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WIA Grant 2009-2010 <br />OCCTAC Narrative <br />employment goals. For, example, Psychologist Howard Gardner has identified the following distinct <br />types of intelligence in his Multiple Intelligences Theory ("MI Theory") in the book "Frames of Mind." <br />For example: 1. Linguistic--Individuals with this kind of intelligence enjoy writing, reading, telling stories <br />or doing crossword puzzles or 6. Interpersonal--Individuals who are leaders among their peers, who are <br />good at communicating and who seem to understand others' feelings and motives, possess <br />interpersonal intelligence. <br />For these students part of their success will depend on the way/s they learn and process information. <br />This table is a valuable tool for both the staff and the participants to understand their particular method <br />of learning and thus, working. Many students may not even be aware of the differences in learning <br />styles and personality types, which ultimately, affects their ability to achieve their emplovment and <br />educational goals. Using these charts and others to deliver academic and employment assistance; helps <br />to raise the skill level of our youth who are basic skills deficient and are in the process of learning basic <br />employment skills. *Note: The Table has been high-lighted in "blue" as a focal point, illustrating how <br />various modalities of learning have an impact on the way a person may operate in the workplace. <br />The chart below, Adapted from Accelerated Learning by Colin Rose (1987), is an excellent example and <br />helps to determine different styles of learning. Most likely the answers will reflect a primary learning <br />style which has a profound impact on the participants' ability to become a good employee. Using the <br />team approach, the WIA staff has found that in addition to understanding various modalities of learning; <br />success is also cultivated by providing one-on-one tutoring and staff assistance. This individualized <br />attention, helps the youth to gain a greater sense of confidence, to move towards new levels of <br />achievement, focusing on their academic and employment goals. Because of this type of support, the <br />youth are more receptive to learning and more inclined to follow the advice and strategies that the <br />team has recommended. The youth also learn how to form good working relationships with the staff, <br />establishing trust, good communication and an openness to welcome new challenges. <br />4. Will the participant receive a certificate of completion or accomplishment for participation? Will <br />the certificate count for WIA credential attainment rate? 5. How will continuous improvement be <br />measured and conducted? Describe how adequate staffing will be maintained to ensure success of <br />this program. Yes, WIA participants will receive a certificate depending on their specific goals. For those <br />who are enrolled in another program for example, to obtain their GED, they will receive the appropriate <br />certificate. The work, performance levels and progress of each WIA participant will be monitored on a <br />