The LeadSafe Initiative: FY II

The LeadSafe Initiative, operated out of Central Vermont Community Action Agency, Inc. (CVCAC) in Barre, Vermont through the Micro Business Development Program (MBDP), provides self-employment strategies of micro-business development and expansion for income-qualified individuals with a focus on lead paint safety training and certification. In partnership with the Vermont Housing Conservation Board (VHCB) State Lead Abatement program, the LeadSafe Initiative provides a variety of lead paint safety training, from Essential Maintenance Practices to Lead Abatement Certification.

The initiative offers supplemental and industry specific training in the areas of cleaning, consulting/inspecting, deconstructing, and lead abatement contracting.

The project also offers core business and "soft skills" training, intensive case management, access to capital, linking clients with mentors, securing job contracts, and referring client to other community resources. The overall project goal of LeadSafe is to create 55 jobs for low-income people in Central Vermont, through self-employment, with an average wage of $12.50 in the first year of operation and access to quality health care and childcare.

For more information about this study or to request additional copies of this report, please contact Michele Cranwell Schmidt, Evaluation Coordinator, at mschmidt@uvm.edu, call (802) 656-0256 or visit www.uvm.edu/crs/.

A model food entrepreneur assistance and education program: The Northeast Center for Food Entrepreneurship.

The Northeast Center for Food Entrepreneurship (NECFE) is a collaborative effort between Cornell University and the University of Vermont. NECFE uses a multi-institutional and regional collaboration approach, with specific expertise and necessary facilities and resources, to provide technical assistance and education for businesses in the food industry. The overall goals of NECFE are to support and sustain rural businesses and promote sustainable economic development of rural communities.

Through process evaluation techniques, the evaluators of NECFE identified 5 essential components of a model food entrepreneurship assistance and education center, based on NECFE’s experience: (1) multi-institutional and regional collaboration, (2) expertise, (3) facilities and resources, (4) services, and (5) evaluation of the center. These components build on each other and enable NECFE to provide clients with access to current food processing technology, technical information, and education that are directly applicable to a real business.

Through replication of this model, other organizations and academic institutions may establish a regional food entrepreneurship assistance and education center.

Cranwell, M., J. Kolodinsky, C. Donnelly, D.L. Downing, and O. Padilla Zakour. (2005). A model food entrepreneur assistance and education program: The Northeast Center for Food Entrepreneurship.. Journal of Food Science Education, 4(4): 56-65.

Evaluating a domestic violence task force: Methods to strengthen a community collaboration.

A domestic violence collaborative was surveyed to evaluate and make recommendations for strengthening membership, structure, and cohesiveness.

This article presents the evaluation methods, key findings, recommendations, and the outcome of their implementation. Areas identified for improvement include: membership diversification, membership-driven agenda, improved sub-committees, and increased community involvement through outreach. A revised meeting format, agenda setting strategy, sub-committee parameters, and the addition of quarterly meetings were recommended and implemented. This model received positive feedback as a method to strengthen collaboratives.

The case study demonstrates how evaluation research can be linked to practice to make real improvements to a community collaborative.

Cranwell, M., J. Kolodinsky, K. Anderson, and F. Schmidt. (2004). Evaluating a domestic violence task force: Methods to strengthen a community collaboration." Journal of Extension, 42(6).

Vermont Kitchens Project, 2000-2003

The Vermont Kitchens Project is operated out of Central Vermont Community Action Council, Inc., located in Barre, Vermont, with grant funding provided by the JOLI program from the Department of Health and Human Services, Office of Community Service. The Vermont Kitchens Project focuses on self-employment strategies of micro-business development and expansion for income qualified individuals. Through JOLI funding, the project offers core business training with industry-specific training; links participants with marketing resources; and provides intensive case management that continues beyond start-up for the duration of the project. A major anticipated outcome of the Vermont Kitchens project is that participants who complete the program will earn decent incomes, have access to benefits such as health care and child care, and experience growth in their businesses.

Two main evaluation activities were conducted during the third fiscal year of the Vermont Kitchens Project from September 1, 2002 to August 31, 2003. These include a client follow up survey and four client focus groups.

For more information about this study or to request additional copies of this report, please contact Michele Cranwell Schmidt, Evaluation Coordinator, at mschmidt@uvm.edu, call (802) 656-0256 or visit www.uvm.edu/crs/.

Bridging the generation gap accross the digital divide: teens teaching internet skills to senior citizens.

With the intent of closing the digital divide, the Teens Teaching Internet Skills Pilot Project engaged youth from 4-H Technology Teams in six states in training senior citizens to navigate and obtain information from the Medicare Web site. The teens perceived an improvement in working with seniors, project management, teaching, public speaking, and leadership. The workshops had a positive effect on seniors' comfort and skill levels towards technology.

This intergenerational experience in leadership and technology training provided learning and skill development for both groups and led to positive changes in attitudes towards the other generation.

Cranwell, M., J. Kolodinsky, and E. Rowe. (2002). Bridging the generation gap accross the digital divide: teens teaching internet skills to senior citizens. Journal of Extension, 40(3).