Big Ideas Entrepreneurial Projects
Creating New Ways to Work and Learn

Summary

Beginning in November of 1998, ESL, ABE and GED students joined together at the Kyle Family Learning and Career Center to participate in three entrepreneurial projects over the course of the next nine months. Respectively, the three projects were the 1) Christmas Craft Project, 2) Small Business Planning Workshops, and 3) Summer Cooking Classes.

In the grant awarded to Community Action, Inc. of Hays, Caldwell, and Blanco Counties, and funded by the Texas Education Agency under the Big Ideas Teacher Innovation Mini Grants, students were to participate in project-based learning activities. The project goal was to enhance students' understanding of workplace interactions, increase English language usage, and strengthen basic skills.

Students from three classrooms, beginning ESL, intermediate ESL, and ABE/GED, participated in each of the projects. Our classes met in the mornings, four times a week for a total of eight hours a week. Our projects were divided between semesters. The Christmas Craft Project started in November 1998 and ended before our Christmas break. The Small Business Planning Workshops were held in the Spring of 1999 and the Summer Cooking Classes were completed in July 1999.

Program Background

The Kyle Family Learning and Career Center is a collaborative project of Community Action, Inc. of Hays, Caldwell, and Blanco counties, the Hays Consolidated School District, Ten County ACE Cooperative, the Rural Capital Area Workforce Board, and Lockheed-Martin. It is a one-stop center providing a wide range of educational services such as ESL, GED, ABE, computer and Spanish classes, as well as job search assistance. Approximately 450 customers per month are served, with an average of 1000 contact hours per month. It has been in operation since 1994.

Kyle is a small rural community between Austin and San Antonio, Texas. Our community consists of approximately 3500 residents with a large immigrant population. More than fifty percent of our customers are of Spanish-speaking descent.

The Christmas Craft Project

November 1998

The idea for this project was introduced to the students in September, but the reality of putting the project in place did not begin until November when the funds for the project arrived. We began the entrepreneurial project by assessing the students understanding of the types of skills needed for a variety of workplace jobs. Most students understood the need for specialized skills, but had not contemplated the importance of communication and teamwork. This was our focus when we began the project.

Students brainstormed and discussed types of items they wanted to make and sell at a local bazaar. Then they acquired information about types of materials needed from a local library. They made lists of the materials needed to manufacture the items and approximate costs. Each student presented at least one item to the class as their preferred craft to manufacture. From the presentations, students chose 3 items to create prototypes of before finalizing their decision: holiday aprons, lace barrettes, and Christmas piñatas.

Approximately 25 students participated throughout the project. Students determined their tasks by skill levels or by the areas in which they wanted to learn more. Students planned a trip to local craft shops and department stores to gather materials. Students then assembled three prototypes. The Christmas piñatas were eliminated due to quality control issues. The holiday aprons and lace barrettes were the favored products.

Due to our late kick-off date we were unable to secure a booth at the preferred locations, so students arranged to sell the items in the front yard of a friend who lived across from a local craft festival. Students also created a flyer for their products and actively advertised and made sales within the community.

Due to the abbreviated timeline of this original project, several of the objectives were not accomplished as originally planned. In order to fulfill our goals, we assessed students' interests in two other projects.

Initially, most students were very interested in participating in this craft project. However, they also wanted to continue with their traditional classes. A compromise was decided upon in which students would work on the craft for 30 minutes per class. Reflecting back on how the grant was written, the project was predetermined. Due to the ever-changing student population in adult education, a previous group of students had shown interest in this idea. When implementation actually began, a broad band of new students were attending the center. Students generally are more accepting of a project they choose for themselves.

When choosing workplace skills to enhance, students continued to focus on the task as the most important skill to be learned. For example, when students chose the skills they wanted to improve, sewing was a tangible skill they wanted to acquire. Likewise, vocabulary development and math proficiency were easy to grasp during this project, but leadership, communication and teamwork skills were talents developed through experience. Doing the work would bring these skills to light. We chose to initiate more projects like this into our program to allow students the opportunity to further enhance these skills.

Reflecting back on their actions, students said they appreciated the teamwork and its importance to the overall project. They felt they were doing something good for the school. It was a way for them to give back to us while they were learning.

The Small Business Planning Workshops

February 1999

In a previous semester, students had expressed interest in owning their own businesses. Another survey was conducted to ask students if this was still the case. Based on our findings, we developed a series of four workshops to assist students with

* the possibility of having their own businesses

* setting priorities when establishing a business

* financing

* writing a business plan.

These workshops were advertised and presented over a five-week period.

The initial workshop focused on answering the needs of the original interest inventory. Several students said they liked the idea of opening their own businesses, but wanted assistance in brainstorming possibilities. On the other hand, several students knew what they wanted to do, but wanted direction on how to get started. This lead to a lively group process, where students created their own fantasy businesses. They created names for their companies and gave presentations stating why they would like working in it and why it would be successful. Twenty- four students attended this workshop.

During the next three workshops, participants were asked to focus on three skill areas. Equipped for the Future Standards were used as guidelines for students to determine their current functioning level and to chart improvement in performance. The 3 standards were

1) planning, 2) speaking so others can understand, and 3) conveying ideas in writing.

Guest speakers from the community facilitated the next two workshops. Sonya Lopez, a social worker and counselor, worked with the group on identifying and writing realistic goals. Irene Melendez, a local bank officer, provided information on applying for a small business loan. Both guests provided excellent role models of the respective skill areas: planning and speaking so others can understand. Students would then incorporate these two areas along with writing in their next workshop.

The final workshop focused on creating a small business plan. Three students attended this workshop that gave them an example of a simple business plan to follow.

Students were then given a questionnaire to assist them in describing activities of their business, marketing, budgeting, possible problems and solutions to those problems. A format to create this plan on the computer was provided. A follow-up session was held to assist participants with any questions or difficulties.

At the conclusion of the series, two students completed business plans. These two students then met with a small business consultant from the Lower Colorado River Authority at the San Marcos Chamber of Commerce. They also made presentations at the Kyle Family Learning and Career Center Annual Student Recognition Banquet. Both students are currently working in their newly created businesses.

Teacher Reflection

Even though the number of participants that actually completed these workshops was only two, their success was especially satisfying. Both students had attended the center during the previous 2 years. They overcame language barriers, childcare and transportation difficulties, managed jobs, acquired their GED's and demonstrated their commitment to lifelong learning by continuing to attend classes to expose themselves to educational opportunities. The internal drive existed for these 2 students and given the means, they were able to actualize their dreams for self-employment.

As teachers we especially liked the ease of implementation with the workshop formats. Scheduling workshops allowed for students to continue to attend their regular classes with a minimal amount of interruption and benefit from additional resources. It was a way for us to broaden students' horizons and connect them to resources outside the center, like counselors, bank officials and business consultants.

We also found it beneficial to acquire a detailed survey from current students about interest that had been stated previously.

Summer Cooking Classes

June 1999

Summer always finds students and staff longing for different, less structured ways of learning. A wonderful idea to satisfy this need for diversity was found this summer: cooking classes taught by students.

One day in class, a student who had been developing her own cookbook began talking about making a dish and bringing it in for us to try. This lead to a conversation about grocery stores, healthy cooking and cooking classes. We all agreed we wanted to try to attend a cooking class. Then the brainstorming took over and ideas about giving our own classes or offering a tasting fair to the community flowed from excited students. An interest inventory was distributed to all students and it was determined that there was a high interest in the idea of teaching a recipe to other students and the community.

Before planning the cooking classes in detail, students took a field trip to attend a professional cooking class at a nearby bed and breakfast. Students were treated to a complete gourmet meal and many healthy cooking tips. Approximately 15 students attended and returned with enthusiasm for the project.

Once again, students would be asked to focus on the Equipped for the Future Standards of planning and speaking so others can understand. English language usage, reading and math skills were also emphasized as students compiled their recipes and prepared for their presentations.

Students worked together to plan the dates and times for the cooking classes they would teach. Four dates were selected for classes. Flyers were posted around town to advertise the classes and brochures were distributed advertising the center's summer program, which included the students' cooking classes. This provided the motivation for offering a polished performance.

During each class, three students would instruct the audience on how to prepare their recipes. Students chose their date and dish and created the following outline to guide them in preparation.

* Choose a recipe and include personal history or special qualities of the dish

* Write the recipe in English

* Use computer skills to type the recipe

* Complete a shopping list and estimate costs

* Comparison shop

* Prepare the dish ahead of time

* Demonstrate specific steps of preparation

* Rehearse for a professional presentation

Question and answer sessions followed the presentations along with a written evaluation by each member of the audience.

Currently, two returning students are assisting in the creation of a Web page to document the work of the classes. Documentation of the Web site will be available at the Texas Adult Literacy Clearinghouse as soon as it is complete.

Teacher Reflection

By encouraging all classes to participate, both high level and low level students benefited from this project. Our students were comfortable with preparing food and this comfort encouraged more conversation amongst students of all ability levels. Also, food is very important to the cultures of the students who attend our center and students took pride in their cooking. This competence helped them overcome their fears during the presentations. It also kept interest in the project high for twelve weeks.

The ABE/GED students took the lead by presenting on the first dates. Their planning efforts provided the ESL students with a demonstration of how the classes would look and encouraged them to push themselves beyond their desks to the front of the class where their English skills could be demonstrated, not just to other students, but to members of the community as well. It also offered opportunities for the ABE/GED students to be leaders and to work to motivate others.

The Kyle Family Learning & Career Center
P.O. Box 1238
Kyle, TX 78640
(512)-268-2719

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