HomeMy WebLinkAbout970572.tiffRESOLUTION
RE: APPROVE NEIGHBOR -TO -NEIGHBOR TRAINING PROGRAM APPLICATION AND
AUTHORIZE CHAIR TO SIGN
WHEREAS, the Board of County Commissioners of Weld County, Colorado, pursuant to
Colorado statute and the Weld County Home Rule Charter, is vested with the authority of
administering the affairs of Weld County, Colorado, and
WHEREAS, the Board has been presented with a Neighbor -to -Neighbor Training
Program Application from the County of Weld, State of Colorado, by and through the Board of
County Commissioners of Weld County, on behalf of the Weld County Department of Human
Services, to the Colorado Department of Human Services, with terms and conditions being as
stated in said application, and
WHEREAS, after review, the Board deems it advisable to approve said application, a
copy of which is attached hereto and incorporated herein by reference.
NOW, THEREFORE, BE IT RESOLVED by the Board of County Commissioners of Weld
County, Colorado, that the Neighbor -to -Neighbor Training Program Application from the County
of Weld, State of Colorado, by and through the Board of County Commissioners of Weld County,
on behalf of the Weld County Department of Human Services, to the Colorado Department of
Human Services be, and hereby is, approved.
BE IT FURTHER RESOLVED by the Board that the Chair be, and hereby is, authorized
to sign said application.
The above and foregoing Resolution was, on motion duly made and seconded, adopted
by the following vote on the 31st day of March, A.D., 1997.
AP
eputy Clerk . the Board
BOARD OF COUNTY COMMISSIONERS
WELDOUNTY, COLORADO
E. Baxter, Chair
Dale K. Hall
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}V.,J.-,, I /:, / . < JL
Barbara J. Kirkme erg
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W. H. Webster
970572
HR0068
WELD COUNTY NEIGHBORS
CHILD CARE TRAINING AND EDUCATION PILOT PROGRAM
ABSTRACT
Acknowledging the importance of economic self-sufficiency and responsibility as
central to welfare reform throughout the nation, a number of Weld County organizations
and services are collaborating to create a training program for public assistance recipients
to become child care workers. Our training program offers two primary outcomes for
clients: (1) home care provider and (2) child care center provider. Additionally, through
readily accessible on -going early childhood education career path offerings, clients can
continue to both upgrade their skills and pursue Group Leader qualification and/or
Associate Degrees in Early Childhood Professions (ECP) for career advancement.
To drive our model, the project has four proposed goals:
Goal 1: Train a minimum of ten (10) clients over one (1) year through the implementation
of a county -wide collaborative, inclusion -based early childhood development training
program that would prepare clients to provide quality child care either from their homes or
through child care facilities, thus helping them achieve economic self-sufficiency.
Goal 2: Provide training in job readiness skills and small business practices to program
participants (minimum of ten [ 10]) to maximize the success of home care provider
enterprises and to encourage informed decisions about economic self-sufficiency in the
child care field.
Goal 3: Provide career advancement opportunities in child care by promoting career path
options through Aims College's existing ECP Department.
Goal 4: Document, evaluate and disseminate the results of the model to the field.
Our Neighbor -to -Neighbor model was formulated on the following best practices
identified through the early childhood education literature for training child care workers:
1. Effective, qualified child care workers need to demonstrate a comprehensive
understanding of child development theory, behavior management strategies,
education strategies, safety and health care practices and child nutrition. A
comprehensive understanding is facilitated and maintained by structured educational
programs, offering supervised practice and application opportunities.
2. In order for the skills learned in a training site to transfer to and be implemented across
sites, there must be adequate follow-up and support. By using field -based, supervised
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internships or mentorships, students are able to practice their newly acquired skills in a
supportive environment, thus maximizing retention and transferability.
3. To ensure the success of child care workers in providing quality services, workers
must be given ongoing training and career path options. Our proposed model provides
both elements, thus offering career advancement/enhancement opportunities.
Furthermore, career advancement/enhancement opportunities have a strong correlation
with job satisfaction and subsequent reduced turnover.
The Model consists of four fundamental components --Recruitment, Assessment,
Training and Placement Assistance.
1. Recruitment of qualified clients will be a joint effort among county/area agencies
including Department of Human Services, WIRS, Weld District 6, Weld alternative
high schools, Aims Community College and child care centers.
2. Once potential clients have been identified, they will be Assessed in four areas. (1)
interest in child care careers, (2) personal characteristics/temperament, (3) basic
academic/employability skills and (4) legal background. Depending on the assessment
outcomes, clients will be referred to appropriate training options.
3. Recognizing the diverse client needs and interests, our model offers three initial
training options: (1) Individualized basic skills support to assist clients in obtaining
necessary academic/literacy/employability skills; (2) Pre -Licensing Family Child Care
Program, which can be taken concurrently with basic skills instruction; and (3) the
existing Aims Early Childhood Professions (ECP) course sequence, which offers
students college credit toward an AAS Degree. Home care providers will complete a
Small Business Basic Practices course, which provides the fundamentals of owning,
starting, operating and working within a small business; as well as individualized
instruction tailored to obtaining state child care licensing.
4. All program completers will be assisted in either establishing a home child care facility
or obtaining employment in a child care facility.
Understanding the diversity of client needs, there is considerable flexibility in this
model. Training options will be offered on an on -going basis, offering both open-
entry/open-exit flexibility and the reinforcement/support of cohort groups. Moreover,
once students have completed these basic options and have been placed in child care
facilities or begun home care facilities, they will be encouraged to pursue career
advancement courses through Aims' existing ECP department. The career advancement
opportunities would ultimately qualify graduates to assume group leader positions in child
care centers, and to own and/or direct child care facilities.
•
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RECRUITMENT
(Aims, Social Services, Human Services,
WIRS, Weld #6, Child Care Centers)
ASSESSMENT
(Human Services, Aim
TRAINING OPTIONS
(Aims, Human Services, Wildwood)
Financial Planning/
Self Sufficiency
mployment Services, Aims)
Basic Skills Support
(Human Services, Aims)
Small Business
Basics
(Chamber of Commerce,
ispanic Chamber of Comm
PLACEMENT
ASSISTANCE
(Aims, WHRS, Human
Services, Child Care Centers,
Family Child Care Home Association)
HOME CARE PROVIDERS
(WIRS, Aims, BOCES)
datanei2neio.doc
Figure 1. WELD COUNTY NEIGHBORS PROGRAM OVERVIEW
Aims ECP
Program
Human Services
CDA
CENTER CARE PROVIDERS
(Aims, WIRS, Human Services,
Child Care Centers)
CAREER PATH OPTIONS
1 Year = Group Leader
2 Year = Center Director/Owner
(Aims)
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ADMINISTRATIVE CAPABILITY
The proposed model is an inter -agency collaboration among Weld County Departments of
Social Services and Human Services, Weld Information and Referral Service (WIRS), Weld
District 6, Weld County Small Business Development Program and Aims Community College,
with the Department of Human Services serving as the coordinating and fiscal agent. The
following narrative describes each of the agencies and their contributions. It is critical to note that
all the collaborating agencies are well -versed in the unique issues and challenges presented by
potential participants in the Neighbor -to -Neighbor Training Program; currently offer a high
degree of flexibility, individuality and diversity in their respective services in order to adequately
serve these individuals; and have successfully collaborated with one another as well as other
county agencies in the past on a number of projects.
As an overview of the ensuing narrative, Figure 1(page 3) illustrates the collaborating
agencies and the points at which they interact with Neighbors Program participants. The main
project components—recruitment/marketing, assessment, training, and placement —are highlighted
and those agencies providing the components appear in parentheses. Figure 1 also shows how
program participants can move through the model.
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Weld County Division of Human Services
Governed by the Weld County Commissioners, the Weld County Division of Human
Services provides a number of services to county residents under three program areas: Children's
Programs, Senior Citizens Programs and Youth and Adult Employment Programs. The two
program areas that will play an integral role in the Weld County Neighbors Program in recruiting,
training and placement are the Employment Services and the Children's Programs.
Weld County Employment Services
Employment Services offers job opportunities and basic skills programs that will be
utilized in the Neighbors Program. Remedial education, basic skills, pre -employment and job
competency training, career planning and assessments, pre -employment workshops and job
placement are options that currently exist that can be accessed by program participants.
Moreover, these services are provided under contracts from the Department of Social Services,
illustrating the current high levels of departmental interfacing and collaborating.
Family Educational Network of Weld County (FENWC)
FENWC is a comprehensive program that focuses on early childhood development,
providing support to Weld County families. FENWC works with various agencies to identify the
needs of families and determines eligibility for funding sources. Programs are individualized so
that they are responsive to the needs of each family.
As a partner in the Weld County Neighbors Program, FENWC will actively recruit
potential program participants, assist in coordinating participant training, work to place trainees in
mentorshipsfmternships, and assist in placing program completers in competitive employment.
FENWC will also offer free health services such as TB testing to program participants.
Aims Community College
Located in Greeley, Aims Community College is a two-year, locally supported, fully
accredited comprehensive college. Aims' service area includes two north central Colorado
counties (Weld and Lorimer) with populations totaling approximately 350,000. Aims maintains
three facilities for delivery of its programs and serves over 19,000 students. Ethnic minorities
comprise nearly 20% of the enrollment. Students attending Aims College can choose from
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several degree and certificate programs designed for transfer to four-year institutions and/or
immediate placement in specific occupations. Aims College has a nationally recognized media
center and graphic arts program, a sophisticated word-processing and reprographics center,
highly -skilled clerical staff and a comprehensive on -campus library with networks to a number of
other resource bases.
Aims College's Early Childhood Professions (ECP) Program has prepared students for
over 20 years to care for infants, toddlers and young children, including those with disabilities,
and their families in a number of family child care venues. The existing training resources at Aims
College more than adequately support the proposed project activities. The faculty and staff
possess expertise in all facets of early childhood education and the Monfort Early Childhood
Education Center, located on campus, serves as a teaching/leaming lab.
Weld County Department of Social Services
The Weld County Department of Social Services will play an active role in recruiting
potential participants, determining their eligibility, and monitoring project activities. As one of the
key agencies interacting with public assistance recipients, Social Services will remain closely
involved with the clients as they progress through their training and are placed in employment.
Weld Information and Referral Service
Weld Informational and Referral Service (WIRS), a United Way agency founded in 1968,
is a "clearinghouse" providing information on accessing available services for people in need.
WIRS also gathers and analyzes information about community services and resources in Weld
County, then works with other agencies to identify gaps in the social safety net and to eliminate
inefficient duplication of services.
One of the chief services provided by WIRS is the Child Care Resource and Referral
Program (CCR&R). The CCR&R is a single entry, comprehensive referral service for parents,
licensed child care providers and the community. The CCR&R provides child care referrals to
families, as well -as to the licensed child care provider. Child Care providers can take advantage of
the information, education and support services, including state licensing procedures. Through
the CCR&R, WIRS will work with Neighbor -to -Neighbor program participants in obtaining state
licensing for home child care facilities, locating potential financial resources and for connecting
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child care providers with families requiring child care. (Please refer to their letter of
support/commitment in Appendix A).
Management Structure, Fiscal Controls, Governing Body
The Weld County Board of County Commissioners, Division of Human Services, will be
responsible for managing the project. Currently managing over $6,000,000 in grants and
contracts the Division of Human Services has worked with a number of external funding sources,
including the State of Colorado and US agencies, as well as coordinated collaborative, inter-
agency projects. It offers established accounting procedures for project administration and budget
management, and reporting and program evaluation expertise. The Division's business, human
resources, fiscal services, accounting and internal auditing offices all provide support for
responsible grants and contracts management. Additionally, all grants and contracts are subject
to the internal and external auditing and reporting procedures required of Board -governed
agencies. These audits, in turn, are reviewed regularly by the County Board of Commissioners.
Project Management
To manage the project effectively, a project coordinator will be hired through the
Department of Human Services. Working 25 hours per week, the coordinator will be responsible
for (a) implementing and coordinating all project activities; (b) establishing a "case -management"
system through which to track each of the trainees; (c) conducting program evaluation activities;
(d) teaching the ECP 095 courses; (e) coordinating the individualiz -d programs for each program
participant; (t) locating and monitoring mentorship/'mternship experiences; (g) working to find
employment for program completers; (h) coordinating agency services; and (i) performing other
project -related responsibilities as assigned. S/he will be hired by a team comprised of all the
partners as one of the first project activities and will be well -versed in child care training,
interagency collaborations, project management, case management and public assistance
recipients.
In addition to the project coordinator, an advisory committee will be formed to guide
project decisions and activity implementation. The advisory committee members will be
comprised of the major partners --Aims College, Human Services, Social Services and WIRS--and
other key community representatives.
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SCOPE OF WORK/WORK PLAN
Our proposed Neighbor -to -Neighbor Model supports the intent of the legislation enacted
by the Colorado General Assembly through the Neighbor -to -Neighbor Child Care Training and
Education Pilot Program: (1) To train welfare recipients as child care workers so that they can
attain economic self-sufficiency; (2) To increase the supply of quality child care providers
throughout Weld County and Colorado; and (3) To offer a collaborative model that uses the
expertise and services of all participating agencies and thus deliver the most resource -efficient,
cost-effective training possible.
Our model has four proposed goals:
Goal 1: Train a minimum often (10) clients over one (1) year through the implementation of a
county -wide collaborative, inclusion -based early childhood development training program that
would prepare clients to provide quality child care either from their homes or through child care
facilities, thus helping them achieve economic self-sufficiency.
Goal 2: Provide training in job readiness skills, personal financial management and small business
practices to program participants (minimum of ten [10]) to maximize the success of home care
provider enterprises and to encourage informed decisions about economic self-sufficiency in the
child care field.
Goal 3: Provide life long learning/career advancement opportunities in child care by promoting
career path options through Aims College's existing ECP Department.
Goal 4: Document, evaluate and disseminate the results of the model to the field.
Our Neighbor -to -Neighbor model was formulated on the following best practices
identified through the early childhood education literature for training child care workers:
1. Effective, qualified child care workers need to demonstrate a comprehensive understanding of
child development theory, behavior management strategies, childhood education strategies,
safety and health care practices and child nutrition. A comprehensive understanding is
facilitated and maintained by structured educational programs, offering supervised practice
and application opportunities that build skills.
2. In order for the skills learned in a training site to transfer to and be implemented across sites,
there must be adequate follow-up and support. By using field -based, supervised internships or
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mentorships, students are able to practice their newly acquired skills in a supportive
environment, thus maximizing retention and transferability.
3. To ensure the success of child care workers in providing quality services, workers must be
given ongoing training and career path options. Our proposed model provides both elements,
thus offering career advancement/enhancement opportunities. Furthermore, career
advancement/enhancement opportunities have a strong correlation with job satisfaction and
subsequent reduced turnover.
Project goals will be achieved by implementing a rigorous recruitment and marketing
campaign; a comprehensive assessment process; a flexible, multi -option training program,
including employability skills training, state licensing assistance and small business start-up advice;
and placement assistance. The model also includes both formative and summative evaluations
to ensure timely implementation of project activities, as well as to measure project outcomes.
Each of these components is detailed below and is followed by a timeline outlining major project
tasks and agencies responsible for their completion.
Marketin¢ and Recruitment
Recruitment of qualified clients will be a joint effort among county/area agencies including
Weld County Departments of Human Services and Social Services, WIRS, Weld District 6, Weld
alternative high schools, Aims Community College and child care centers (Refer to letters of
support indicating partnership participation in Appendix A). Each of these entities is aware of the
trainee criteria: Trainees must be eighteen years of age or older and must receive one or more of
the following types of public assistance --Medicaid, Food Stamps, or Temporary Assistance to
Needy Families. Joint recruitment plans include the following:
Media Campaiens
There are a number of marketing strategies that will be pursued through county media that
will have little if any effect on agency budgets: (1) public service announcements on regional
radio stations and local cable; (2) news releases to regional daily and weekly newspapers; (3)
interviews on KFKA radio the first Wednesday of each month; and (4) display ads in regional
papers.
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Strategic Postings
Posters advertising Neighbor -to -Neighbor training opportunities will be posted on the
three Aims' campuses, social service agencies, public/private child care centers.
New Student Orientation
Prospective students receive a personalized orientation, acquainting them with campus
opportunities, registration and tuition information and advising. Details of the Neighbor -to -
Neighbor program will be distributed at these orientations.
Publications/Mailines
Aims College's Early Childhood Professions Program has a county -wide mailing of over
200 child care centers, individuals in the child care field, job services and other
placement/employment agencies. Neighbor -to -Neighbor program information will be included in
these mailings. Schedules of available classes will also include program details.
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Trainee Assessment
After potential participants have been identified, they will be assessed in five areas: (1)
interest in child care careers, (2) personal characteristics/temperament to determine capability,
emotional capacity and stability, (3) basic academic/employability skills, (4) health and (5) legal
background. Assessments will be provided by Human Services and Aims Community College in
order to obtain a comprehensive profile of potential participants. Comprehensive assessments will
be conducted on an ongoing, flexible basis to meet participant scheduling needs. Additionally,
potential participants will be pre-screened through a self -screening instrument administered by the
Department of Human Services, minimizing duplication of resources. The following excerpts
from the proposed assessment plan highlight the required assessment components.
Interest
Interest in child care careers will be assessed using either the KUDER, the CAP or the
Career Occupational Preference System (COPS). These instruments were chosen for their
appropriate literacy level, ease of administration and scoring, and reliability factors. The results of
these inventories place individuals in different career clusters. Participants with interests in the
"Service Skilled" Cluster will be given a list of representative occupations, which includes
Preschool Teacher; Child-care Attendant; Child Monitor; and Nursery School Attendant. These
results will be combined with self-awareness exercises to further fine-tune participant interest in
child care careers and to determine previous experience with children. Job availability and
earnings potential will also be presented and discussed.
Canability
Capability will be determined in three ways. First, participants will be given an
employment inventory that outlines the skills necessary to be successful in child care settings and
measures the extent to which they possess these skills. Next, the outcomes of this inventory will
be coalesced with the outcomes of individual counseling sessions, during which the participant
will be helped in deciding whether a home care situation or an organized center environment is
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most appropriate. Additionally, outcomes from the Myers -Briggs Type Indicator (MBTI) will be
analyzed to determine whether or not the participant can provide quality care.
Emotional Capacity
This phase of the assessment will be used to determine whether or not the individual is
emotionally and psychologically capable of taking care of children. In addition to the individual
counseling sessions, each participant will be given a MBTI to determine temperament for working
with children. Research has shown that some personality types are attracted to and successful in
two (2) child -related occupations --Preschool Teacher and Child Care Worker. The "personality
type codes" (ISO, ESFP, ENFP, etc.) yielded by the MBTI can provide powerful insight into the
individual's capability in achieving success in providing child care. Furthermore, the stressors
encountered during the introduction of new material, such as learning how to access occupational
employment information via computers, will assist in assessing emotional capacity.
Stabili
During the assessment process, participants will have the opportunity for self-awareness,
career exploration, preparation and participation. Throughout these phases, individuals will be
assessed for employability and suitability. As they are asked to examine past work experience,
time management, self-esteem and transience records, pictures of their stability emerge as well as
their likelihood for self-sufficiency and meaningful employment in child care professions.
Furthermore, participants will be become f l ly acquainted with the training program time
commitments and requirements and the effort necessary to be successful. Finally, to encourage
stability, obtaining and keeping a job are covered and the protocol of child care professions
highlighted.
Self -Sufficiency
The issue of economic self-sufficiency when pursuing careers in the child care profession
is problematic, yet surmountable. This model offers several self-sufficiency components, all
geared toward helping the participant become not only economically independent, but also a
responsible fiscal manager. Initially, throughout the assessment process, participants will be given
the realities of child care professions and earnings potential, and informed about the time and
energy commitments necessary to achieve the various levels. We are also offering a sequence on
financial planning leading to self-sufficiency (more details appear in the training options section).
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Additionally, we are working with a number of agencies to place program graduates/completers in
centers with benefits and livable wages. A small business basics course, including accessing start-
up cost assistance, will also be offered to those participants choosing to provide child care from
their homes. Finally, our model offers career path options (detailed in the training options
section). These options, combined with support services while pursuing these options, can lead to
beginning annual salaries of $20,000 minimum.
Background Checks
Background checks will be performed at the beginning of the assessment process and prior
to participants enrolling in the training programs. Investigations of all potential participants will
be conducted through the Colorado Bureau of Investigation and/or the Federal Bureau of
Investigation, Weld County Sheriff's Department and the Human Services Central Registry for
Child Abuse. Once eligibility has been determined, participants will be fiirther assessed and
training programs selected.
Literacy
Potential program participants can be assessed for literacy in a variety of different ways:
by using the Test of Adult Basic Education (TABE), through the Aims College Computerized
Placement Test (CPT) or through WorkKeys. Both the TABE and CPT cover reading,
mathematics, English usage and grammar and yields participants' current literacy levels. These
achievement levels will be used to place participants into appropriate program levels and/or
provide appropriate remediation. WorkKeys has two components --a job profile and an individual
profile. The job profile, which will be conducted at the project's onset, analyzes the child care
profession from the field's perspective, ascertaining needed employability skills such as literacy
levels and personal characteristics. The individual profile offers the opportunity to be assessed on
the skills identified through the job profile. Individuals who do not possess skills that meet or
exceed the identified industry standards will be given skill enhancement opportunities (details of
which follow in the training program section).
Home Assessment
Once a program participant has expressed interest in providing home -based child care,
WIRS will assist her/him in evaluating the intended home to determine its eligibility for State
licensure. The WIRS home evaluation appears in Appendix B.
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Health
Child Health Connections, a medical organization operating throughout Weld County, will
provide complete health physicals at a reduced rate and on -site. (See letter of support in
Appendix A). Aims College will work with Child Health Connections to ensure they evaluate
each potential participant on the desired physical capabilities required for providing quality child
care. Tuberculosis testing is available through Human Services, Head Start, at no charge and at
various county/public agencies for nominal fees; and personal physicians can also be used for
physicals and tuberculosis testing.
Summary
In summary, the proposed trainee assessment addresses several major areas --interest,
capability, emotional capacity, stability, self-sufficiency, background, literacy, home suitability and
health. Assessments will be conducted on an ongoing basis and referring agencies will conduct
pre-screening.
Table 1, Trainee Assessment Plan, provides an overview of the assessment components,
the questions answered during the assessment, the assessment instruments/methodology, the
agencies responsible for conducting the assessments, and the timeline for offering these
assessments. Because all assessments are currently in place, or have been developed prior to
proposal submission, assessment development activities are not included in Table 1. For
additional information on assessment instruments and methods, refer to Appendix B.
It is important to note that recruiting and assessment activities will continue until
we have our minimum number of trainees. Recognizing that recruiting candidates likely to
succeed in child care professions might take some time, recruiting efforts and assessment
activities will likely continue throughout the first few months of the project. This will still
allow ample participant training time, however.
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KUDER; COPS; CAP; Self-
awareness exercises; Interviews
MBTI; Observations; Self-awareness
exercises; Counseling sessions
MBTI; Observations; Counseling -
sessions
Self-awareness exercises;
Employment history profiles
Employability assessment
KUDER; Career options profile
(COPS) data; Career path options;
Small business management course;
Personal financial management
course
Fingerprinting background legal
investigation
TABE; CPT; WorkKeys
State licensing criteria; home
visitation
Physical examination; MBTI
Questions Addt sed
Eligible for training? Interest in child care
career?
Interest in child care career?
Able to provide quality care? Prefer home
or center setting?
Possess emotional capacity to provide child
care? Level of stress in life?
Stable personal life? Able to complete
training, find and keep employment?
Able to support self/Emily? Able to
manage finances, understand expenses?
Legally eligible to work in child care
center or to receive State licensing?
Possess ne c miry reading level,
employability skills?
Offer home child care in current dwelling?
Able to receive State licensing?
Possess sufficient physical stamina,
emotional and psychological maturity?
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Training Program
There are four parts to this section: (1) an overview of the training model including a
diagram illustrating the inter -relationships among program components and their respective
outcomes; (2) an explanation of component contents; (3) a discussion of tuition and child care
assistance options during training; and (4) a summary table showing major training tasks,
responsible agencies and implementation timelines. Course outlines showing the relationship of
course content to the training criteria required in the RFP are included as Appendix C and are
referenced throughout this narrative.
Overview of Model
The proposed training model was designed based on (a) identified training "best -practices"
to maximize success; (b) an understanding of the range of participant needs; (c) the knowledge
that child care professions, particularly entry-level positions, often offer low wages; and (d) an
understanding that program participants have a relatively short time frame in which to achieve and
maintain economic self sufficiency. Therefore, we have built the following features: (a) a skills -
based approach offering field -based training such as mentorships and internships; (b) flexible
training options; (c) achievement and reinforcement of basic literacy and employability skills; (d)
career path/life long learning options leading to higher earnings potential; and (e) personalized,
supported training opportunities both throughout and on completion of the training.
Our proposed Neighbor -to -Neighbor model offers two training tracks: (1) training for
individuals who want to operate family child care homes, and/or (2) training to become employed
in child care centers and school age facilities. Recognizing the diverse client needs and interests,
our model offers flexibility in this training. For participants not meeting the basic literacy
requirements, we will provide individualized basic skills support for obtaining/enhancing necessary
academic/literacy/employability skills, including a newly developed course (ECP 095) in child care
practices. Once participants complete these required basic skills support courses, they can opt
for either the Pre -Licensing Family Child Care Program or the existing Aims College Early
Childhood Professions (ECP) courses. Participants showing interest in establishing child care in
their homes can choose a 12 -hour video series titled, Pre -Licensing Family Child Care Program,
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or the pre -licensing program offered through Wildwood. Either the independent video instruction
or the Wildwood program can be taken concurrently with basic skills instruction. Another
available training option is existing courses within the Aims ECP sequence. The advantage of this
option is that it offers students both skills training for child care careers (either center employees
or home care providers) and college credit toward an AAS Degree, the springboard to more
responsible positions and higher earnings potential. One final note on these options, students are
not "locked in" to either the child care center or the home care provider in the earliest training
stages. The structure of these options is such that should participants change their career choices
the information from one track is easily transferable to the other. Furthermore, all courses are
offered on either a quarterly or ongoing basis so students are able to complete their training within
their own individualized time frames and well within the one-year time frame. Tables 2 and 2a,
appearing on page 18 illustrates the structure and frequency of both the quarterly course offerings
and the open-entry/open-exit training option. Other features of our proposed model include
instruction in personal financial management and small business practices.
Figure 2, Training Option Components (page 19), illustrates the training options and
program components available for program participants, the proposed required content, the
participant outcomes as they complete the components, the inter -relationships among each
component and the life-long learning/career path options. The hours required to complete each
section appear in parentheses.
Training Program Components
There are three basic options leading to either a child care center provider or home child
care provider.
Basic Skills Support
Family Child Care Pre-
Licensing Training
Aims ECP Program
•Individuali7Pd remediation
•ECP 095 Early Childhood
Education
•Independent Video Training
or Wildwood Program
•ECP 110 Care of Infants and
Toddlers
•First Aid/CPR Training
•ECP 095 or ECP 101
•ECP 101 Introduction to
Early Childhood Education
•ECP 102 Lab Experience
•ECP 110 Care of Infants and
Toddlers
•First Aid/CPR Training
Basic skills support. The Basic Skills Support option is available to clients indicating a
high interest in child care professions, a high likelihood to complete a training program and
nei2neit.doc
17
970572
Financial Planning/Self Sufficiency
Basic Skills Support
ECP 095
ECP 101
ECP 102
ECP 110
Family Child Care Pre -Licensing
Training
Mentorships/Internships
Small Business Practices
First Aid/CPR
ECP Group Leader Courses
ECP Associate Degree Courses
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Financial Planning/Self Sufficiency
Basic Skills Support
ECP 095
ECP 101
ECP 102
ECP 110
Family Child Care Pre -Licensing
Training
Mentorships/Intemships
Small Business Practices
First Aid/CPR
ECP Group Leader Courses
ECP Associate's Degree Courses
-
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Financial Planning/Self Sufficiency
Basic Skills Support
ECP 095
ECP 101
ECP 102
ECP 110
Family Child Care Pre -Licensing Training
Mentorships/Internships
Small Business Practices
First Aid/CPR
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Personal Financial Management
(10 hours)
Budgeting
Checkbook Management
Monitoring Income and Expenses
Saving
Borrowing and Repaying
Basic Skills Support
Individualized
remediation programs
through Human Services
or Aims Continuing
Education (10+ hours)
or
Aims Developmental
Education - Math,
Englich Communications
(50-150 hours)
ECP 095 -Modified Early
Childhood Education
Course (30 hours)
Home Care Provider
($1,500-$2,300/month)
Family Child Care Pre -
Licensing Training
Wdlddwood'tranung or
Independent video pre -
licensing training to
qualify as State -licensed
Family Child Care
Provider (12 hours)
and
ECP 110 (40 hours)
ECP 095 or ECP 101
First Aid/CPR
Aims ECP Program
ELY 101 (30 hours)
ECP 102 (50 hours)
ECP 110 (40 hours)
First Aid/CPR
(participant earns 9 post-
secondary credits toward
AAS degree)
OR
Small Business Practices
(30-80 hours)
Starting a Small Business
Licensing Requirements
Developing a Business Plan
Marketing
Managing a Small Business
Risk Management
Assistant Center Care Teacher
($885-$1,120/month)
Career Path Options/Life-long Learning
Group Leader Qualification
ECP 1 -Year Certification Program
($1,200+/month)
Center Director/Owner
ECP 2 -Year Associate Degree
($1,80(H/month)
Figure 2. Training Program Components - Overview of Options with Outcomes
nei2nei4.doc
19
970572
obtain self-sufficiency within the 1 -year time line, and the ability to meet the minimum
basic skills standards within an approximate six -week time frame. Once assessed,
individualized basic skills support programs will be designed and delivered from the following
options: (1) Employment Services individualized, computer -assisted, self -paced instruction in
Math, English and communications; (2) courses currently offered in Aims' Developmental
Education Department; or (3) through the Aims College Division of Continuing Education on an
individualized basis. All instructional options are tailored to individual needs and include
computerized, one-on-one instructor -assisted instruction. Additionally, course assignments and
exercises reinforce practical application by asking students to complete such tasks as writing
letters of application, balancing checkbooks and calculating discounts.
Participants can also enroll in ECP 095, a modified child development course tailored to
students with lower literacy levels. This course will serve (a) as a prerequisite to the Aims ECP
Program, (b) as a quality enhancement to the Family Child Care Pre -Licensing Training Program,
(c) as a way to maintain interest in child care professions for those participants unable to meet the
basic literacy requirements, and/or (d) as a "leg -up" for more academically -challenged participants
subsequently enrolling in ECP 101 and 102. This ECP 095 course, in conjunction with ECP 110
Infant and Toddler Care, covers all the required elements in the RFP. Appendix C provides an
overview of the ECP 095 course outline, showing achievement standards, course content and the
total hours spent on each topic.
Once participants have completed this segment, they can opt into either the home care
track or the center care track. The Family Child Care Pre -Licensing Training option is the most
direct route for participants interested in opening a home care facility, covering licensing
requirements as well as care provider skills. The Aims ECP Program option is the longer, more
comprehensive training option, offering skills acquisition and post -secondary credit toward an
AAS degree in ECP. It can serve as the foundation for either a home care provider or center
care provider.
Family child care pre -licensing training program. Either on completion of or while
completing basic skills assistance, students can receive instruction in Family Child Care Pre -
Licensing Training. There are two training venues identified by our model: Wildwood or Aims
College, Division of Continuing Education, training video series. Both programs offer the same
aizan.da
20
970572
basic content through different delivery methods. Wildwood holds classes with instructor -assisted
training and Aims offers independent video instruction with some instructor interaction and
adjunct materials. Both options assist individuals in obtaining home child care licensing and can
provide some of the necessary requisites to those individuals interested in offering home child
care. Overviews of both options appear in Appendix C.
In conjunction with this pre -licensing training, home care provider program participants
will receive training in infant and toddler care, covering the growth and development and child
care practices of children from birth to three. This information currently exists at Aims in a
course, ECP 110, titled Infant and Toddler Care. Additionally, home care providers will take
ECP 095, described earlier in this narrative and outlined in detail in Appendix C. A description of
ECP 110 also appears in Appendix C. Both courses are offered quarterly and are readily accessed.
Also, participants will obtain first aid and CPR training/certification either through WIRS,
Aims College, or other community agencies such as Heart Smart. On completion of this program
option, participants will move into the small business practices sequence, which will work with
WIRS to obtain home care licensing as well as provide instruction in owning, operating and
managing a home care enterprise. More details about the small business practices sequence
appear later in this section.
Aims ECP Program. Another option for either home care or center care providers is the
existing course sequence, ECP 101, ECP 102, and ECP 110. (See Appendix C for descriptions of
these courses). Not only do these courses offer expanded training on and skills acquisition in the
required program components, they also offer post -secondary credit toward an AAS degree in
Early Childhood Professions. For participants with higher literacy levels, career path pursuits,
and/or ongoing learning interests, these courses are ideal. Each of these classes is offered each
quarter, allowing participants the flexibility to complete within their time lines. Moreover, the
courses include applied learning, mentoring and internship experiences, and a variety of projects
to acquaint participants with child care practices and issues. On completion of this series,
participants can move directly into employment as an assistant center teacher, earning from $885
to $1,120 monthly and with health benefits; or they can opt into the small business practices
sequence to become a home care provider with potential monthly earnings from $1,500 to $2,300.
nei2nca.da
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970572
Small Business Practices. This training segment is a combination of Colorado's Small
Business Development Center, the Colorado Leading Edge Program (outlines of both appear in
Appendix D), and Employment Service's PACE Program. These offerings include individualized
and group instruction in owning, operating, and managing a small business. The courses involve
flexible amounts of intensive training facilitated by a team of instructors, chosen for their ability to
counsel small businesses effectively, for their demonstrated ability to manage a business, and for
their specific expertise. Highly interactive, the training gives business owners a better
understanding of small business operation in general and their business operation more
specifically. Topics cover a wide variety of business -related issues, including small business
practices, developing business start-up plans, and home safety for child care providers.
Moreover, participants are able to access the trainers for ongoing training and expert advice for
approximately one year after exiting the training.
Another benefit to program participants is the collaboration among the Small Business
Development Center, Colorado Leading Edge, Colorado Office of Business Development (OBD),
Hispanic Chamber of Commerce and Greeley Urban Renewal (GUR) Project. The OBD provides
grant support for business development and start-up costs, thus enhancing the feasibility of home
care businesses. Both the Hispanic Chamber of Commerce and the GUR offer bi-lingual
counselors and assistance necessary to small business development.
Personal Financial Management. One of the chief reasons for both business failures and
personal bankruptcy is poor financial management habits. To help instill prudent personal
financial management habits, our Neighbor -to -Neighbor model offers training in personal finance.
This course, offered through Aims College Division of Continuing Education, will cover a number
of fundamental topics, including budgeting, maintaining personal records, consumer credit,
insurance and retirement planning. Flexible in nature, this course will be offered on a quarterly
basis and can be taken concurrently with or separately from child care training and basic skills
support. An outline of topics covered appears in Appendix D.
Mentorshins/Internshios. All program participants will be given mentorship and/or
internship training opportunities. Participants interested in providing home care will be partnered
with current home care providers; those interested in center care will work in center settings prior
to program completion.
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970572
Program Participant Financial Assistance/Incentives
The Weld County Neighbors Program has researched a number of financial resources
available to the trainees. Aims College has tuition subsidies through its Institutional Grants
program for those students enrolling in Aims' courses. These tuition subsidies are grants and
therefore not repayable. Human Services, through its Employment Services programs, and Social
Services through TANF, offers job training programs. Wildwood offers free courses in pre -
licensing training for family child care, Family Connects provides free cluster trainings, and the
Colorado Small Business Development Center will donate one-half of its fees for their small
business training. WIRS will work with program participants in home assessments and licensing
procedures free of charge. Additionally, Project TEACH, operated by the State offers tuition and
other financial assistance to students enrolled in child care courses currently employed in child
care centers. Should our program participants qualify, we will pursue TEACH financial options.
In addition to cash and in -kind contributions, our budget request includes a set aside for
business start-up costs for participants interested in opening a home care facility. Items such as
fencing, safety items, and educational resources can be purchased through these funds.
Job Readiness, Employment Assistance. Business Start-up Resources
Job Readiness
All program participants will be trained in interviewing skills, completing applications and
creating a resume. They will also receive instruction in employability skills such as workplace
ethics, team work, communications, problem -solving and conflict resolution. Such instruction is
provided in two venues: Employment Services and Aims College. Program participants can
select whichever option best meets their individualized training needs.
Employment Assistance
A number of approaches will be used to assist program participants in gaining self-
sufficiency. Employment Services will use their existing network to place participants into child
care center openings; FENWC will work with HeadStart to place participants into competitive
employment; Aims College's Placement Office and WIRS will serve as resources. Additionally,
nei2neitdoc
23
970572
community child care centers offering internships/mentorships will also work to hire program
graduates.
Business Start-uo Resources
Our budget request includes funds for business start-up costs for participants interested in
opening home child care facilities. Items such as fencing, safety equipment and
educational/recreational resources can be purchased through these funds. Additionally, as part of
the small business course, participants will meet with financial representatives who may be able to
provide initial funding.
Work Plans
The work plan showing the tasks associated with each project phase --(a) establishing
project management structure, (b) recruiting and marketing, (c) assessing, (d) training and (e)
placing --is outlined on the following pages. Each of the team members participating in the
activities, the team leader and scheduled completion dates are included.
ne1zceadoc
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970572
WORK PLAN - NEIGHBOR TO NEIGHBOR
EVALUATION
CRITERIA
Marketing materials developed.
Area agencies informed of
program and recruiting
procedures in place
PSAs and press release
completed
Potential program participants
identified and referred to
assessments.
Coordinate and process referrals (exempt providers) from Program AmeriCorps September 15, 1997* Potential program participants
Child Care Resource and Referral Agency, AmeriCorps Coordinator Volunteer identified and ic&ned to
Volunteer, Aims Community College, Weld School Aims College assessments
District #6, Child Care Centers Weld 6
ACTIVITY TEAM TEAM SCHEDULED
LEADER MEMBERS DATE OF
COMPLETION
Human Services August 15, 1997*
Social Services
WIRS
Aims College
Distribute marketing materials to area agencies and Program Human Services September 1, 1997*
orient to program. Coordinator Social Services
WIRS
Aims College
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Coordinate and process referrals from Weld County Program
Department of Social Services, Public Assistance Coordinator
Programs, and Employment Services.
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Develop marketing materials to include: brochures and
fliers to distribute to community agencies providing
services to public assistance recipients.
Develop Public Service Announcements and Press
Releases regarding program.
970572
EVALUATION
CRITERIA
Program participants have
planned training outlines.
Program participants enrolled in
training.
Participants receive ongoing
support.
Participants apply skills as
mentors/intems.
SCHEDULED
DATE OF
COMPLETION
October 5, 1997*
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ACTIVITY
Determine individualized training plan to include
financial needs for program participants (Family Day
Care Home or Large Center).
Assist participants in enrolling in appropriate training
programs. All training programs will contain, at a
minimum the following elements: job readiness, child
growth & development, early childhood care &
education, child nutrition, discipline, child abuse
recognition & reporting, safety & health care practices,
immunization requirements, working with parents,
infant/toddler first aide & CPR. For participants in a
Family Day Care Track additional training will include:
small business practices, business plans, home safety
plans.
Monitor participants' progress weekly and adjust plans as
necessary.
At completion of coursework, participant will complete a
minimum of 6 weeks in a mentorship placement in either
a day care center or family day care center.
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970572
WORK PLAN - NEIGHBOR TO NEIGHBOR
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EVALUATION
CRITERIA
Potential participants assessed
and outcomes recorded
Participants determined
Participants selected
Participants meet legal
requirements
Participants meet health
requirements
SCHEDULED
DATE OF
COMPLETION
September 30, 1997
September 15, 1997
September 30, 1997
October 5, 1997
October 5, 1997
October 5, 1997
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Social Services
WIRS
Aims College
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Social Services
Aims College
Child Health
Connections
Head Start
Physicians
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Administer battery of assessment tools to possible
participants in the following order:
< Self -Screen
< Prescreening, background check
< TABE (Literacy), CPI, work keys
< KUDER (Interest)
< MBTI
< Employment Inventory (Capability)
Personal Interview (Stability & Self Sufficiency)
Determine eligibility criteria based upon outcomes of
assessments
Select Participants
**If interested clients do not meet program eligibility
criteria, they will be referred to support programs and
agencies for remedial education or nern-cary support
services
Submit background checks to the Colorado Bureau of
Investigation and Department of Human Services, Child
Care Registry.
IConduct health assessment
970572
WORK PLAN - NEIGHBOR TO NEIGHBOR
EVALUATION
CRITERIA
Program participants operate
child care in their homes and
obtain self-sufficiency
Program Human Services July, 1998 Program participants employed
Coordinator Aims in centers and obtain self-
sufficiency
SCHEDULED
DATE OF
COMPLETION
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Family Day Care Home Provider
• Provide pre -licensing home assessment.
• Determine start-up needs and costs.
• Assist in licensing procedures.
• Assist in marketing day care services.
• Locate employment opportunities.
• Determine follow-up support services needed.
970572
WORK PLAN - NEIGHBOR TO NEIGHBOR
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CRITERIA
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Project activities implemented
on time
Advisory committee formed,
meetings scheduled, and input
solicited
Protocol in place and
participants moving through
training successfully.
Project outcomes documented
SCHEDULED
DATE OF
COMPLETION
August 1, 1997
August 1, 1997
August 1, 1997
August 15, 1997
October 1, 1997
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Human Services
Social Services
Aims College
WIRS
Child Care Centers
Human Services
Social Services
Aims College
WIRS
Child Care Centers
Human Services
Social Services
Aims College
WIRS
Child Care Centers
Human Services
Social Services
Aims College
WIRS
Child Care Centers
Human Services
Social Services
Aims College
WIRS
Child Care Centers
TEAM
LEADER
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Services/Project
Coordinator
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Project
Coordinator
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Hire a project coordinator to assume management
activities
Establish process (formative) evaluation to monitor
timely implementation of project activities
Form advisory committee to guide projects
implementation and impact
Develop case -management protocol to monitor individual
program participant progress
Implement outcome (summative) evaluation process
970572
STATE OF COLORADO
DEPARTMENT OF HUMAN SERVICES
REQUEST FOR PROPOSAL SIGNATURE PAGE
DATE: January 1, 1997
RFP NO: IHANC712084CCLC
DIRECT INOUIRIES TO: Charles E. Neff
PHONE: 303-987-4602
DATE RFP DUE : MONDAY, MARCH 31,
RETURN RFP TO:
DEPARTMENT OF HUMAN SERVICES
North/Central Procurement Office
8001 West Mansfield Parkway
Denver, CO 80235
1997 AT 2:00 PM (MST)
Proposal's properly marked as to RFP NO., DATE and HOUR of opening, subject to
the conditions herein stipulated and in accordance with the specifications set
forth and/or attached hereto, will be accepted at the address listed above,
prior to the date and time listed for the RFP opening. All proposals shall be
quoted F.O.B. destination, unless otherwise specified, to the delivery location
or jobsite listed herein.
REQUEST FOR PROPOSAL: IHANC712084CCLC
TITLE: NEIGHBOR -TO NEIGHBOR
AGENCY: DIVISION OF CHILD CARE
A MANDATORY OFFERORS CONFERENCE IDENTIFIED IN THE RFP IS NOT MANDATORY.
IT WILL BE INFORMATIONAL MEETING TO ANSWER VERBAL INQUIRIES AND WILL
BE ADDRESSED IN AN ADDENDUM TO THE RFP. IT WILL TAKE PLACE MONDAY,
JANUARY 13, 1997 AT 9:30 A.M. AT THE RED ROCKS COMMUNITY COLLEGE, 13300
W. 6TH AVE. LAKEWOOD, CO, LAKEWOOD COMMUNITY ROOM. ALL INTERESTED
OFFERORS NEED NOT ATTEND IN ORDER TO BE CONSIDERED.
SEE ATTACHED PAGES FOR TERMS AND CONDITIONS AND PROPOSAL REQUIREMENTS.
IMPORTANT: Proposals submitted in response to this RFP MTT'T be accompanied
by this "REQUEST FOR PROPOSAL" sheet and MUST be manually signed in ink.
IMPORTANT; Offerors should read the entire RFP document before submitting a proposal.
RFP'S MUST BE SIGNED IN INK
COMPLETE ALL INFORMATION REQUESTED BELOW:
George E. Baxter
TYPED OR PRINTED SIGNATURE
Wandwrten Signature by
Authorized Officer or Agent of Vendor
TITLE
DATE
Chair, Weld County Board of
Commissioners
(,O//77
VENDOR FEIN # B4-6000813
TERMS
Terms of less than 30 calendar
days will not be considered.
VENDOR Weld County
Division of Human Services
ADDRESS 1551 North 17th AVE,
P.O. Box 1805
Greeeley ZIP 30632
PHONE #
Board of County Commissioners
RETURN THIS ORIGINAL SIGNATURE PAGE WITH YOUR PROPOSAL
970572
BUDGET FORM
Agency Weld County Neighbors Program
Provide an itemized budget request Refer to your project activities to assure all costs are included.
Item
Requested Funds
(Specify)
Cash Amount from
other Sources
(Specify)
In -Kind
Contributions
(Specify)
Total Project
Costs
1. Personnel Salaries (Itemize)
• Project Coordinator
12,922.00
12,922.00
(25 hrs/wk for 1 year @$9.94/hr.
2. Fringe Benefits (itemize)
2,326.00
2,326.00
• Project Coordinator
($12,922 @ 18%)
3. Travel (itemize)
• Client transportation reimbursement
• Project Coordinator mileage (500
mi @ .27/mi)
135.00
135.00
4. Equipment (itemize)
N/A
5. Supplies (itemize)
• Office
75.00
200.00
275.00
6. Contractual costs (itemize)
N/A
7. Other (itemize)
See attached narrative
9,542.00
2,800.00
(Aims Institutional
6,600.00
18,942.00
Grants)
TOTAL
25,000.00
2,800.00
6,800.00
34,600.00
COST PER TRAINEE $636/15 trainees; $477/20 trainees (if costs are different based on the
number of trainees, specify the amounts - e.g., $500/trainee for 10-20 trainees; $450/trainee for 21-30 trainees)
Signature ofAuthorizeilOfficial GEORGE E. BAXTER, CHAIR
WELD COUNTY BOARD OF COMMISSIONERS
03/31/97
Date
970572
itAt
1111k
COLORADO
mEmoRAnuum
Weld County Board of County
To Commissioners Date March 31, 1997
From
Neighbor to Neighbor Training Program
Subject:
Walter J Speckman Executive Director, DT -IS
Presented before the Board is a proposal, whereby; the Division of Human Services will provide
and coordinate employment and training services for Public Assistance Recipients in the area of
early childhood care and education. The purpose of this proposal is two -fold:
1) To assist public assistance recipients be come self-sufficient and leave the welfare
roles, and
2) To increase the availability of child care in Weld County.
The total amount requested from the Colorado Department of Human Services is $25,000.00.
970572
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