3.7% NA 426 59.2% 363 5.5% Oxford 2,307 20 4 12 . 200% 281 18.0% 948 3.7% NA 163 70.6% 84 3.6% Phillipsburg 15,166 256 101 126 25% 2,847 28.9% 8,072 5.4% 19% 1,732 55.7% 629 4.1% Pohatcong 3,416 24 9 10 11% 338 14.0% 2,061 2.0% - NA 366 81.1% 70 2.0% Washington Borough 6,712 160 280 34 97 185% 731 16.6% 3,587 3.5% NA 661 68.4% 592 8.8% Washington Twp. 6,248 92 135 45 59 31% 372 9.2% 3,091 2.4% NA 290 64.7% 254 4.1% White 4,245 67 90 12 26 117% 574 18.6% 1,946 4.2% NA 490 66.7% 216 5.1% TOTAL 102,437 1,605 3,751 747 1,242 10,524 51,169 8,844 5,917

1 U.S. Census 1990 2 U.S. Census 2000 3 NJ Dept. of Labor 2001 4 National Inst for Literacy 1992 (Estimate available only for municipalitieswith adult population of at least 5,000. For more infonnation, go to www.nifl.gov) INVENTORY OF CAPACITY Adult Literacy Plan WIB: Morris I Sussex I Warren

ADULT SCHOOLS

'''Ai:IOJfI,teraW ' ~fi,Ylg~t~; •..

Adult School of the Chathams, Madison, Daytime dasses and Madison, and FlorhamPark Chatham, evening dasses held PO Box 125 Florham Park Mon-Thu Madison, NJ 07940-0125 (973) 443-9222

Community School Succasunna Vary by course. N/A 38 N. Hillside Avenue area Succasunna, NJ 07876-1490 (973) 584-1630 X X X Community School at Mt. orive Mt Olive area N/A Mt Olive Township Board of Education Route 46 Budd Lake, NJ 07828 (973) 927-2208, x7636 X 100 Federal X X X Morns County School of Technology Moms County ABE, ESL & GED: M- N/A Adult Basic Skills Program Consortium TH, 6:lSPM-8:lSPM 400 E. Main Street Denville, NJ (973) 627-4600, x279 150 Federal X X )[ Boonton High School Boontonarea ESL: 6:30PM-9PM, N/A 306 Lathrop Avenue T, TH Boonton, NJ 07005 (973) 627-4600, x232 300 Federal X X Dover High School Dover area ESL: 6:30PM-9PM, N/A Grace Drive M,W Dover, NJ 07801 (973) 989-2024 so Federal X X X Head Start Community Program/M.C. Moms County M, W, 9:30AM- N/A (973) 627-4600, x279 1:30PM. T, TH, 8:30AM-2:30PM.

lult Literacy Plan - attachment 4, page 1 of 9 - . ' Morristown High School Morristown GEO & ESL: M, T, N/A Federal X X X 50 Early Street area 7PM-9:30PM; Sa~ Morristown, NJ 07960 9AM-12PM (973) 627-4600, x232

Urban League of Morris County Morris County M, W, 6:30-9PM N/A 20 Federal X X X 13 'h James Street Morristown, NJ 07960 (973) 539-2121 '. Morris County School of Technology Morris County N/A 30 X Adult High School 400 E. Main Street Denville, NJ (973) 627-4600, x256

Morris Hills Adult School Rockawayarea N/A X 48 Knoll Drive Rockaway, NJ 07866 (973) 664-2295

Morris Hills Rockawayarea ABE: 8AM-2PM, M-F; N/A X X Regional Adult High School 6:30PM-9:30PM, M- Adult & Continuing Education w 50 Knoll Drive Rockaway, NJ 07866-4099 ESL: 7PM-9PM, M & (973) 664-2250 w

Morris Knolls High School Denville area ESL: M, W-PM N/A X X 50 Knoll Drive AHS: M-TH Denville, NJ 07834 (973) 664-2200

Morris School District I Morris County M-TH, 7PM-9:30PM. N/A Local X X X Community School Sa~ 9AM-12PM. Board of Education 44 Atno Avenue Morristown, NJ 07960 (973) 292-2063

Morris School District I Morris County M & T, 7PM-9:30PM; N/A Local X ·X Community School Sat, 8:30AM-12PM. Frelinghuysen School West Hanover Avenue Morristown, NJ 07960

Parslppany Adult and Community Morris County Contact school for N/A X X X X X Education (PACE) program hours. 1 Lincoln Avenue Lake Hiawatha, NJ 07034 19731 263-4342. x4349

~dult Literacy Plan - attachment 4, page 2 of 9 ,

Randolph Community School Randolph area N/A X X 25 School House Road Randolph, NJ 07869 (973) 328-2795

Sussex County Adult High School Sussex County N/A X Sussex County Technical School 105 North Church Road Sparta, NJ 07871 (973) 383-6700, x228

* Despite repeated WIB requests, some respondents did not provide information on service levels and funding sources. The WIB 1s currently explonng alternate methods to access tlus data.

COMMUNITY BASED ORGANIZATIONS

Center for Enabring Technology Morris County and Hours vary 622 -Route 10 West; Suite 228 the majority of depending on Whippany, NJ 07981 northern NJ need (973) 428-1455 (disabled & their families Cheshire Home, Inc. No restrictions, but N/A X X 9 Ridgedale Avenue generally Cheshire Florham Park, NJ 07932-2329 Home residentsor (973) 966-1232, x236 those within commutin distance Dover Head Start Dover area M, W, 9:30AM- N/A X X 18 Thompson Avenue 1:30PM. Dover, NJ 07801 T, TH, 8:30AM- (administered by Morris County School of 2:30PM. Technology) (973) 627-4600, x232

El Primer Paso Dover area Sept-May T, W, N/A X 29 Segur Street TH 9AM-11AM, Dover, NJ 07801 12:00PM- 2:30PM Fair Lawn Deaf Program Northern New Jersey N/A X 37-01 Fairlawn Avenue Fair Lawn, NJ 07410 (201) 794-5505

~dult Literacy Plan - attachment 4, page 3 of 9 ,--,-· First Choice Women's Resource Centers Morris County N/A X 82 Speedwell Avenue Morristown, NJ (973) 538-0967

Madison Community House Madisonarea Sept-June N/A X X 25 Cook Avenue 3:30-5PM Madison,NJ 07940 ESL-PM (973) 377-0244 Elem M-F 10AM Morris Cly. Org. for Hispanic Affairs Morris County Eveninghours, N/A X 95-97 Bassett Highway M-F (call for Dover, NJ 07801 details) I (973) 366-4770 Morristown Neighborhood House Assoc. Morris County 2PM-5:30PM, N/A X

I 12 Flagler Street M-TH (planned . Monistown, NJ 07960-3913 for Sept 2002, I (973) 538-1229 for own dients I onlv\ I NJ Foundation for the Blind, Inc. New Jersey Sessions are N/A X I PO Box929 held year 230 Diamond Spring Road round. Denville, NJ 07834-0929 (973) 627-0055 .

NewBridge Services, Inc. Morris County 9AM-4PM, M-F N/A X X 110 Comella Street Boonton, NJ 07005 (973) 335-0666

Northwest NJ Maternal & Child Morris County 8:30AM- N/A Family Health Network families at risk 4:30PM, M-F Literacy c/o Morristown Memorial Hospital PO Box 1956, 100 Madison Avenue 'Morristown, NJ 07962-1956

NORWESCAP Sussex County Family Child and Family Resource Services Literacy 186 Halsey Road, Suite 1 Newton, NJ 07860 (973) 383-3461

NORWESCAP Boonton,Oifton, 8:30-4:30, M-F. N/A Family Self-Sufficiency Morristown& Occasional 2 East Blackwell Street Madison evening. Dover, NJ (973) 989-1703

,dult Literacy Plan - attachment 4, page 4 of 9 NORWESCAP Phillipsburg area 130 X X Family Phillipsburg Family Resource Center Literacy 374 South Main Street Phillipsburg, NJ 08865 (908) 454-0600

Phillipsburg Housing Authority Phillipsburg area ESL: M, T, N/A X X FisherAvenue 9AM-12PM. I Phillipsburg, NJ GED: M-TH, 9AM-12PM. Project Discovery Sussex County 2 hrs., T & TH, N/A X X Sussex County Community College for 28 weeks. College Hill Newton, NJ 07860

SeniorServices Center of the Chathams Age 55+ residents of N/A X SB Meyersville Road ChathamBaro, Chatham, NJ 07928 ChathamTwp., (973) 635-4565 Green VIiiage

Teen Pride, Inc. Ages 12-18, N/A X 95 Spring Street Morristown,Morris Morristown, NJ 07962 Twp., Morris Plains (973) 829-ono

Women's Center Northern NJ 9AM-4PM, M-F N/A X SCC133 County College of Morris 214 Center Grove Road Randolph, NJ 07869-2086 (973) 328-5025

* Despite repeated WIB requests, respondents did not provide information on service levels and funding sources. The WIB 1s currently explonng alternate methods to access this data.

COLLEGES

- :Ollege County College of Morris (CCM) Credit courses Some web-based credit 18 per 214 Center Grove Road AM &PM, Non­ and certificate courses section Randolph, NJ credit courses available (973) 328-5104 PM

,dult Literacy Plan - attachment 4, page 5 of 9 18 per X '' County College of Morris Northern NJ area Credit & non- Some web-basesd credit and section Headquarters Plaza credit courses, certificate courses Speedwell Avenue AM&PM available Morristown, NJ (973) 829-1573 15 per DOL grants X CCM Worlq)lace Literacy/ESL Morris County section Corporate locations in Morris County (973) 328-5073 X X Approx. 400 NJ DOE Adult Basic Skills X X X Sussex County Community College (SCCC) Northern NJ area 9-9, M-TH;9-1, Yes, to be Implemented F; 9-12, Sat Sept, 2002 Grant & ITA grants from One College Hill MSW ETS referrals. Newton, NJ 07860 : (973) 300-2154 X Student contribution, DOL X Sussex County N/A 1,000 Corporate & Community Educ. @SCCC funding (973) 300-2141 X X X Hopatcong High School Adult Educ. Hopatcong area Evening x 2/yr Lise of Internet GEO prac- I PO Box 1049 - Windsor Avenue 6-9 Fall &Spring tice sites when they reach Hopatcong, NJ 07843 semester 6- that level (973) 398-8803 9PM,M & W X X X X Leaming Center/Disabilities Services Northern NJ area 9-5, M-F Yes (973) 300-2153 X Tuition I Adult Basic Ed. X Northern NJ area 9-5, M-TH N/A 200 Leaming Center/ESL Grant (973) 300-2157 X X 30-50 State & other grants X X New Jersey Youth Corps Sussex County 9AM-4PM, M, Use of Internet GEO, Literacy Link practice sites Room E-207 TH, Fyear when they reach that level (973) 300-2229 round 40 X X Project Self-Sufficiency Sparta area M & W2-6PM, Use of Internet GEO, Literacy Unk practice sites Evenstart Project T&TH when they reach-that level PO Box322 9:30AM- Sparta, NJ 07871 12:30PM (973) 383-5129 X X X Warren County Community College Northern NJ area N/A 475 Route 57 West Washington, NJ 07882 (908) 835-2480 X X X X Hackettstown High School Warren County M, W, 7-9PM N/A Warren Street Hackettstown, NJ 07840 (908) 835-2480 X X X X Phillipsburg Housing Authority Phillipsburg area Limited by N/A Phillipsburg, NJ 08865 volunteer X (908) 835-2480 avail abii"" ldult literacy Plan - attachment 4, page 6 of 9 -----· Phillipsburg Middle School Warren County ESL:T, TH, 6- N/A X X X 525 Warren Street 8PM Phillipsburg, NJ 08865 GED: T, TH, 6- (908) 835-2480 8PM

Warren County Corrections Warren County Limited by N/A X X X X Route 519 volunteer Belvidere, NJ 07823 availability (908) 835-2480

Warren County Technical School Warren County GED&ESL: M N/A X X X X 1500 Route 57 West &W, 7-9PM I Washington, NJ 07882 (908) 835-2480

* Despite repeated WIB requests, some respondents did not provide information on service levels and funding sources. The WIB 1scurrently explonng alternate methods to access this data.

FAITH BASED ORGANIZATIONS

Blessed Kateri Parish 35wks, TH, X Organization 427 Stanhope Road 6:30PM-9PM, Sparta, NJ 07871 Sept-June (973) 729-1682

Grace United Methodist Church Dover community N/A X 98 North Sussex Street Dover, NJ 07801 (973) 989-D433

Ironia Free Methodist Church Randolph area As needed N/A X 298 Dover Chester Road Randolph, NJ 07869 (973) 252-1345

Jewish Vocational Services Northern NJ 8:30AM-4PM CDRDM X X X X X 111 Prospect Street East Orange, NJ (973) 674-6330

Jewish Vocational Services of Metro West Morris County 8:30AM-4PM N/A X X X X 901 Route 10 Whippany, NJ (973) 884-4800

\dult Literacy Plan - attachment 4, page 7 of 9 Market Street Mission Morris County Own dient:s N/A X Morristown,NJ 07960 only! (973) 993-2885

National Council of Jewish Women (NOW) Northern NJ N/A X 513 West Mount Pleasant Avenue Suite 325 Livingston,NJ 07039 (973) 994-4994

Salvation Army, Dover Worship & Serv. Ctr. Morris County 9AM-4PM, M-F N/A X I Box 895, 76 North Bergen Street Dover, NJ 07801-0895 (973) 366-0764

Wind of the Spirit Immigrant Resource Ctr. Morristownarea callfor N/A X SL Margaret's Parish information I 19 Spring Street I' Morristown, NJ 07960 ! (973) 538-2035 * Despite repeated WIB requests, respondents did not provide mfom,ation on serv1celevels and funding sources. The WIB 1scurrently explonng alternate methods to accessthis data.

FOR PROFIT ORGANIZATIONS

C-Tech Associates, Inc. Organization 50 Station Road Sparta, NJ 07871 (973) 726-9000, x213

Workforce Advantage Morris, Sussex, M-F 9AM-1PM N/A ~o WIA Title I X MCOHA Warren Counties 95-97 Bassett Highway Dover, NJ 07801 (973) 366-1859

\dult Literacy Plan - attachment 4, page 8 of 9 LD;ERA~ VOLUNTEER PROGRAMS

Ad~l~lit,jracy H.o~rsof i;>lst:arice J.:ean\irigFofinat l'r@

Literacy Volunteer Literacy Volunteers of America / As needed N/A Approx. 65 Private grants X X Program Sussex County Private PO Box 698 Tutorial Andover, NJ 07821 (973) 300-9444

Literacy Volunteers of America / Morris County M, W, TH, 9AM- N/A Approx. 500 Private grants, X X X Morris County 2PM; T, 9AM- contributions 36 South Street 7PM,answering Also, Family Morristown, NJ 07960 machine Literacy & (973) 984-1998 training for literacy tutors

MISCELLANEOUS

Job Corps Edison Job Corps Center 500 Plainfield Avenue Edison, NJ 08817-2587 (732) 985-4800

Sussex County Jail Sussex County 24 hrs. per day, 13 Sussex County Community 41 High Street 365 days per College Newton, NJ 07860 year (973) 579-0891

Adult Literacy Plan - attachment 4, page 9 of 9