**Report Submitted: February 20, 2002**

***FY 2001 Accomplishments and Highlights:***

*NIEHS/EPA Superfund Worker Training Program*

*(September 1, 2000 -- August 31, 2001)*

**Submitted by the**

**National Institute of Environmental Health Sciences**

**Division of Extramural Research and Training**

**Worker Education and Training Program**

**Research Triangle Park, NC**

[Table of Contents]{.underline}

1 Introduction [1](#introduction)

2 FY 2000 Program Highlights [1](#fy-2000-program-highlights)

2.1. Hazardous Waste Worker Training Program (HWWTP) Accomplishments
[2](#hazardous-waste-worker-training-program-hwwtp-accomplishments)

2.2. Minority Worker Training Program (MWTP) Development
[9](#minority-worker-training-program-mwtp-development)

2.3. Superfund Jobs Training Initiative (SuperJTI)
[21](#superfund-jobs-training-initiative-superjti)

2.4. WETP Small Business Innovative Research Request for Applications
--(SBIR)
[23](#wetp-small-business-innovative-research-request-for-applications-sbir)

2.5. WETP ATT Initiative Highlights
[25](#wetp-att-initiative-highlights)

2.6. Release of ANSI Z490.1-2001 Accepted Practices in Safety, Health,
and Environmental Training
[27](#release-of-ansi-z490.1-2001-accepted-practices-in-safety-health-and-environmental-training)

2.7. Brownfields Activities [27](#brownfields-activities)

2.8. OSHA/NIEHS Best Practices Workshop
[27](#oshaniehs-best-practices-workshop)

2.9. WETP Strategic Planning Process
[28](#wetp-strategic-planning-process)

2.10. WETP Clearing House Update [29](#wetp-clearing-house-update)

2.11. World Trade Center (WTC) Response Update
[30](#world-trade-center-wtc-response-update)

2.12. Program Update for FY 2001 (September 1, 2001-August 31, 2002)
[31](#program-update-for-fy-2001-september-1-2001-august-31-2002)

2.13. WETP 2001 Supplemental Awards [33](#wetp-2001-supplemental-awards)

2.14. WETP Staff Activities [37](#wetp-staff-activities)

3 Future Program Implementation and Conclusion:
[38](#future-program-implementation-and-conclusion)

List of Appendices

Appendix 1: Fourteen-Year Summary [39](#__RefHeading___Toc1958802)

Appendix 2: FY 2000 Funding [40](#__RefHeading___Toc1958803)

Appendix 3: Course Data by EPA Region [41](#__RefHeading___Toc1958804)

Appendix 4: Total Training by NIEHS Awardee
[42](#__RefHeading___Toc1958805)

Appendix 5: Target Populations [43](#__RefHeading___Toc1958806)

Appendix 6: Six-Year Summary of Training
[44](#__RefHeading___Toc1958807)

Appendix 7: Total Training by MWTP Awardee
[45](#__RefHeading___Toc1958808)

Appendix 8: Six-Year Summary of Students Trained per Awardee
[46](#__RefHeading___Toc1958809)

Appendix 9: Six-Year Summary of Employment per Awardee
[47](#__RefHeading___Toc1958810)

Appendix 10: MWTP Summary of Type and Number of Courses
[48](#__RefHeading___Toc1958811)

Appendix 11: MWTP Demographics [49](#__RefHeading___Toc1958812)

Appendix 12: L-AGC MWTP Job Placement Chart
[50](#__RefHeading___Toc1958813)

Appendix 13: Superfund Job Training Initiative (SuperJTI)
Accomplishments [53](#__RefHeading___Toc1958814)

Appendix 14: Brownfields Activities [62](#__RefHeading___Toc1958815)

Appendix 15: FY 2001 Funding [64](#__RefHeading___Toc1958816)

Appendix 16: WETP Staff Activities [65](#__RefHeading___Toc1958817)

**February 20, 2002**

**FY 2001 Accomplishments and Highlights:**

**NIEHS/EPA Superfund Worker Training Program**

# Introduction

The Superfund Amendments and Reauthorization Act of 1986 (SARA)
established an assistance program for training and education of workers
engaged in activities related to hazardous waste removal, containment
and emergency response. Grant recipients are non-profit organizations
with demonstrated access to appropriate worker populations and
experience in implementing and operating worker health and safety
education training programs. The National Institute of Environmental
Health Sciences (NIEHS) was given responsibility for establishing and
managing this program through Interagency Agreements with the U.S.
Environmental Protection Agency (EPA) and the U.S. Department of Energy
(DOE).

Through competitively awarded cooperative agreements, the NIEHS Worker
Education and Training Program (WETP) has supported the development of
curricula and initiation of training programs throughout the country to
help employers meet OSHA requirements under 29 CFR 1910.120, Hazardous
Waste Operations & Emergency Response. This model program encourages
innovation for training difficult-to-reach populations by addressing
issues such as literacy, appropriate adult education techniques,
training quality improvement, and other areas un-addressed directly by
the private sector. The program enhances rather than replaces private
sector training responsibility by demonstrating new and cost-effective
training techniques and materials.

New support has expanded the scope of NIEHS-supported training to
include workers involved in transporting hazardous materials, a Minority
Worker Training Program to serve urban youth, an initiative focused on
job training for brownfields cleanup sites, and a program targeted to
workers involved in the cleanup of DOE nuclear weapons facilities.
During the past year, WETP has continued to focus on the application of
technology to training and the creation of integrated partnerships to
support training delivery at the state and local levels. Also
highlighted in this year's report is the response by NIEHS and its
awardees to the September 11^th^ attacks and subsequent emergency
response and remediation activities.

# FY 2000 Program Highlights

WETP, through its EPA Superfund-supported programs, has established an
effective national framework to develop and provide comprehensive
training that is needed to address the complex needs of Superfund
cleanups, chemical emergency response, RCRA corrective actions, and
urban communities surrounding brownfields sites.

In completing the fourteenth year of the Superfund WETP (FY 1987-2001),
the NIEHS has successfully supported twenty primary awardees. These
represent over one-hundred different institutions that have trained
nearly 1 million workers across the country and presented over 50,000
classroom and hands-on training courses, which have accounted for over
14 million contact hours of actual training (See Appendix 1).

Through an Interagency Agreement, NIEHS received \$26 million from the
FY 2000 EPA appropriations, which provided funding to NIEHS awardees
during the past year (September 1, 2000 -- August 31, 2001).
Approximately, \$19 million of the funds were allocated to continue
support of the Hazardous Waste Worker Training Program (HWWTP) to train
hazardous waste workers and emergency responders. Three million dollars
of the FY 2000 funds were allocated to continue support for the Minority
Worker Training Program (MWTP). EPA transferred \$3 million to support
Brownfields Minority Worker Training Program (BMWTP). As a result of the
Interagency Agreements, NIEHS made the following awards (See Appendix
2):

-   17 EPA/HWWTP awardees received awards totaling \$19,040,000

-   6 EPA/MWTP awardees received awards totaling \$3,000,000

-   5 BMWTP awardees received awards totaling \$3,000,000

During the past year (FY 2000), training delivery has been carried out
in all regions of the country to all relevant target populations
regulated under 29 CFR 1910.120 (See Appendix 3). The seventeen primary
worker training awardees, in conjunction with over eighty collaborating
institutions, have delivered 4,806 courses, reaching 79,710 workers,
which account for 1,030,258 contact hours of health and safety training.
This training ranges from 4 hour refresher programs through more complex
train-the-trainer courses lasting up to 120 hours in duration (See
Appendix 4). Between September 1, 2000 and August 31, 2001, 53% of the
training has been focused on delivering CERCLA cleanup worker training.
This comprises 34,942 workers who received 80 hour training, basic 40
hour training, or 4-8 hour refresher courses out of the annual total of
workers reached by the program (See Appendix 5).

## Hazardous Waste Worker Training Program (HWWTP) Accomplishments

After the completion of the final program year of the projected
five-year long cooperative agreements to support worker training
activities, 17 organizations submitted progress reports and training
data on July 1, 2000. New awards were made on September 1, 2000 after
the peer review process for each of the programs supported with EPA
Superfund resources.

The cooperative agreements are grants made to non-profit organizations
with NIEHS as partners. These consist of consortia that are collectively
made up of over seventy member institutions including universities,
community colleges, public health groups, labor-management trust funds,
labor organizations, and state and local government units.

Participating programs have developed model curricula and training
programs. The core curriculum includes: hazard recognition and control;
air, soil, and water sampling aspects; selection, care and use of
respirators and other personal protective equipment; engineering
controls and their use; safe work practices; proper decontamination
procedures; medical surveillance requirements; confined space entry;
spill containment and other emergency procedures; community health
protection, legal rights and responsibilities; on-site record keeping
requirements; and other elements required by the OSHA and EPA
regulations.

Training programs have implemented qualitative and quantitative systems
to monitor the training. The program has worked closely with EPA, OSHA,
NIOSH, DOE, DOT, FEMA and other federal agencies to maintain technical
accuracy of training materials and to assure training quality. The high
quality curricula and other training-related materials developed by the
program are available to the public through a NIEHS-sponsored National
Clearinghouse for Hazardous Waste Worker Training and its Internet home
page at ([http://www.wetp.org](http://www.wetp.org/)).

During the past year, there were three areas of training development
that are particularly deserving of recognition. These are: 1)
Partnerships with States, 2) Outreach to Minority Populations and 3)
Improved Emergency Response Operations. In each of these areas,
anecdotal highlights of this year's training activities carried out by
the NIEHS and EPA Superfund Worker Training awardees include:

[Partnerships with States]{.underline}

**DePaul University**

DePaul University\'s relationship with the Commonwealth of Kentucky
started last year when an invitation was extended to teach Emergency
Response Operations to firefighters in Alexandria, Kentucky. The
firefighters were impressed with the quality of the class, particularly
the teaching techniques. With such a positive response, the Alexandria
Fire Chief highly recommended DePaul University\'s training to officials
in Frankfort. Many divisions of state government contacted DePaul to
find out more about the programs. The Hazardous Materials Training
Officer for the Kentucky Division of Emergency Management was invited to
the DePaul Advisory Board meeting that was held in September to learn
more. After the meeting, a date was agreed upon for the first training
and various other different branches within the Commonwealth have
contracted with DePaul to perform training. These branches and the
description of the training are below.

The Kentucky Division of Emergency Management (KyEM), specifically the
Local Programs and Training Branch, serves as administrator of the
Kentucky Emergency Response Commission's (KyERC) Hazardous Material
Emergency Preparedness grant according to Kentucky Revised Statute (KRS)
Chapter 39E.080. In addition, the director of the KyEM is also appointed
as the chair of the commission. In accordance with this, KyEM negotiates
and oversees contracts and agreements on behalf of KyERC.

The Kentucky Emergency Response Commission is designated by KRS Chapter
39E to develop training requirements for local governments and those who
respond to a release of hazardous substances. Through this process,
KyERC has established and developed curricula for use in training
hazardous materials responders throughout the Commonwealth of Kentucky.
This year, DePaul conducted six classes for the KyEM. Three classes were
held in both Somerset (Pulaski County) and London (Laurel County),
Kentucky. The personnel were trained in Emergency Response Awareness,
Operations, and Technician level. There were 42 who completed the
Awareness level, 41 completed both the Operations and Technician levels.
The average age for the students was 32 years old, educated through high
school or beyond.

The students felt that this course cleared up many questions from past
safety training. One student commented that the training was "the best
hazardous materials class I have taken in my sixteen year career." KyEM
is working with DePaul University to get all (numbers estimated at
22,000 to 30,000) firefighters and emergency responders trained to the
technician level. DePaul returned to offer the three levels of emergency
response and Met amphetamine (Met) laboratory awareness courses around
the state.

The Department of Housing, Building and Construction Safety
Administration is a regulatory agency that oversees code compliance,
construction review and periodic inspections for new construction,
renovation and existing buildings and components. Divisions of our
agency include: elevators, plumbing, boilers, HVAC and fire protection
systems. Over the last couple of years, there has been an escalation of
clandestine Met-amphetamine laboratories in Kentucky. The Safety
Administrator was concerned for his inspector's safety because they come
in contact with these types of labs. Forty-two inspectors were given the
Met-amphetamine Laboratory Awareness. Out of that class, fourteen of
their hazardous materials specialists received the emergency response
technician refresher.

Training was provided for the Kentucky State Police Special Response
Team (KSP-SRT) in October. The KSP-SRT is a multi-disciplined group of
highly skilled law enforcement professionals who respond to the
unconventional law enforcement situations. The KSP-SRT responds to
hazardous materials incidents created by clandestine drug laboratories,
barricades and booby traps. They also take care of other events
involving hazardous devices. In addition, KSP-SRT plays a primary role
in crisis management following Weapons of Mass Destruction event. This
includes response to releases of hazardous chemicals and biological
agents by terrorist.

The nine Troopers on the KSP-SRT were trained in the Emergency Response
Awareness, Operations and Technician courses. The training focused on
the handling of chemicals that are used in the production of the drug
Met amphetamine. Included were the different types of "cooks" to make
the drug and also signs, conditions and situations to look for that is
dangerous depending on what phrase the "cooks" is in.

[Outreach to Minority Populations]{.underline}

Special emphasis regarding outreach to Native American communities and
other minority populations was a focal point of several programs this
past year. The Native American Tribal governments and organizations,
Bureau of Indian Affairs (BIA), EPA regional offices, as well as state
and local governments have approached awardees with special requests for
training. Each of these trainings have resulted in establishing
partnerships and focused training to meet the needs of these discrete
populations. The following are excerpts from the University of Alabama,
the New England Consortium and the California/Arizona Consortium.

**University of Alabama Birmingham (UAB)**

The UAB Workplace Safety Training Program continues to provide quality
worker training across a broad spectrum of topics and workplaces. During
this, the first year of a new grant period, the University of Alabama at
Birmingham (UAB) Center for Labor Education and Research (CLEAR)
continued training in several aspects of its ongoing grant-funded
training program, and revamped the consortium with several partnership
and target population changes. Two-thousand, five-hundred, fifty-four
individuals were trained in a total of 28,412 hours of training directly
funded by the current year\'s grant. The Native American Fish and
Wildlife Society became a funded partner with support for increased
outreach and logistical services to federally recognized tribes across
the United States.

Training for Native Americans

For the first time, the Native American Fish and Wildlife Society
handled all outreach and scheduling for the tribes. The reorganization
of this responsibility took several months; once it was underway, a
number of classes were packed into a few short months. Classes were
arranged in all geographic areas of the United States. The southwestern
U.S. continued to show high interest, and classes were held in regions
not previously served: for example, UAB instructors traveled for the
first time to tribes in North Dakota, Nebraska, Nevada and Oklahoma. UAB
answered every request, and provided training at each location where UAB
was invited.

Three-hundred, twenty-nine people participated in training programs,
primarily in First Responder Awareness Level and Incident Management
Systems courses. Ninety-six percent of trainees were tribal members.
Over 100 tribes were represented in classes scheduled by individual
tribes, local confederated tribes and intertribal councils, and by
federal agencies such as the Bureau of Indian Affairs and the Indian
Health Service. Tribal awareness and knowledge regarding emergency
planning and response remain lower than in the non-Native population. At
each new location UAB finds tribal representatives of natural resources,
law enforcement, emergency medical, fire, highways, and other personnel
whose first exposure to emergency response concepts were in these
classes. Response plans are being developed on some reservations, but
for the most part that process has not begun. Participants\'
descriptions of the reactions of themselves and others who were called
to the scene of a release indicate little or no incident management
coordination or appropriate actions in most cases. The tribes seem to be
working at the early recognition level, as were state and municipal
responders in the southeastern U.S. around 15 years ago. They are
extremely appreciative of the grant training, and are motivated and
instructed to begin planning and preparedness. UAB instructors wrote
articles for each NAFWS newsletters this year. Titles of the
publications were Hazardous Material in Indian Country; Managing the
Emergency Incident; Pesticides, Wildlife and Emergency Response; and
Emergency Planning Guidelines for Native American Tribes.

Special emphasis on cultural sensitivity and cultural heritage is
included in the Native American classes, where tribal elders often are
invited to open the class and always are consulted for input into tribal
planning including planning for emergencies. In many tribes, those who
\"keep to the old ways\" advise against thinking about bad events in the
future and suggest that if one\'s spirit is kept in balance with Mother
Earth these events can be dealt with without harm. This philosophy is
inimical to emergency planning; although the tribe has worked through
this decision before inviting training, it should be mentioned with
respect.

**The New England Consortium (TNEC)**

The New England Consortium (TNEC) is based at the University of
Massachusetts Lowell. Consortium members include the Departments of Work
Environment and the Department of Health and Clinical Sciences at the
University and five Coalitions for Occupational Safety and Health (COSH)
located in New Hampshire COSH, Western Massachusetts COSH, Massachusetts
COSH, Rhode Island COSH and Connecticut COSH. TNEC have run sixty-six
courses for 936 workers involving 14,112 hours of instruction in the
core HAZWOPER training program. TNEC has also conducted 40-hour CERCLA
training for 52 students enrolled in three Massachusetts-based
employment training and placement programs: Environmental J.O.B.S. in
Lowell, and Jobs for Youth and STRIVE in greater Boston, and a special
contract 24-hour Emergency Responder course for 11 students from the New
England Tribal Nations in cooperation with the EPA Region 1.

Outreach to Native American Communities

Additionally, members of the Penobscot Indian Nation, the Houlton Band
of Maliseet Indians, the Passamaquoddy Tribe (Maine), the Wampanoag
Tribe of Gay Head (Aquinnah,, MA), and the Narragansett Tribe of
Charlestown (RI), participated in a special 24-hour Emergency Responder
(ER) contract course held in Lowell on February 13-15. This
collaboration came about through a cooperative training agreement
between the Tribes, EPA Region 1, and TNEC. The EPA Tribal Program\'s
goal is to work with the tribes to assist them in developing
comprehensive multimedia ecosystem protection programs. According to
Deborah Brown of EPA, "EPA has a substantial trust responsibility to the
federally recognized tribes. Here in New England, we see training as a
key element in meeting this responsibility. Our working with UMASS
Lowell\'s TNEC marks the first time that we have held a health and
safety course for the tribes, and it is the beginning of an ongoing and
expanding training program designed to meet the tribe\'s environmental
health and safety needs" (TNEC Quarterly, June 2001). More training is
scheduled and expected with these tribal nations to include trainers
presenting a special 8-hour, one-day awareness course for a group of
community members of the Passamoquoddy Tribe in northern Maine on health
hazards, routes of exposure, health effects, and protective measures in
regard to toxic exposures and commonly used chemicals on their
reservation.

**California/Arizona Consortium**

Outreach to Minority Populations with focus on Native American and
Hispanic Workers

University of California at Los Angeles (UCLA-LOSH) has continued
training day laborers in hazardous awareness classes through the
organization Coalition for Humane Immigrant Rights in Los Angeles. They
have trained approximately 174 workers in 8 classes. The training this
year has focused on "assertiveness principles" and allowed participants
to engage in a helpful dialogue that highlights health and safety steps
that have been taken as a result of past trainings. Trainings were
conducted in both Spanish and English. LOSH also reached many minority
workers through the 40-hour courses taught for the Long Beach Career
Transition Center that takes community residents and trains them to work
on the Alameda Corridor Transportation Project which traverses much,
formerly industrial, contaminated land.

University of California at Berkeley (UCB LOHP) has a Spanish language
special emphasis program. They continue to target outreach and training
to Spanish-speaking workers employed in hazardous waste industries. This
year they offered both 8-hour Refresher and 8-hour Emergency Response
Awareness courses in Spanish. They conducted a train the trainer class
on the border with 35 members from Casa de la Mujer/Grupo Factor X in
October 2000 and continue to respond to technical assistance requests
from border organizations. They also conducted a 2-day train the
trainers' course with the Indigenous Environmental Network staff and
members of their affiliate organizations in October. They continue to
work with Minority Worker Training Program grantee Cypress Mandela/Women
in Skilled Trades in West Oakland, providing in-kind training to their
Training Center on a quarterly basis.

University Extension at Davis (UCDX) has provided courses for minority
students in Guam and the Commonwealth of Northern Mariana Islands
(Saipan, Tinian, and Rota). The students were all self-identified as
Asian/Asian-American/Pacific Islander.

Arizona State University (ASU) trained four classes this year for the
Navajo Nation as a result of their partnership with the Bureau of Indian
Affairs. ASU expects to train five more classes this year for the Navajo
Nation. They also have a grant from the Southwest Center for
Environmental Research and Policy that involves both research projects
and seminars with maquiladoras dealing with waste solvent reduction in
the border cities of Nogales, Sonora, Agua Prieta, and San Luis Rio
Colorado. These partnerships established with the maquiladora
associations and the professional associations in the Mexican border
cities will enhance their ability to extend the HAZWOPER training in
these cities in the future.

Alaska Health Project (AHP) has made a special effort to maintain and
expand their contacts with Alaskan Native groups. This year they worked
with the Tlingit and Haida tribes on the Prince of Wales Islands. They
provided 40-hour and refresher training for the Yakutat group. Their
trainings in Southeast Alaska will prepare local native workers for the
cleanup of their villages. One of the villages there, Metlakatla has
received Brownfields status.

[Improved Emergency Response Operations]{.underline}

**Midwest Consortium (under the direction of University of Cincinnati)**

Michigan State University, in cooperation with the Michigan Professional
Fire Fighters Union and the Association of Underground Contractors,
received funding from the State of Michigan to conduct trench rescue
training for members of fire departments throughout the state. The
training was offered to assist fire departments in meeting rescue
training requirements under the Michigan Occupational Safety and Health
Act. During the three-day program, fire fighters learned how to approach
and assess a trench rescue incident, as well as how to perform basic
trench rescues. In addition, contractors learned how to prepare the site
to expedite rescue efforts once the fire department arrives. Under the
grant, MSU will train 96 fire fighters at the Operations Level and 48
fire fighters as instructors for the Awareness-level program.

A chemical manufacturing plant in Illinois was reorganized into two
smaller units, and the smaller of the two resulting companies sold. Only
the larger unit was able to maintain its Response Team. During a loading
procedure at the smaller facility, a pyrophoric chemical was released.
The team from the larger unit responded, donned Level A suits and
managed the incident. During debriefing, it was apparent that
preplanning had been inadequate; for example, many employees at the
smaller unit were totally unaware of emergency response procedures.
Training time was devoted to hazard awareness and emergency response.
Additional funds were made available for the team. \"Continual training
and regularly scheduled drills help responders to become more familiar
with the site and to build a better working relationship with the
facility\" writes the emergency response coordinator of Wood River
Refinery (where University of Illinois has conducted many hours of
training) in the November 2000 issue of Fire Engineering.

**University of Alabama Birmingham (UAB)**

A member of a local community fire department reports being called to
the scene where an untrained swimming pool operator loaded granular
calcium hypochlorite into the filter compartment on a pump, instead of
dissolving the chemical directly into the pool water. When turned on,
the pump exploded and blew granules all over a small closed room where
it reacted with moisture on the floor and in the air to generate
chlorine gas. One responding fire fighter, untrained in hazmat response,
wanted to wash down the room with water, which would have liberated
extensive chlorine gas. The other responder, trained at UAB, was able to
assess the hazard and determine they did not have the proper protective
gear to handle the release. They isolated the area and called trained
and equipped responders.

A worker at a bakery plant was hit with a blast of anhydrous ammonia
when a pipe valve ruptured. His coworkers, trained at UAB, knew what to
do for the victim as the result of anhydrous ammonia being part of
scenarios that had been addressed in class. They knew how to use their
Personal Protective Equipment (PPE) to safely stop the leak and how to
handle evacuation of the plant. From their Incident Management System
training, they were able to deal effectively with the local fire
department and police personnel who wanted to take charge but were
untrained. They also dealt appropriately with the press during and after
the incident.

In a highway incident, a state environmental inspector assigned to
emergency release response prevented a serious secondary exposure by
preventing local fire fighters and emergency management personnel from
spraying water on the spill of a hot, water reactive material. Tempers
flared at the scene, but he held his ground and avoided the generation
of a greater hazardous plume.

**International Association of Firefighters (IAFF)**

As part of the developing approach to meet the training needs of new
fire/rescue members, the IAFF has begun a curriculum integration effort
that capitalizes on the economies of integrating these programs for
presentation in the new employee arena. Each program discusses areas
such as risk management, pre-planning and personal protective equipment,
as well as standard operating procedures. By integrating the
presentations, IAFF has the opportunity to eliminate redundant material
and provide key information mandated by OSHA to new employees throughout
the U.S. IAFF initial investigations have determined that a number of
larger fire departments are eager to use this approach in order to meet
their OSHA-required educational responsibilities in the areas of
hazardous materials, confined space and infectious disease prevention.

## Minority Worker Training Program (MWTP) Development

The MWTP completed its sixth year of training through six programs at
the Center to Protect Workers' Rights (CPWR), Xavier University
(Xavier), Jackson State University (JSU), DePaul University (DePaul),
Laborers-AGC Education and Training Fund (L-AGC), and the University of
Medicine and Dentistry of New Jersey (NJ/NY Consortium). The main goal
of this program is to recruit young people of color and provide a
vigorous training program that eventually leads to productive
employment. There were changes with the MWTP this year. New awards were
made to Xavier University, which will continue their productive
relationship with Clark Atlanta University. Jackson State University
received a no-cost extension to complete their job placement and
tracking activities to close out their cooperative agreement. Over the
past six years 1,984 young minority adults have been successfully
trained in worker health and safety training for construction and
environmental cleanup. For the six-year summary, of the 1,984 students
trained, 1,274 trainees are employed representing an overall job
placement rate of 64% (See Appendices 6-9).

These six programs during the period of September 1, 2000 to August 31,
2001 provided training to 342 trainees in 15 cities. These cities are:
Baltimore, MD; Chicago, IL; Denver, CO; East St. Louis, MO; New Haven,
CT; Exton, PA; Houston, TX; Newark, NJ; New Orleans and Baton Rouge, LA;
New York City, NY; Oakland, Los Angeles, and San Francisco, CA; and two
programs in Washington, DC. No new training was conducted in Jackson, MS
this year. Of those 342 trainees trained, 204 trainees are gainfully
employed. Courses ranged from Life Skills to Environmental Technician
training with a total of 209 courses offered representing 136,730
contact hours (See Appendix 10).

[Demographics and Placement Data]{.underline}

Of the 342 trainees this program year, 299 trainees were male, 43 were
female with the majority of trainees Black at 87% and Hispanic at 9%. A
complete breakout of demographic data is located in Appendix 11. Several
programs have demonstrated over the years their ability to outreach to
diverse organizations and worker populations and recruit qualified
workers throughout the country. What is remarkable is that out of those
students that completed all segments of training, the majority of them
obtained gainful employment.

Those programs that had exceptional job placement for this year were
CPWR (78%), L-AGC (66%), NJ/NY Consortium (77%), and Xavier (68 %). See
Appendix 9 for a six-year summary of job placement rates for all
programs. Highlights from all of the programs are below.

**Center to Protect Workers Rights -- (CPWR)**

During the first year of the five-year Minority Worker Training Program
(MWTP), the Center to Protect Workers\' Rights (CPWR) administered
programs in four communities with community-based organizations. Those
communities include Denver, CO with the Colorado Peoples Environmental
and Economic Network (COPEEN); International Union of Painters and
Allied Trades, with East Baltimore Community Corporation formerly known
as Fair Chance, Inc; New Orleans, LA with the Louisiana Regional Council
of Carpenters; and Oakland, CA with Cypress Mandela/WIST Training
Center. CPWR proposed to train a total of 75 students for program year
and as of August 31, 2001 actually trained 73 students. Of that number,
57 were placed in jobs. Fifteen students were placed in environmental
jobs. It is important to note that while only 15 of the total placements
were initially placed in environmental jobs, 36 students entered
different unions apprenticeships. Since these apprentices will work for
a variety of contractors/employers during the course of a year, it is
probable that they will encounter some environmental hazards on the
various work sites. This program has prepared all of the students to
identify environmental hazards and safely work in areas that may be
affected.

The ethnic breakdown of the 73 are 57 Blacks, 10 Hispanics, 1 American
Indian, and 5 Asians of which 66 were males and 7 females. The
educational background of the students at program entry includes 46
students with high school diplomas, 8 with GED\'s and 19 with No GED.
Fifty-eight students were unemployed at program entry and 15 students
were underemployed.

With the exception of the Denver MWTP, each program provided all of the
components of the CPWR pre-apprenticeship model: life skills,
environmental worker training, construction skills training, job
development, placement and student tracking. Denver MWTP did not offer
construction skills training, however, they offered life skills,
environmental worker training job development, placement and tracking.
Although available for each program participant, the Life Skills
components\' hours of service varied depending upon the needs of the
students. CPWR, through its MWTP consortia, conducted 38,836 contact
hours of training for 73 students in Denver, CO, with 10 students
trained; Baltimore, MD (via IUPAT) with eight students trained; New
Orleans, LA, with 13 students trained; and Oakland, CA, with 42 students
trained.

CPWR also sponsored a joint workshop of the BMWT and MWT programs and
the Environmental Justice Advisory Committee in October 2000. For this
workshop a manual was developed containing standardized program
information and financial and statistical reporting forms to serve as a
resource for program operations and reporting requirements. During the
three-day workshop each program was required to present one of the five
components of their pre-apprenticeship model. There are two areas of
improvement that each program continues to address: attrition and
student tracking.

Cypress Mandela Center: Of the 31 students enrolled in the first class
of the MWT program, 28 students graduated. To date 27 MWTP graduates are
employed. Retention efforts were excellent for this program. As
previously mentioned, their contracted goal was to enroll and train 25
participants under the MWT program. They enrolled 31 MWT students. They
continue to evaluate their selection process and have enhanced their
interview process by adding more questions for the panel. Last fall they
added a Cypress Mandela site visit so that the applicants can get an
idea of where they will be training and what they will be doing. They
are advised to come to the training center dressed in work clothes
(including boots) and they will be at the Cypress Mandela site for
approximately two hours. During this time the instructors highlight,
once again, the rules and regulations and give hands on demonstrations
of some of the lessons. This seems to play very well with those present
and they go away with a good idea of what they can expect. Those
applicants who feel this is not the career for them, usually self
eliminate at this time.

**Xavier University of New Orleans (Xavier)**

The East Baton Rouge Parish Minority Worker Training Program targeted
25, 18-25 year old African American men and women from communities
within East Baton Rouge Parish in the area encompassing Baker, Alsen,
and Scotlandville, Louisiana at the northern end of the Mississippi
River Chemical Corridor. The program provided six weeks of basic skills
training that began March 19th and ended April 27th. The Laborers
provided technical training at their facility in Livonia, LA. The
technical training consisted of General Construction, Hazardous Waste
Worker, and Lead/Asbestos Abatement. The technical phase of training was
completed June 14th. Seventeen of the 25 program graduates have obtained
employment. This results in a placement rate of 68%.

**DePaul University (DePaul)**

This year DePaul trained 63 young adults for its Minority Worker
Training (MWT) Program and provided them with more than 400 hours of
classroom and hands on training. Over 5,900 contact hours were
generated. The goals of the MWT program were to train 55 students total
in Chicago and Washington, DC and help them initiate careers in the
environmental field and provide them with the skills to make economic
improvements in their communities. A total of 89 individuals were
trained for the 2000/2001 fiscal year and over 20,000 contact hours of
instruction were delivered to trainees, and more than 500 hours were
taught in courses such as lead abatement, Hazardous Waste Operations
(HAZWOPER), asbestos abatement, underground storage tanks, life skills
training and GED preparation. Of those 89 students, 23 are actively
employed.

Chicago, IL Program: Because of mission and program compatibility, and
to provide a more comprehensive array of skills training, services and
support to like target populations, DePaul University collaborated with
two local organizations to train 40 students in Chicago, IL. DePaul
shared resources with the YouthBuild through the Genesis Housing
Development Corporation (GHDC) program and African American Contractors
Association (AACA) by integrating its respective service components into
a single program design, with the following lines of responsibilities:

DePaul primarily provides intake and assessment,
life-skills/Instrumental Enrichment, basic skills/GED preparation and
environmental remediation training, and student allowances during
classroom training. GHDC provides community outreach, recruitment,
leadership development, and case-management and participant wages during
actual on-the-job/work experience training phase. Lastly, AACA provides
Basic construction and safety training in areas such as
demolition/excavation, carpentry/dry walling, plumbing, tiling/flooring,
painting, hands-on work-experience and job placement.

Washington, DC Program: The Alice Hamilton Occupational Health Center
(AHOHC) in Silver Spring, Maryland coordinated this program. AHOHC, a
non-profit organization incorporated in the District of Columbia, has
existed for over fifteen years and has played a significant role in
occupational and environmental health issues, both locally and
nationally. The AHOHC has placed special emphasis on reaching minority,
low education/literacy and other underserved workers in the
environmental remediation and removal field.

Under the leadership of a former MWT graduate, now an AHOHC instructor,
AHOHC recruited two cycles of students, 15 individuals in the first and
21 in the second cycle for a total of 36 students. AHOHC\'s partnership
with Bridges to Friendship continues and was again very helpful to the
program. This year, recruitment efforts also involved Strive DC,
Covenant House, and StepUp. Strive DC provided the initial life skills
training to participants who had not had previous life skills courses.
Covenant House Washington provided skills and interest assessment of
participants, and StepUp was contracted to provide social work support,
case management, employment placement assistance and sustainability for
participants.

East St. Louis, IL SuperJTI program: The DePaul/ consortium received
carryover dollars to launch its training in the East St. Louis area in
July 2001. Since a part of the carryover dollars originally came from
the SuperJTI program, the technical training in East St. Louis is
reported in the HWWT program. The recruitment, screening, testing and
life skills components are reported in the BMWT and MWT program data. A
total of 27 students were trained in East St. Louis of which 13 were MWT
participants.

DePaul began its program in East St. Louis in July 2001 along with its
partners Neighbors United for Progress (NUP) and Southwestern Illinois
Community College (SWIC). NUP is a non-profit, civic organization whose
purpose is to assist low and moderate-income persons with marketable
skills training, leadership seminars/workshops, and various counseling
services. NUP operates from within the Calle Boyd Community Center in
East St. Louis. NUP performed the outreach and recruitment in the
community and over 50 individuals were screened for the program.
Southwestern Illinois Community College operates its Adult Education
Department on two campuses in the East St. Louis area. The East St.
Louis Community College Center was the location for the life skills
training. The college provided assistance with the initial selection and
testing of students along with two weeks of intensive instruction.

Of the 13 MWT students trained in East St. Louis, all were African
American ranging from 18 to 25 years of age. There were 11 males and two
female students. Nine students had high school diplomas, two had GEDs,
and two did not have a high school diploma or a GED. Upon entering the
BMWT Program, 12 students were unemployed and one was underemployed. One
trainee is now employed at an agency in East St. Louis, and the
remaining students are seeking employment with local environmental
companies.

**Laborers-Associated General Contractors Education (L-AGC)**

Continuing a tradition of success, the L-AGC Minority Worker Training
Program (MWTP) has exceeded its training goal and positively impacted
the lives of program participants in five communities across the
country. In the first year of a new cooperative agreement, L-AGC has
garnered best practices and lessons learned from its own experiences in
the previous five years of the program as well as from other fellow
grantees to produce outstanding program results. As outlined in the
training plan, Laborers expanded the MWTP from three to five programs
this year, making it the most comprehensive and extensive attempt at
MWTP training for the Laborers.

The final total of 127 trainees surpassed the original program goal by
58 trainees or 83% and reflects 34 more trainees than last year's
accomplishments. Currently 84 graduates or 69 % are employed.
Coordinated efforts have produced a total of 127 trainees in various
levels of environmental and construction job skills. Young adults of
color between the ages of 18-25 have been trained in environmentally
impacted communities in New Haven, Connecticut (17); San Francisco,
California (33); Exton, Pennsylvania (16); Houston, Texas (30); and
Washington, D.C (31). For the first time since the inception of the MWTP
they have trained over 100 youths in a single program year, far
surpassing the set program goal of 69.

In addition to basic academic and life skills training, trainees
received job skills in asbestos and lead abatement, hazardous waste, and
general construction. The training was more tailored to individual
employment needs in the various targeted communities. This allowed for
the addition of new, more focused job training, such as Microbial
Remediation in San Francisco specifically created to address cleanup at
the Hunter Point Shipyard. The new focus also allowed for the deletion
of traditional, yet under-demanded training in certain areas, such as
the reduction of lead abatement training in Washington, D.C. where there
are little or no lead abatement employment opportunities.

Currently, 84 trainees or 66 % of this year\'s program participants are
employed. Salaries range from \$12,480 to \$39,998 with the majority of
the workers in environmental and construction related jobs (see MWTP Job
Placement Chart in Appendix 12). In addition, this is the first year
they have graduates working on a Superfund site in San Francisco,
California, an accomplishment that supports the philosophy of the
program. In still another major accomplishment this year, eleven
graduates have been indentured into the Construction Craft Laborer (CCL)
Apprenticeship Program, with seven from the New Haven MWTP and four from
the Washington, D.C. MWTP. The CCL Apprenticeship Program provides
mentoring, lifelong education, and training throughout a broad career
path for program graduates.

A highlight of this year's program was the development of curricula
geared to health related issues of people of color. Four manuals have
been developed for this purpose: Women in Construction, Fitness for
Duty, Building a Positive Self Esteem and Ways to Manage Your Stress. In
addition a comprehensive Lessons Learned Document was developed as an
assessment and evaluation tool of all of the programs involved in the
Laborers MWTP.

Houston, TX Program: The inaugural year of the Houston MWTP has proved
to be an overall success. Implemented by Make Ready, Inc. (MRI), an
active, community-based organization in the Houston metropolitan area,
the Houston MWTP has excelled in all phases of the program. The program
has quickly become established in the communities it serves and has
garnered recognition from elected officials, community residents, and
other social service agencies. The program is the first of its kind in
the area and is unique in providing academic enhancement, life skills,
job skills and viable avenues of employment. The targeted goal for this
year\'s training was 15 trainees with an additional 10 trainees to be
trained with supplemental funding from available carryover funds.
Training a total of 30 trainees, MRI has doubled their goal of trained
participants this program year, a remarkable accomplishment for a first
year program.

A total of 30 trainees have completed all of their training, and 21
graduates (70%) are employed. Salaries range from \$16,640 to \$39,624
well over the average salary for that area of the country. Eleven
graduates (or 52% of those graduates employed) are working in
environmental jobs while three of the graduates have joined the Laborers
local union.

San Francisco, CA Program: As the oldest and only original Laborers'
MWTP, under the direction of Young Community Developers (YCD), it
continues to be a model program in its sixth year of implementation. The
program has exceeded its targeted goals of participant completion for
the past three years. To date, a total of 25 trainees received training
during two cycles of training, and an additional eight completed skills
training in hazardous waste worker and microbial remediation training
for a total of 33 trainees, eight more than the targeted goal.

Job placement surpassed projected efforts for environmental jobs. Thirty
(or 90%) of the 33 students trained are currently employed. Out of this
percentage, 18 of the 26 graduates completing job skills offered through
our affiliated training fund are employed in environmental jobs, earning
between \$26,000 and \$35,000 annually. Eight of these graduates secured
employment at the Hunters Point Shipyard, a local Superfund site. The
employment of trained community residents at a Superfund site in their
community is just one of the stellar reasons this program has become a
model program.

With the success of this program, YCD was able to leverage additional
support from the U.S. EPA Brownfields Job Training Initiative Program
and assisted EPA in securing the national Innovations 2000 Award from
the Ford Foundation and the Harvard School of Government. The SF MWTP
also incorporates a community service piece, which requires
participation in community activities and encourages on-going
involvement in activities that directly affect the community. The goal
of this mandatory activity is the successful interpretation and
understanding of individual and group accountability and responsibility.
The MWTP has served as a catalyst for increased local union and
community involvement in the Bayview Hunters Point community of San
Francisco.

Washington, DC Program: This program year, the Francis L. Greenfield
Laborers Joint Training Fund of Washington D.C. and Vicinity began its
first year of participation in the MWTP. The second of our affiliated
training funds to have a stand alone MWTP, the DC MWTP had a very
productive and successful year. The targeted goal was to recruit and
train a total of 22 trainees (with 12 trainees from the original
workplan and an additional 10 trainees to complete five weeks of
training with supplemental funding from carryover funds.) Training
accomplishments have produced 31 trainees exceeding the goal. Moreover,
eight of the graduates have been indentured into the Laborers CCL
Apprenticeship Program and are currently working with union contractors.

A total of 31 applicants were accepted into the MWTP program. Of the 24
graduates, 14 (or 58%) are currently employed. Eight are enrolled in the
Laborers Apprentice Program and working in construction. The two-year
apprentice program is operated under the rules of the U.S. Department of
Labor and is jointly managed by the Laborers Union District Council and
area construction contractors. It is the only government sponsored and
recognized program for training laborers in the metro Washington, D.C.
area. As registered apprentices, the trainees will be able to pursue
both the GED and English as a Second Language (ESL) courses for as long
as they remain working in construction with contractors who have
agreements with the Laborers Union. They will return to the training
fund one-day per month for training over the next two years. Seven of
the apprentices are members of Laborers Local #74, and one more is a
member of Laborers Local #456. One graduate is working in the
construction industry as a flagger, and four are employed in
maintenance. Salaries range from \$7,000 to \$19,200.

Stipends for participation, transportation and childcare were
distributed on a weekly basis. As trainees without transportation and
with young children face logistical barriers getting to training and
work, childcare stipends were available to all trainees. Fifteen
trainees utilized the childcare stipends. The high percentage of female
trainees made childcare stipends a crucial and advantageous component to
the program. Addressing challenges associated with training minorities
are essential with this program; therefore, the successful training of
the large percentage of Hispanic trainees in the DC MWTP (42%) warrants
special recognition. Communicating across language barriers and
providing life, basic, and job skills training to such a diverse group
is a specialty that the DC Training Fund is proud of. The ability to
read and write in English is also important for advancement in the
industry. Even entry-level jobs require that an individual recognize
words in English. Life skills and literacy training were important
components of the Fund\'s efforts to encourage its trainees to pursue a
successful career in construction. Provided by staff of the Fund, the
life skills training focused on transportation and childcare issues,
peer models and responsible behavior, communication skills, and conflict
resolution. The basic reading and writing was geared to the different
levels of language proficiency in the group.

**New Jersey/New York Hazardous Materials Worker Training Center (NJ/NY
Consortium)**

In the first year new programming was introduced as well as new formats
for the self-evaluation of participants, which made a more concerted
effort to find those who have been the hardest to reach and whose
communities have continued to suffer high unemployment rates during a
period of economic prosperity. The NJ/NY Consortium actively recruited
from the penal system and the network of homeless assistance agencies
that exists in the New York City (NYC) metro area. The results have been
gratifying. The community based partners touched base with over 300
young people in the NYC metro area during the outreach and recruitment
phases. With a class of 30 students, a total of 25 graduated from the
program. Twenty-three are currently employed resulting in a 77% job
placement rate. The results were a highly motivated and focused group of
young people, although many had special assistance needs. The Consortium
was able to assist students with housing and day care issues, passing
their GEDs, and selecting from several new areas of employment,
including waterfront development and ecological restoration.

At the completion of training, 23 of the graduates (96%) have work
assignments. Two graduates were accepted into full time higher education
programs at the City University of New York to major in Environmental
Science. One student obtained a position with an affiliated
community-based partner to the program as an Environmental Justice
Outreach and Recruitment Coordinator for the NJ/NY Consortium in
2001-2002. The successful placement of 96% of graduates by the end of FY
2000-2001, 10% of whom are achieving their GEDs, the ability to be a
part time employer, and 8% going on to higher education reflects the
strength of the training program. It is also indicative of the
appropriately intensive and extensive outreach/recruitment and screening
program that NJ/NY Consortium initiated, and continues to fine tune as
the program proceeds.

[Union Status]{.underline}

Training is designed to assist the graduate's entry primarily into
construction and environmental assessment and cleanup work, and
secondarily into higher education and community service. The programs
goal is for students to gain entry into local construction unions that
result in jobs with a living wage. Being a member of a union results in
higher wages, better benefits, contribution toward pensions, better
workplace standards and improved health and safety protection. Being an
apprentice member of a construction union obligates students to maintain
enrollment in a multi-year Department of Labor approved apprentice
program. In the case of the New York District Council of Carpenters, the
apprentice program lasts four years and is free to all apprentice union
members in good standing. Other members of the building trades have
similar programs, including the Painters, Sheet Metal, Stationary
Engineers and the Laborers. Of the 23 students working, 21 (95%) are
members of building trade or municipal unions, including 11 as
Carpenters, two as a Sheet Metal Worker, three as Laborers, one as a
Painter, four as Stationary Engineers and one as a Building Maintenance
Engineer. One of the graduates is a field technician, working for an
environmental monitoring company. One student was hired by one of the
participating Community based partners in the capacity of liaison to the
MWT Program. Wages are impressive for this program with students earning
an average of \$16.85 per hour (\$29 including benefits). The minimum
wage earned is \$13.14 per hour, while the maximum is \$32.00 per hour.

[Program Changes and Accomplishments]{.underline}

Each year the program adapts its training programs to institute
administrative policies and procedures to address the impediments to
successful program implementation. During the various program trainers
exchange activities, program directors meetings, evaluation efforts, and
awardee meetings and technical workshops, awardees make these structured
changes to address specific impediments. Some of the highlights of these
changes are in the area of Retention and Recruitment, Development or
Updates to Curricula and Job Placement Efforts.

[Recruitment and Retention Efforts]{.underline}

Each program has addressed one of the major impediments to successful
programs, recruiting and keeping qualified students. By characterizing
the lessons learned from each program, training has been modified to
include new and innovative administrative procedures that are listed
below.

**Xavier University**

Similar to the NJ/NY Consortium "Try Out Week", Xavier has instituted
the \"Week of Endurance\" which involves a week of activities designed
to assist program administrators and representatives of the advisory
board in selecting trainees to participate in the training. The program
involves physical challenges, problem solving activities, team building
exercises, workplace safety, drug abuse awareness, orientation to
building trades, environmental careers, a Habitat for Humanity service
project, and a day of construction site tours. This comprehensive week
of participatory training allowed trainees to self select out of the
program if they lack interest in obtaining careers in the construction
and environmental industry. It also provided staff with valuable
information to assist them in the selection process.

**Center to Protect Worker's Rights (CPWR)**

Assessment and testing took place at the training center and gave the
applicants a chance to see the Cypress Mandela program in Oakland, CA
where all of the instruction took place. The Test for Adult Basic
Education (TABE) was administered and applicants who completed the test
were given interview appointments for a later date. The interview panel
was comprised of instructors, advisory board members, union
representatives and Cypress Mandela Partners such as the Oakland Private
Industry Council (OPIC). During the interviews information was obtained
that determined the applicants commitment to the pre-apprentice training
program. Applicants must attend and successfully complete each phase of
the recruitment process in order to be considered for admission. Any
person who the interviewers feel is not a viable candidate for
pre-apprentice construction training is referred to the OPIC for
counseling, job readiness workshops or other employment opportunities
through the One-Stop Career Center. Having this connection to the OPIC
and One-Stop Career Center, Cypress Mandela programs appeal to a
diversity of individuals and allows them to recruit from a larger
population base of eligible workers.

By incorporating lessons learned from their evaluation of their
recruitment and student selection process, Cypress Mandela continues to
evaluate their selection process and have enhanced their interview
process by adding more questions for the panel. Last fall they added a
Cypress Mandela site visit so that the applicants can get an idea of
where they will be training and what they will be doing. They are
advised to come to the training center dressed in work clothes
(including boots) and they will be at the Cypress Mandela for
approximately 2 hours. During this time the instructors highlight, once
again, the Rules & Regulations and give hands on demonstrations of some
of the lessons. This seems to play very well with those present and they
go away with a good idea of what they can expect. Those applicants who
feel this is not the career for them, usually self eliminate at this
time.

**L-AGC**

The Washington DC Training Fund received a total of 108 applications for
the MWTP (63 from men and 45 from women.) The applicants were recruited
through marketing and publicity efforts with the city government,
churches, non-traditional employment agencies for women, community
organizations and word-of-mouth. Each candidate completed an
application, interviewed with a D.C. Training Fund staff member, and
took a three-part evaluation test. The evaluation test is an assessment
tool designed by the fund to adequately screen all new training
applicants for the D.C. Apprenticeship Program. The test consists of a
14-question math test (addition, subtraction, multiplication, division,
and reading measurements on a ruler); a tools and materials
identification quiz; and a hands-on exercise. The hands-on exercise
consists of moving concrete blocks, wheeling gravel, and moving lumber.
Applicants are observed while performing these tasks and scored for
attention to safety, efficiency, and attitude. In addition to
determining whether an applicant is selected for the program, these
scores are used to assess the level of readiness for work. For example,
an individual who has difficulty reading a ruler during the evaluation
test is then given extra attention during the math class.

[Development of Curricula]{.underline}

As these programs evolve, adaptations or development of new curricula
has occurred. Several programs have added new curricula during this
program year. Three of these new curricula involve the work of Laborers
AGC and the NJ/NY Consortium. Courses in the area of Microbial
Remediation, Health Disparities for Minority Populations and Ecological
Restoration have been developed and tested during this period. A
description of each of these new courses is below.

**L-AGC**

The only curricula addition was the Microbial Remediation training
course submitted for approval to NIEHS for use in the San Francisco
program. The course, developed for use in mold and mildew removal, was
essential for employment opportunities at the Bayview Hunters shipyard.

The L-AGC also worked with the Laborers Health and Safety Fund of North
America (LHSFNA) to institute a special emphasis program which expands
the MWTP through the development of curriculum that specifically
addresses health-related issues and specific needs of women and trainees
of various ethnic origins. Workplace hazards and general health issues
are a concern for all workers; however, there are some health-related
issues that have a disproportionate impact on women and people of
certain ethnicity. Additionally, research shows that many of these
health issues create barriers to entering the trades and affect
retention rates. The new curriculum focuses on various ailments such as
stroke, hypertension, diabetes mellitus, race-specific cancers, obesity,
substandard diet, musculoskeletal disorders, osteoporosis, blood borne
pathogens (HIV/AIDS), and reproductive hazards. Moreover, the curriculum
does include workplace culture topics such as hostile work environment,
inadequate sanitary facilities, ill-fitting personal protective
equipment, stress management, substance abuse awareness and prevention,
physical conditioning, and health care consumer issues. All topics were
presented in the context of a general Fitness for Duty Program, which
will further increase the participants\' employability. In this way, the
curriculum focuses on health and safety issues as they relate to a
prolonged career in the construction industry, as well as participants\'
knowledge of personal health issues.

Still in its formative stage, the curriculum was pilot tested with MWTP
participants this year at the Laborers Joint Training Fund of
Washington, D.C. and Vicinity. Post-program debriefing sessions will
occurr to assess the impact of training on the work lives of
participants. Next year, it will be distributed to all other Laborers
programs. The special emphasis curriculum was the focus of two articles
by both L-AGC and LHSFNA in the May/June 2001 Laborers magazine
distributed to all LIUNA members.

**NJ/NY Consortium**

An Ecological Restoration curriculum was developed. With pending
environmental remediation legislation on the state level, waterfront and
ecological restoration are fast becoming a hot environmental issue for
the northeast, especially in the city and its surrounding area. All five
of the boroughs of New York City have extensive waterfront property,
with two of them having more than 50% of their borders comprised of
waterfront and two being islands. While anticipating state level
environmental legislation concerning those areas identified as
brownfields or super fund sites, this curriculum was developed to meet
the growing challenge of returning neglected and previous manufacturing
water front sites to open space and green space. The course contains
several components that are intended to develop the program
participant's basic understanding of ecology, the historical development
of restoration, and its relationship to contaminated land reclamation.
This involves a review of the roles the public, private and local
community sectors have in the developmental process. The course
incorporates classroom training urban ecology tours to conceptualize the
fundamentals of ecological restoration and Brownfield clean up. Field
training on revegetation and plant propagation is included. Participants
are introduced to the principles of propagating through hands-on
training in propagating native species and nursery preparation as well
as care, where they learn basic Ecological Restoration technical
knowledge and the skills associated with bio-remediation.

[Job Placement Efforts]{.underline}

One of the critical areas that each of the programs work to improve each
year is job placement efforts. As the labor market for environmental and
construction workers change due to influx of new opportunities and
worker skills sets, the programs must track these changes and work
closely with contractors and other organizations to make sure that the
students are trained for the appropriate jobs that are being contracted
in that geographic area. Several of the job placement efforts are
described below.

**Xavier**

Xavier and Southern University received an enormous amount of support
from contractors located in the areas targeted for training. Job
Developers launched an aggressive job placement campaign to ensure
employment for program participants. Alliances were formed with local
employment agencies, Construction and General Laborers Union Local #1177
board members, and community leaders to further impact the job
development process. Twenty-one, (84%), of MWTP participants are
currently employed. The Job Developers continually made weekly contacts
with participants to provide them job leads and other information. To
ensure successful job placement for program participants, the Job
Developer implemented activities to support successful employment of
program participants. These activities include:

(1.) Referrals to potential employers - A list of 30 perspective
employment agencies and employers was mailed to each participant.

(2.) Alliances were formed with local employment agencies, Construction
and General Labor Local #1177, MWT Program Board Members, and community
leaders to assist in job placement activities.

(3.) Laborers Union Local #1177 provided needed additional OSHA Training
and certification for participants.

(4.) Implementation of a bi-weekly employment status-tracking program
where program participants were contacted by phone provided additional
job referral resources. This activity was designed to assist with job
placement for participants with short-term employment and inform others
of job opportunities and vacancies.

(5.) Scheduling a block of time for participants to report to the
Minority Worker Training Program Computer Lab for job search using the
internet.

(6.) One-on-one job counseling and assistance as needed.

**CPWR**

CPWR Oakland Program: All graduates of Cypress Mandela are tracked after
placement to ensure retention and employer satisfaction. This is the
responsibility of a program assistant who begins tracking the students
one week after initial placement. The follow-up is then continued on a
3-month, 6-month and 1-year intervals. Ninety to ninety five percent of
the students are placed by graduation. The remaining students are placed
within a few months and are tracked according to the intervals above.

The Cypress Mandela staff stressed the importance of contacting the
training center periodically, however, phone numbers and addresses
change and it has proven to be an extremely difficult task. Those
students who can be contacted, seldom return phone calls. The
established relationship with the unions has aided this endeavor. The
coordinators and business agents are instrumental in helping to track
the students and apprentices.

The Advisory Board continues to meet on a bi-monthly basis. The board
makeup consists of a labor attorney, an environmental health specialist,
union representatives, community college personnel and contractors.
There have been several projects initiated by board members including
the adoption of the CMWTC by the Association General Contractors (AGC),
who have encouraged their member contractors to hire CMWTC graduates.
Several large construction companies have permanently relocated to the
East Bay (Oakland, Berkeley, etc.) and advisory members have met with
their representatives to advocate for the hiring of Cypress Mandela
graduates. The boards ongoing concern is continued funding for the
training center and they are eagerly pursuing creative ways to address
this issue.

Cypress Mandela in partnership with the Peralta Community College
District offers three college credits for carpentry to the trainees who
attend classes and register through their program. This acts as an
incentive to the students and the level of training allows them to think
about expanding their abilities in this arena. It is unknown how many
students actually choose to pursue advanced degrees.

**L-AGC**

Trainee follow up is an on-going process. It is extensive, personable
and similar in scope for all programs. The dynamic nature of the
industry lends well to graduates staying in contact with job developers
on a continual basis as they look for other employment once a job or
project is completed. All sub-grantees and affiliated training funds are
responsible for individual case management of trainees to document
progress in job placement, retention, and needed support services. After
completion of job skills training students are contacted on a weekly
basis. Once they are employed, contact is attempted on a monthly basis.
In addition to the individual case management by sub-contractors,
Apprenticeship Coordinators and/or Union Business Managers track
trainees who are indentured into the apprenticeship program or local
union. Employment is also tracked through information gathered from
refresher courses. All stakeholders work together to ensure that every
effort is made to assist trainees in becoming a viable part of the
workforce.

Trainee follow up is often easier for those in the CCL Apprentice
Program because coordinators are required to track each apprentice
closely to ensure that both he or she and the employer are following all
guidelines of the program. Each week CCL Apprentices are required to
submit a copy of their pay stubs, union blue book page, and the
apprentice hours tracking sheet for their record book. Individual
success stories are a component of each program, MWTP student success
stories are highlighted on the new Laborers LEARN website at
[www.laborerslearn.org](http://www.laborerslearn.org/) , a web portal
designed to be both an information-gathering and educational tool for
all sub-contractors. Lifestyle changes in participants from the SF MWTP
are highlighted on the web portal. The stories range from a mother of
two on welfare becoming economically independent to an ex-offender
turning his life around and improving his work ethic by becoming a
foreman at a local job site. Success Stories are below:

Tiffani Reed, 23 a struggling, single mother of a four year-old boy had
been working at a clothing store for \$7.50 an hour in San Francisco,
CA. While on public assistance, she heard of the Minority Worker
Training Program (MWTP) through her caseworker. She knew there was a
real future for her in the construction industry after she went to the
MWTP orientation. She endured the difficult entry requirements of the
program and finished at the top of the class, achieving top scores in
all training segments. As one of the class-appointed leaders, Tiffani
addressed her fellow graduates and explained that the Young Community
Developer\'s Minority Workers Training Program had given her opportunity
to change her mind and change her life. Now in her sixth month of
continuous employment, Tiffani assists the head environmental technician
at a rate of \$33.10 an hour. Having a new sense of financial freedom,
Tiffani and her son moved out of her mother\'s house into their own
two-bedroom apartment, and Tiffani recently purchased a new truck. She
explains that the journey wasn\'t easy but was well worth it.

Joseph Broussard, 24, a husband and father of two realized that he
wanted a better life for his son and daughter. Having spent the last
five years incarcerated, Joseph felt that his employment potential was
substantially limited. After many discussions, his parole officer
mandated that he come to the MWTP orientation. Soon after enrollment, he
began to embrace the concepts of pride, work ethic and individual
responsibility. No longer resisting change, Joseph applied himself,
going from one of the worst students in his class to one of the best.
Understanding the benefits of union membership, Joseph quickly joined
and is now working at a rate of \$22.00 an hour. Joseph is a strong role
model for his children and is dedicated to his family and the trade that
afforded him a new life. In his remarks at graduation he commented
\"What you do with your life tomorrow is the only thing that matters.\"

See Appendix 10 for L-AGC MWTP Job Placement Statistics.

## Superfund Jobs Training Initiative (SuperJTI)

The WETP is in its fourth year of working with EPA to support the
SuperJTI. This collaboration has allowed EPA and NIEHS to partner and
provide much needed training particularly in disadvantaged communities
to priority sites across the US. Awardees were allowed to apply for
supplements or use existing funds to perform training at SuperJTI
priority sites. Particular focus was to form partnerships with local
training providers and community based organizations for recruitment,
life skills, and remedial training. For this period, DePaul University
and Laborers AGC conducted targeted SuperJTI training efforts in East
St. Louis, MO; Washington, DC; and San Bernardino and San Francisco, CA.
The table below indicates the SuperJTI activities for each awardee. Also
descriptions of each of these training activities are listed in this
section. In December 2001, the Laborers --AGC was awarded the SuperJTI
supplement as a streamlined MWTP program for EPA Region 9 Waste
Disposal, Inc. Site in Santa Fe Springs, CA. Full description of
SuperJTI training descriptions and accomplishments are in Appendix 14 .

+-------------------+---------+---------------------------+-----------+
| **Superfund Jobs  |         |                           |           |
| Training          |         |                           |           |
| Initiative**      |         |                           |           |
+-------------------+---------+---------------------------+-----------+
| **Awardee**       | **Pr    | **Site Name and           | **Number  |
|                   | ogram** | Location**                | of        |
|                   |         |                           | students  |
|                   |         |                           | trained** |
+-------------------+---------+---------------------------+-----------+
| DePaul University | HWWTP   | East St. Louis, MO        | 27        |
| in collaboration  |         |                           |           |
| with Alice        | MWTP    | Washington Naval Yard     | 36        |
| Hamilton          |         | Site -- Washington D.C.   |           |
| Occupational      |         |                           | 63        |
| Health Center     |         | Sub-Total:                |           |
+-------------------+---------+---------------------------+-----------+
|                   |         |                           |           |
+-------------------+---------+---------------------------+-----------+
| Laborers-AGC      | MWTP    | Bay View Hunters Point,   | 33        |
| Education &       |         | San Francisco, CA         |           |
| Training Fund     |         |                           | 18        |
|                   |         | Newmark Groundwater       |           |
|                   |         | Contamination Project,    | 51        |
|                   |         | San Bernardino,           |           |
|                   |         | California                |           |
|                   |         |                           |           |
|                   |         | Sub-Total:                |           |
+-------------------+---------+---------------------------+-----------+
|                   |         | Total                     | 114       |
+-------------------+---------+---------------------------+-----------+

**DePaul**

DePaul received approval to use a portion of its carryover funds to
provide training in the East St. Louis, Illinois area. Approximately
20-25 minority students who live in and around the East St. Louis area
were targeted for training. DePaul University and USEPA Region 5
identified Neighbors United for Progress (Neighbors), a community-based
organization, to provide outreach and recruitment, screening, supportive
services, job placement/development, and logistical support. Neighbors
is a non-profit organization for whose purpose is to assist low and
moderate-income individuals with housing needs, marketable skills
training, leadership seminars and workshops, and homeownership
counseling services in St. Clair County, Illinois. A memorandum of
agreement was executed by DePaul University and NUP. Training began in
July 2001 at the Callie Boyd Community Center in East St. Louis. A local
community college will provide the life skills training.

**L-AGC**

Bay View Hunters Point in San Francisco, CA

The San Francisco Program trained a total of 33 students in their
general program. It is also important to reiterate that the San
Francisco Program was able to secure placement of four trainees on the
cleanup of the Hunters Point Shipyard, a Superfund site in San
Francisco. Among various job tasks, students received training in
microbial remediation (mold and mildew removal) to accommodate
job-training requests at the site.

Newmark Groundwater Contamination Project San Bernardino, California

At the request of the EPA's Office of Solid Waste and Emergency
Response/Superfund Community Involvement and Outreach Center, carryover
funds were designated to assist EPA Region 9 in environmental
remediation training for the Newmark Groundwater Contamination Project
Superfund site in San Bernardino, California. This training under the
Super Job Training Initiative was accomplished with much success through
our affiliated training fund in Southern California. Since L-AGC had no
prior experience with the community based organization recruiting the
trainees for training, an instructor from our SF MWTP (Derek Gaskins)
also was involved in both pre-job skills training and actual job skills
training in San Bernardino to alleviate any perceived discipline or
literacy challenges with prospective students.

Hazardous Waste Worker Training was completed June 22, 2001. Eighteen
students ranging in age from 18-22 participated. Four of the trainees
were female and 14 were male. A total of 15 completed the 80-hour course
with the lowest score being 71 %. Again, all four females completed
training. No staff members participated in this training. Two students
have already begun the process of joining the local Laborers Union with
the intent of employment on lead based paint projects in San Bernardino.
Most of the others students are finishing their secondary education
(high school diploma or GED) before they leave Youthbuild to pursue
employment. It is NHSIE's intent to work with the local unions and
contractors to explore career placement for the students who received
this training.

New Supplemental Training Efforts:

Laborers -AGC Education and Training Fund is currently implementing a
Superfund Jobs Training Initiative for the Region 9 Waste Disposal, Inc.
Site (WDI) in Sante Fe Springs, CA. This proposal will help L-AGC train
individuals in the city of Sante Fe Springs, CA who live near the WDI
Superfund site, as well as those in the surrounding counties of Ventura,
Santa Barbara, San Luis Obispo, Los Angeles and Sacramento. The training
will prepare these community residents, who are at risk of exposure to
contaminated properties, for work in the construction and environmental
remediation industry. The purpose of this project is to implement a
comprehensive, integrated training program designed to improve basic
academic and life skills, safety and health awareness, and provide job
skills training in construction and hazardous materials abatement.

## WETP Small Business Innovative Research Request for Applications --(SBIR)

On December 12, 2001, the Worker Education & Training Program announced
the release of the Worker Education and Training Program Small Business
Innovative Research Proposal entitled "Development of Innovative
E-Learning Products for Worker Safety and Training in Hazardous Waste
and Chemical Emergency Response."

The WETP Advanced Training Technologies (ATT) initiative has launched
new territory regarding the use of technology and products to support
these technologies for online learning. NIEHS intends to build on its
program experience in environmental safety and health training by
stimulating creative SBIR proposals to create products that will support
high quality health and safety training for hazardous waste workers and
emergency responders. To further enhance our ability to move toward
commercialization of on-line learning technologies relevant to model
safety and health training for hazardous waste workers and emergency
responders, this initiative focuses on the development of technology
driven commercial products using the Small Business Innovative Research
(SBIR)/Small Business Technology Transfer Research (STTR) program. This
RFA provides a flexible system within the SBIR program to cover the
extensive needs and complex development processes needed to develop
products to support and integrate technology-supported training for
workers at Superfund sites.

The NIEHS Worker Education and Training Program (WETP), in considering
the development and application of advanced training technology (ATT) to
worker safety and health training, has realized that there is a
substantial challenge in translating this new technology to our awardee
organizations. This challenge is associated with the fact that each of
the WETP awardee organizations is different with regard to its training
target audience, the computer literacy and access to such technology
among its target audience, the work its training target population
performs, and training delivery methods and means, among other factors.
In many ways, these

challenges reflect the current reality of delivering job-related
training content to any adult population in the United States. The
\"digital divide\" in its various manifestations is a reality for anyone
who attempts to use ATT approaches to effectively reach target
populations with low levels of computer experience and knowledge. This
concern for hazardous waste workers and chemical emergency responders
has been particularly acute for a high-risk target population, which is
characterized by ethnic and cultural diversity, low levels of formal
education, and minimal prior computer fluency.

The following four areas describe the type of electronic learning
products that will be supported under this SBIR RFA. Examples include
but are not limited to:

1\) Products to support electronic collaboration in safety and health
training: \"E-collaboration in safety and health training\" involves
enabling collaborative development of course materials by personnel
widely separated geographically within the same organization and between
collaborators working for different organizations. In addition to
traditional face-to-face meetings and phone calls, a number of
electronic tools and online approaches can be used to facilitate
distributed teams in their creating or updating of instructional
products. These capabilities include e-mail, mail list groups, bulletin
boards, chat rooms, threaded discussion

groups, FTP, and Web-enabled database-oriented development tools.

2\) Products to support electronic certification in safety and health
training: \"E-certification in safety and health training\" involves
preparing and maintaining instructor competence as a critical issue in
creating and maintaining the quality of health and safety training
delivery and assuring adequate worker protection. This ATT option
entails the use of online resources to improve instructor competence.
The role of the instructor is highly valued in the WETP. Many grantee
programs have systematic approaches to train, certify, and maintain
instructor competence in both the content matter and in teaching skills.

3\) Products to support electronic teaching in safety and health
training: \"E-teaching in safety and health training\" encompasses live
or virtual classroom training as a significant part of effective safety
and health training delivery. A key WETP core value relative to ATT is
to preserve the role of the trainer/instructor in classroom-like
environments in the modeling, teaching, and verification of skills and
knowledge. This ATT option for safety and health training delivery looks
directly at ways technology can be used appropriately in live
instructor-led, face-to-face, and virtual classrooms.

4\) Products to support electronic learning in safety and health
training: \"E-learning in safety and health training\" involves
technology deployment to provide individualized or small group-based
training in learning centers, in a technology-enabled \"smart
classroom,\" or to learner\'s desktop is a core part of the
technology-supported learning process. As an ATT option, electronic
learning is used to enable individualized learning at the learners\'
convenience and own pace prior to, as part of, after, or in place of
classroom training. Electronic learning capability is now available to
learners at their workplace (desktop, shared computer/kiosk, or learning
center) and optionally at home or at the union hall. While multimedia
computers connected to the Internet are much more widely available each
year, care must be taken to ensure that a targeted set of learners will
in fact have the needed access to work stations or learning centers.

Projects may be presented for SBIR/STTR support at all stages of
learning technology development. Projects will be evaluated on overall
innovation and success potential. Future support will be contingent upon
NIEHS programmatic evaluation to ensure that the investigators are
accomplishing milestones and time lines presented in the original
application.

## WETP ATT Initiative Highlights

Each awardee has developed some type of ATT approach to their training
plan. In particular, here are highlights of several awardees
accomplishments regarding ATT initiatives that were started in previous
years.

**George Meany Center for Labor Studies (GMCLS)**

Awareness level training delivered as a blend of the online course and
face-to-face training has been conducted regionally by a peer trainer
for five rail workers of a railroad production gang, with another five
workers scheduled to be trained during the current budget year. Training
is currently being conducted by a Native American peer instructor,
Darryl Begaye, who has been a peer trainer with the Rail Program for the
past year, and is a respected member of the Navajo Nation and the Union
Pacific production gang on which he works. He has been videotaping
four-day training course modules and is editing the videotape in his
native language for presentation to trainees. Production gangs, which
are highly mechanized mobile work crews, traditionally work over a large
geographic area and spend weeks or months away from home. The gangs
employ large concentrations of the railroads\' Native American
population and a growing percentage of non-English speaking workers. The
difficulties in finding an effective contact within the Native American
community has hindered the process of providing training opportunities
for this population. Also, because of the mobile nature of production
gangs, it is sometimes difficult to schedule face- to- face courses. It
has proven equally difficult to gain access to the online course in many
of the remote locations that are the work sites for the production
gangs. A training delivery method has evolved to include a blended
format of online (when available) and face- to- face training.

GMCLS: Railway Workers Hazardous Materials Training Program: Evaluation
of the On-line Awareness Level Training Program, October, 2001: An
excerpt:

"Trainees gained a lot of valuable information on Hazmat. They learned
it from the course modules. They learned it from their web-based
research and the links that were in the on-line modules. And, they
learned from each other and their informal interactions with peer
trainers. The enthusiasm of bulletin board postings portrayed rail
workers who, many after decades as railroaders, were having a whole new
world opened before them. Nearly instantaneous access to DOT, OSHA and
FRA regulations, material safety data sheets, the NIOSH pocket guide,
toxicology pages, and each other was almost startling to some. Trainees
were getting their colleagues to take the course and they were
downloading modules and sharing them with their co-workers. They were
excited about having continued access to the on-line course, to the
bulletin board, and to each other generally."

**Hazardous Materials Training Research Institute (HMTRI)**

HMTRI continues to refine its Hazwoper-on-the-Web for Internet delivery.
One- hundred and sixty-nine workers have enrolled. Approximately 133
students have successfully completed the course. The current
Hazwoper-on-the-Web provides 24 hours of computer based instruction
supplemented with 16 hours of hands-on and classroom instruction.
Twenty-four CCCHST member institutions have utilized the program.
Spanish language audio and text have been added to the course this year.
A new waste site worker refresher course is set for completion this
summer. The new refresher will consist of a minimum of six hours of
computer-aided instruction supplemented with two hours of
hands-on/classroom instruction. Spanish language audio and text will be
added to this course also.

**L-AGC Computer Assisted Training and Distance Learning**

The LaborersLEARN web portal had developed a user library and links to
relevant web sites that contain information on worker health and safety
and environmental remediation

issues. However, L-AGC felt that there was a need to dynamically inform
users of important developments within LaborersLEARN and within the
environmental

remediation/construction craft industry (e.g., new courses, system
status, important new regulations, breaking news). During the summer of
2001, a new facility was added to the

menu for L-AGC staff whereby information could be posted, articles and
news authored outside of L-AGC referenced and relevant documents made
available.

Prior to June 2001, the LaborersLEARN library required coding catalogs
and abstracts in HTML, then manually moving documents to the proper
locations on the development server. This required considerable
technical knowledge and presented significant opportunity for error.

During the summer, several software programs were introduced to
LaborersLEARN to collect information about the documents, capture the
documents and automatically catalog and display catalogs without
requiring HTML expertise, knowledge of the LaborersLEARN system, or
technical knowledge needed to manually move the documents. Document
information is no longer housed in HTML pages. Instead it is in a
database that is not directly accessible through a web-browser. The
results are a significant reduction in errors, increased integrity and
increased security of library contents.

Other initiatives involving WETP this year include working on the ANSI
Z490.1-2001 standard, Brownfields activities, NIEHS/OSHA Best Practices
Work, and the WETP Strategic Planning Initiative. Descriptions of each
of these activities is below.

## Release of ANSI Z490.1-2001 Accepted Practices in Safety, Health, and Environmental Training 

On November 14, 2001, the American Society of Safety Engineers (ASSE)
and the American National Standards Institute (ANSI) published the
American National Standard, Z490.1 Criteria for Accepted Practices in
Safety, Health and Environmental Training, approved by the American
National Standards Institute on July 2, 2001. For the past four years,
many NIEHS WETP staff, awardees and colleagues have worked on the
subcommittee that developed this voluntary standard for training
providers for safety, health, and environmental training. The standard
provides important guidance to private and public sector organizations
regarding the key elements of high quality safety and health training
programs.

This Standard establishes criteria for safety, health, and environmental
training programs, including development, delivery, evaluation and
program management. This Standard is recommended for voluntary
application by training providers of safety, health, and environmental
training, and it is intended to apply to a broad range of training
programs. To obtain additional copies of the standard, contact ASSE\'s
Customer Service, (847) 699-2929, or order it online from the
association\'s World Wide Web site, http://www.asse.org.

## Brownfields Activities 

As of September 1, 2000, the EPA and NIEHS entered into a separate
Interagency Agreement for the Brownfields Minority Worker Training
Program; therefore the Brownfields program accomplishments report will
be submitted as a separate report. Additional information regarding
NIEHS brownfields activities is located in Appendix 14.

## OSHA/NIEHS Best Practices Workshop

The first joint gathering of the OSHA-OTE and NIEHS Training Grants
staff and their training grantees was held on April 17-19, 2001 in
Chicago. IL. The meeting was in the format of a workshop focused upon
the "best practices" in worker training that have been developed and
evaluated over the life of the respective training grant programs. The
foundation for the workshop was a recent NIEHS "best practices"
document, as the NIEHS program has been more narrowly focused on a
specific workplace category, HAZWOPER, unlike the diverse training
provided by the OSHA grantees.

Four NIEHS best practices categories were identified:

"Core Concerns"

"Partnerships"

"Skills Enhancement"

"Advanced Training Technologies."

Individual concurrent "Mini-Symposia" addressed each of the four
categories. In each Mini-Symposia, five best practices topics specific
to each of the categories were presented, explored, and discussed. The
"best practices" were refined, expanded, and extended based upon the
input from the participants in each session. These additional dimensions
were presented to all of the workshop participants for information,
comment, and discussion in a closing plenary session facilitated by
presentations by the Mini-Symposia co-chair persons.

A concluding session explored the potential interest in and
opportunities for future collaboration, coordination, mentoring, and the
like between the OSHA and NIEHS grantees. Major interest centered on the
sharing of information and decisions with specific regard to advanced
training technology applications. It was further agreed that a second
joint meeting among the OSHA and NIEHS grantees in two years had merit
as a means to continue and extend the dialogue developed during this
first joint workshop.

For NIEHS WETP awardees, it was an opportunity to review the Best
Practice approach with its core group of awardees and to obtain a fresh
approach by testing the Best Practices on awardees of different safety
and health training grant activities, not exclusively HAZWOPER. For OSHA
OTE it was an opportunity to provide the OSHA Educational Centers and
Harwood Grantees with the experiences of the NIEHS grantees.

The Workshop Report includes perspectives on each of the best practices
mini-symposia categories, perspectives on each of the five best
practices presented in each mini-symposia, and summaries of each such
presentation. In addition, summaries of the closing plenary sessions
that provided reports from the mini-symposia co-chairs and discussions
of the next steps in advancing collaboration and dialogue among the
grantees are included. Further, a serious effort was made to include
presentation materials, key documents and reports, which serve as the
basis for the best practices and the workshop, and links to related
resource materials and sources. These are included in the extensive
appendix that accompanies the Report.

## WETP Strategic Planning Process

Development of the NIEHS WETP Strategic Plan began in April 2001 with
the design of a strategic planning process that was based on three key
principles: (1) Stakeholder Inclusion---the idea that inputs from all
stakeholder groups involved with and impacting the program (Awardees,
Other Federal Agencies, Champions of the Program) should be strongly
represented in the formulation of the plan; (2) Realistic Goals--- the
plan should be realistic and address a significant number of operational
items that impact the month to month running of the program, and; (3)
Peer Review Process--- the plan needs to contain a review process that
keeps the plan current and that helps WETP "realize that we are moving
forward" and staying on track with the latest developments in the field
of worker training.

Beginning with "process and content" meetings for WETP and Clearinghouse
staff, the strategic planning process involved the inclusion of a wide
variety of participants both in face-to-face and on-line meetings. The
decision to include a wide range of stakeholders in the WETP planning
process led to the scheduling of three additional meetings that took
place in the Fall of 2001. The first meeting, called the "Champions
Meeting", took place September 5^th^ at NIEHS in Raleigh, NC and brought
together individuals who have been and remain strong supporters of WETP.
The second meeting, called the "Federal Meeting", took place in Crystal
City, VA and included a broad spectrum of federal agency representatives
who have been served by the WETP program over the past 15 years.
Finally, a program-wide Strategic Planning Workshop took place Nov. 1 &
2 in Chapel Hill to provide an opportunity for key awardee staff to
discuss in detail the components of the plan.

The current working strategic plan is comprised of five areas considered
essential to the continuing growth and sustainability of WETP:

1.  Partnerships Between WETP and Other Organizations

-This includes the need, ability and mechanisms for building
partnerships.

2.  Organizational Alignment of WETP Within a Larger Sphere of Influence

> -Understanding how WETP's goals and mission statement align with those
> of NIEHS, Awardees, Workers and other participants in the worker
> safety area of influence.

3.  Leadership and Training, Maintaining the Human Capital

-How to support and increase trainers in the field of worker safety.

4.  Sharing Information

> -Ability to share information among stakeholder groups.

5.  Operational Components of WETP

> -- Improving, updating, and streamlining those operational features
> already part of WETP.

Threaded among these five strategic areas are four considerations that
apply to the overall plan:

1.  Technology Development -- the importance of technology to WETP and
    to trainers.

2.  Resources -- how to leverage and continue existing sources, create
    new sources.

3.  Program Integration -- the integration of WETP with other existing
    federal education & training programs.

4.  Compliance and Accountability -- how to make "compliance" with
    programmatic deadlines a non-issue for WETP Awardees.

A final version of the WETP Strategic Plan will be presented at the WETP
Awardees Meeting in April 2002.

##  WETP Clearing House Update

The National Clearinghouse continued to operate as the information
dissemination arm of the WETP, disseminating program information between
and among the grantees, to other government agencies, and to the worker
safety community. The September 11 attack on the U.S. underscores the
added importance in coming years of WETP's expanded role in the
education and training of workers involved in "emergency response
situations", and in its expanded responsibility to keep the worker
safety community informed of new safety and health precautions as the
war on terrorism unfolds.

The National Clearinghouse for Worker Safety and Health Training acts as
a centralized distribution and information point through which members
of the worker education and training community can access technical
documents, safety and health update information, technical workshop
reports and curricula produced by the WETP awardees. In addition to the
day-to-day education and training responsibilities of WETP, there is the
additional responsibility of leadership that comes from the NIEHS WETP
being viewed as the federal government's primary worker education
training program. Accordingly, part of the WETP mission is seen as the
exploration of new training technologies and methods for the evaluation
of training effectiveness.

The role of the National Clearinghouse is to support WETP's exploration
of new ideas, to help maintain WETP's leadership, and to advance the
knowledge of worker education and training. We carry out this role by
being proactive in introducing new Internet-based communication
technologies by and planning and managing technical workshops each
fiscal year, and by assimilating quantitative program evaluation
methodologies and results into the National Clearinghouse.

The four primary task areas of the contract for 2001/2002 are as
follows:

-   [Task One]{.underline}: Establish, manage and operate an information
    clearinghouse for the distribution of technical information produced
    by the WETP of the NIEHS.

-   [Task Two]{.underline}: Arrange and manage two technical workshops
    annually related to scientific, administrative, and regulatory
    issues associated with training for hazardous waste workers and
    emergency responders.

-   [Task Three]{.underline}: Facilitate the transmission of technical
    information related to the development of safety and health training
    programs for hazardous waste workers and emergency responders.

-   [Task Four]{.underline}: Develop, analyze and compile program
    research products to support new training initiatives and the
    continuation of program efficacy measures.

## World Trade Center (WTC) Response Update

Several thousand workers continue to be involved in demolition and
cleanup work at Ground Zero; work that will continue for as long as a
year. Besides the routine dangers involved in cutting and removing
construction debris, workers may also be exposed to a host of
toxicologic hazards. Specialized training is required to safely work
under these conditions.

Hundreds of these workers, including members of the International Union
of Operating Engineers, the International Association of Fire Fighters
(IAFF), the International Association of Heat and Frost Insulators and
Asbestos Workers, the International Association of Bridge, Structural,
Ornamental, and Reinforcing Iron Workers, the Laborers International
Union of North America, and the International Brotherhood of Teamsters,
have received training through the NIEHS WETP.

However, Bechtel Corporation, which was hired by New York City to
develop a health and safety plan for the World Trade Center site,
estimates that all of the workers who will be engaged in demolition and
cleanup over the long haul will need additional training in areas such
as handling of hazardous waste, lead, and asbestos, and working in
confined spaces.

A specific training priority is to reestablish training capacity for the
New York City Fire Department hazardous materials (HazMat) teams\--many
trainers were killed in the building collapse. Other priorities include
health and safety training for site cleanup workers, health care and
personnel training to support ongoing cleanup and remediation, training
and certification in the use of personal protective equipment (such as
respirators and suits) in the cleanup effort, weapons of mass
destruction training for the HazMat workforce, and cross-training in
craft skills, safety, and health for demolition and remediation workers.

Because of the WTC disaster, the NIEHS-supported HazMat operations of
IAFF and the Fire Department of New York (FDNY) suffered a staggering
loss of key personnel. Through their loss, our nation\'s hazardous
materials training community has also been dealt a tremendous blow. One
of our country\'s most veteran Hazmat Master Trainers - Chief Jack
Fanning - is among the \'unaccounted.\' Chief Fanning was the Chief of
HazMat Operations for FDNY for the past decade and a vital resource to
NIEHS and IAFF Training efforts. NIEHS is fully committed to assisting
IAFF and FDNY in rebuilding their hazmat response capacity.

## Program Update for FY 2001 (September 1, 2001-August 31, 2002)

On July 1, 2001, all the current NIEHS Awardees submitted reapplications
for continued funding for the period beginning September 1, 2001. This
is the second annual segment of a five year funding cycle. Each of the
reapplications detailed program accomplishments and proposed training
plans for the current year.

For each component of each awardee's non-competing reapplication, an
analysis and review was carried out to evaluate the program progress
during the current year, compliance with existing terms and conditions,
measures of program effectiveness, and other quality assurance factors.
For each awardee, individual progress report forms were developed, along
with budget worksheets, in which targeted reductions were made in
specific line item categories.

Twenty-three million dollars of the FY 2001 funds were allocated to
continue support of the Superfund Worker Training Program to train
hazardous waste workers and emergency responders. Of the \$23 million, 3
supplemental awards were made, which included \$371,968 for Advanced
Training Technologies (ATT), \$99,758 for Superfund Jobs Training
Initiative (SuperJTI), and \$444,046 for World Trade Center (WTC)
training response. Three million dollars of the FY 2001 funds were
allocated to continue support for the MWTP. As a result of the FY 2001
funding, NIEHS awarded:

-   17 HWWTP awardees received awards totaling \$19,010,715

-   5 MWTP awardees received awards totaling \$3,000,000

-   6 ATT awardees received awards totaling \$371,968

-   1 SuperJTI awardee received an award totaling \$99,758

-   5 WTC awardees received awards totaling \$444,046

See appendix 15 for awardee breakout of FY 2001 funds for the period of
September 1, 2001 to August 31, 2002. Budget adjustments in the proposed
funding plan are based on the training needs of high risk populations,
national geographic coverage in training availability and the published
program priorities for training support. Consideration has also been
given to previous funding patterns, awardees' efforts to generate
program income for independently continuing their programs, and the
carryover of unexpended funds from prior years.

New Awards to Support Worker Training Activities

**MWTP**

DePaul University transferred their cooperative agreement to the
National Puerto Rican Forum, Inc. in New York City. Tipawan Reed remains
the Principal Investigator and provides programmatic oversight, while
NPRF is the awardee organization responsible for the fiscal management
of the cooperative agreement. All consortium members remained the same.

New Initiatives for the Current Year:

[Chemical/Biological Training Initiative]{.underline}

Emergency responders and industrial workers, whether they are first
responders (the local police and fire departments), skilled emergency
responders, or post emergency workers, typically have not received
training in biological or chemical weapon response procedures. Training
these professionals is a pressing national need. NIEHS has provided
supplemental funds for HAZMAT training for biological weapons response
through a number of existing training programs, and is ideally
positioned to respond to this burgeoning training need. The program is
now actively scaling up training programs in this area with the intent
of providing the nation=s emergency response workers with health and
safety training in this field.

[CSB Partnership on Learning from Disasters]{.underline}

The WETP is engaged in a partnership activity with the President's
Chemical Safety and Hazard Investigation Board (CSB), an independent
federal agency. The purpose of this partnership is to establish a
collaborative process for developing resource materials that will
examine lessons learned from the investigation of catastrophic chemical
accidents. A workshop will be held in Nashville, TN during April 2002
and involve major participation by the chemical industry and other
primary stakeholders who are involved in chemical disaster response. In
collaboration with OSHA, WETP grantees held a workshop focused on "best
practices" in worker training that have been developed and evaluated
over the life of the program. Major interest centered on sharing
information and decisions with regard to advanced training technologies
designed to assist the private sector for assuring OSHA compliance.

## WETP 2001 Supplemental Awards

NIEHS offered three opportunities for awardees to receive supplemental
funding in the areas of Advanced Training Technologies (ATT), Superfund
Jobs Training Initiative (SuperJTI) and Brownfields Job Training under
the Hazardous Waste Worker Training Program. Awards were made in the ATT
and the SuperJTI categories. For information regarding the SuperJTI
awards, please refer to the Superfund Jobs Training Initiative
(SuperJTI) section and Appendix .

Advanced Training Technologies

Based on the Technical Workshop Report "Hazwoper Training: Utilizing
Advanced Training Technologies", supplemental requests were considered
for the modification of curricula and delivery of training to specific
target populations using computer-based or Internet-based learning
methods. Primary consideration was given to evaluating the effectiveness
of technology-supported learning methods while considering OSHA's
interpretations for the deployment on advanced training technology in
the safety and health realm.

Pilot efforts may examine how participatory training approaches can be
utilized in the deployment of ATT or how the role of training
instructors may be enhanced through using distance-learning methods for
training delivery. Evaluation efforts should develop lessons learned and
illuminate the strengths and weaknesses of ATT approaches versus
traditional classroom-based training and education. Applications should
target improvements in the overall ATT knowledge level of trainers,
students and training developers; promote involvement of worker trainers
or course instructors in the development technology-based course
development, as well as implementation of a media selection model for
use across an awardee, or group of awardees', health and safety training
community.

The following five awards were made to support ATT activities with a
description of each program below:

-   GMCLS in building onto the Railroad workers training program to
    revise and increase web presence to reach more workers;

```{=html}
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```
-   UAW in building on training trainers on occupational and
    environmental information on the web and to increase the web
    presence of program;

```{=html}
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```
-   UMDNJ in developing a Web Based Training module for their 8 hour
    Hazwoper refresher with two modules (4 hr CBT and 4 hours hands on);

-   UAB in addressing emergency response training needs using
    participatory worker lead decision trees via computer-based methods;

-   IAFF in creating a CD-Rom /web based training for Fire Fighters and
    emergency responders;

**George Meany Center for Labor Studies (GMCLS)**

Building on the 1999, GMCLS supplemental funding from NIEHS for using
Advanced Training Technologies (ATT) to pilot a project converting
classroom-based, awareness level hazardous materials training to an
online format, GMCLS proposes to create a rail community web site that
incorporates lessons learned from the experience as well as
recommendations from participants, instructors, and developers of the
pilot project. The web-based learning community for rail workers will be
guided by a steering committee of peer trainers, instructors, and
program developers. It will advance program goals by increasing access
to training for the targeted population of rail workers (including under
served populations of Native Americans and non-English speaking rail
workers) and providing an opportunity for students, peer trainers,
instructors, and program developers to increase overall knowledge of
ATT. The community web site will include basic elements of a Rail
Workers Hazardous Materials Online Clearinghouse, such as industry news
and resource and regulatory links, and will expand on the clearinghouse
effort to include more interacted elements, such as moderated chat rooms
and bulletin board forums, refresher drills for instructors, and an
alumni page. The web page would also serve as the entry point for the
existing online awareness course, as well as review courses for 8-hour
and 4-day training courses that will be developed.

> The specific aims will address the following threefold objectives:

-   To develop resources dedicated to rail hazmat issues across craft,
    union, geographic and corporate lines. Each of the seven rail unions
    associated with the NIEHS worker training grant have a web site
    dedicated to their members. The web sites are union and
    craft-specific. The Rail Community website would offer rail workers,
    regardless of union or rail carrier, the opportunity to learn from
    and about each other.

-   To create an online community that will foster the best practices
    paradigms of the NIEHS WETP program among those involved with rail
    transportation of hazardous materials across the United States.

-   To act as a focal point for the development of additional
    programmatic elements and as a tool for continuing the growth and
    development of the program, students and instructors, and as well as
    to allow for the evolution of the rail hazmat community.

It is anticipated that members of the web-based rail community will have
achieved reasonable proficiency in computer and Internet literacy.
Instructors and program developers will have achieved reasonable
proficiency in the design and delivery of web-based technology for web
design and course delivery.

**United Auto Workers (UAW)**

The UAW proposes to develop, pilot, and evaluate a computer based
training program to complement and enhance ongoing UAW chemical
emergency response training programs building on their efforts stated in
1999 from the first ATT supplemental pilot. This proposal includes a
large number of tasks pointed at taking the safe worker web site and ATT
Local Union Discussion Leader (LUDL) training created over the last two
years and refining it and making it more available. The new proposed
training program will seek to train UAW-represented employees and
managers to access, interpret and utilize computer databases and
programs as a means of critically assessing industrial emergency
response activities at their facilities. This proposal will focus on
workers at high risk of exposure to hazardous chemicals, especially in
smaller employers and facilities, which have fewer resources and devote
to health and safety. The specific aims of the ATT project are to:

-   Develop a targeted website that provides access to a variety of
    environmental, occupational, and health databases, and guides users
    to appropriate websites.

-   Develop computer-based training curricula to train workers and
    managers at UAW-represented facilities on how to use environmental
    and occupational safety and health data.

-   Develop a training module on using computer software, such as Aerial
    Location of Hazardous Atmospheres (ALOHA), to develop
    facility-specific spill hazard and worse-case scenarios to be used
    in emergency response planning and training.

-   Train LUDLs on new computer-based modules and provide opportunities
    for them to deliver training in a variety of venues.

-   Provide workers and managers with tools to critically evaluate the
    adequacy of their facility emergency response plans, risk management
    plans, and process safety plans.

-   Evaluate the effectiveness of computer-based training techniques, in
    particular how participatory training approaches can be utilized in
    the deployment of ATT

-   Evaluate the strengths and weakness of ATT.

**The New Jersey/New York Consortium**

NJ/NY Consortium will convert our 8-hour Hazardous Waste Site Worker
Refresher Course to an Internet (or CD-ROM) based course that will be
available to workers in two parts. Part One would be a web-based course
that would cover the basic knowledge needed by workers and culminate in
a virtual exercise requiring the student to analyze a site for hazards
and prepare response actions. Part Two will be practical exercises
conducted either at consortium member facilities or by consortium
members at company locations. These will involve actual work with
personal protective equipment, monitoring equipment and other tools of
the trade. The web-based format is not intended to, nor will it replace,
the traditional classes. Specifics to adapting this training is to take
the first module and create computer-based instruction that can be
downloaded from a server and run on the local machines using Metacard
which is a cross-platform virtual machine course delivery program
developed at SUNY Buffalo. Current instructors of the 8-hour hazwoper
refresher will be used to convert the existing knowledge-based module
for online use. The instruction will culminate in a virtual exercise
relating to identification of hazards at a virtual waste site. The
Consortium will continue to conduct regular training, but web-based
classes will be offered as an alternative to the traditional type of
training.

The effectiveness of the instruction will be measured by comparing the
performance of those attending the regular class with those receiving
the instruction via their computer. This evaluation will be done during
the first portion of module two (hands-on) which will be conducted
onsite. Email and chat capabilities will be added to enable learners to
get answers to their questions within 24 hours. While the content will
be built into this new format, existing courses such as HMTRI's will be
evaluated and lessons learned gleaned.

The NJ/NY Consortium currently conducts 8-hour Hazardous Waste Site
Worker Refresher Courses across New Jersey and New York and the course
is ideally suited for conversion to web-based training of this type. The
refresher course is comprised of discrete modules and a scenario-based
exercise for about 4 hours of the training and practical exercises for
the remainder. The modules and scenario can be readily adapted to a
web-based format.

**University of Alabama at Birmingham (UAB)**

UAB will develop, pilot, and share with other grantee organizations an
interactive exercise utilizing computer-based technology that can be
delivered in group workshops or instructor-mediated settings to enhance
users\' abilities to make appropriate decisions at emergency scenes that
involve, or have the potential to involve, hazardous materials. The
project will target public and industrial hazmat responders and be
adaptable to the needs of each training population by the substitution
of appropriate hazard assessment data. It will be comfortable for users
to access and navigate. The product will be based on a Windows PC
platform with Pentium processor and will be compatible with most current
computer workstations. It will be delivered on CD-ROM. UAB trainers will
write a trainer \'s manual for the exercise, and travel to Technical
Workshops and other grantee locations to share the exercise and teach
other trainers how to use it. Two fire departments and one manufacturing
company will review and advise.

UAB has experience and expertise in using ATT methods and materials in
curricula used in a variety of courses, while still remaining committed
to hands-participatory learning. The proposed ATT pilot will build on
one of the things UAB instructors do best: the development and delivery
of decision-making scenario workshops. The exercise will direct users
through a series of decisions structured on the DECIDE process used by
hazmat trainers, overcoming the restricted parameters of paper-based
workshops by the use of CBT to more accurately simulate the
multidimensional of the workplace. A hazardous materials response
scenario will be designed by three experienced hazmat instructors,
following the decision process from notification through stabilization
of the incident, practicing the skills of hazard assessment, setting
response objectives, resource management, communications, and ongoing
evaluation and critique of results. Digital photographs and video will
be included. A CD-ROM will serve as the delivery medium.

Following the opening visual presentation of the incident scene, a
\"responder \'s console \" will offer action buttons for making choices.
The console will light up when a decision is required, imparting a sense
of urgency to simulate reality. Participants will be provided with
information through links to resources. Each pathway will lead to
additional decisions related to the previous ones. A review function
will be available in the form of a loop that takes users back to a
decision point where they can review materials prior to that decision
and choose another path. The exercise will be completed, piloted and
polished, and made available to all grantees beginning in May 2002.
Development will take place at the University of Alabama at Birmingham,
in Birmingham Alabama. Pilot courses will be held on campus.
Train-the-trainer sessions will be held at one NIEHS Technical Workshop
and at three locations requested by individual grantee programs and
their consortium members.

**International Association of Firefighters (IAFF)**

Since 1987, in cooperation with NIEHS and several other agencies
concerned with worker health and safety, the IAFF has provided
top-quality hazardous materials (HazMat) training for fire fighters and
other emergency responders. Through a previous supplemental project (re:
Y2K Training for Emergency Responders), the IAFF was able to quickly
design, develop, deliver and evaluate a customized course for emergency
responders. The response by the emergency response community was
extremely positive. For this new supplement, IAFF will address the
following three areas of Advanced Training. Technology (ATT) since they
have the greatest potential for enhancing all IAFF hazardous materials
training projects:

> \(1\) The use of web-based technology to support both initial and
> refresher training, disseminate information on emerging issues in
> hazmat response, increase communications between IAFF and its
> \"customers\" and increase product availability while minimizing
> production and distribution costs;
>
> \(2\) To improve the effectiveness of the training programs using a
> computer-based multimedia instructional approach: and
>
> \(3\) To improve the cost-efficiency of delivering and disseminating
> existing training curricula using new media such as CD ROM and DVD.

As the focal point for their Web-Based Technology section, the IAFF will
use their current presence on the world wide web (www) and focus their
web-based initiative on revising the web site and Internet activities to
maximize their effectiveness. Some specific components of this
initiative include:

-   Re-format the web site to simplify the users ability to quickly
    access information. Whether it is a course update, online learning
    module or online request for training, the IAFF is striving to
    design a site that enables users to reach their information \"within
    three clicks.\"

-   Develop a system to enable students and those utilizing IAFF courses
    to ask IAFF instructors questions related to our curricula and
    approach to course delivery. IAFF instructors would field the
    questions and reply to the students within 24-hours.

Create online learning modules that both prepare students for IAFF
training and refresh the knowledge gained during past IAFF courses. With
the assistance of web and instructional designers, the IAFF is seeking
to create Computer-Based Training (CBT) modules that students can access
online. The IAFF does not want to replace the instructor or eliminate
the benefits of team-based classroom training. Conversely, the IAFF
seeks to use web technologies to better prepare students, ensure minimum
levels of pre-course knowledge and provide easy-to complete modules that
update students on the latest developments in a given curriculum.

## WETP Staff Activities

The WETP staff is very active in exploring new areas of workplace safety
and health training related to the mission of the program. The staff has
been involved in a number of activities to stimulate interest in, and
knowledge about, the NIEHS and the WETP. The staff has continued to make
presentations at various conferences and meetings on the success of the
program and have participated in outreach activities with EPA regional
offices and other federal agencies. For a complete list of activities
please see Appendix 16.

# Future Program Implementation and Conclusion:

The Worker Education and Training Program continues to play a critical
role in assisting the EPA in implementing its primary objective of
reducing and controlling risks to human health and the environment at
hundreds of hazardous waste sites across the nation. An educational
objective of virtually every NIEHS funded training program is to raise
awareness and concerns about hazardous materials, and to positively
affect health and safety attitudes. Evaluators have reported a wide
array of post-training enhancements in these areas for thousands of
students. Perhaps the most dramatic evidence of training program success
comes from specific information on post-training hazardous materials
incidents. Both workers and managers who have experienced these
incidents have related their perceptions of the program\'s impacts in
improving response actions and saving lives, health and property.

Positive changes in measures of personal protective practices have been
recorded by a number of evaluation programs. Evaluators have also
documented systemic changes in work site programs, policies, plans, and
equipment that have been attributed to NIEHS training grant programs.
Finally, a number of studies have looked at the ability of NIEHS funded
training programs to catalyze additional site-based training. Several
programs have documented that the compounded benefits of \"secondary\"
training or sharing of information which has reached hundreds of
thousands of co-workers including managers and supervisors. Evaluation
of the programs will continue to be developed. It is important to
conduct research in the area of evaluation to quantitatively determine
the impact of the program and to determine the need for changes in the
program.

The NIEHS Worker Education and Training Program must continue to meet
the Superfund-related national environmental goals of protecting workers
and communities from exposures to wastes at abandoned dumpsites and
currently operating facilities and from exposures related to the
storage, treatment, and disposal of waste and chemical emergency
response. These goals will be achieved by responding to the nation\'s
changing needs for worker training in the area of hazardous waste
operations and emergency response to hazardous materials. The NIEHS
model programs will continue to encourage innovation for training
difficult-to-reach populations in a cost-effective manner. This program
is addressing issues such as literacy, appropriate adult education
techniques, training quality improvement, and other areas not addressed
directly by the market place. The program enhances rather than replaces
private sector training by demonstrating innovative worker training
techniques and materials.

[]{#__RefHeading___Toc1958802 .anchor}Appendix 1: Fourteen-Year Summary

+----------------+-----------------+-----------------+-----------------+
| **EPA HWWTP**  |                 |                 |                 |
|                |                 |                 |                 |
| *              |                 |                 |                 |
| *FOURTEEN-YEAR |                 |                 |                 |
| TRAINING       |                 |                 |                 |
| SUMMARY**      |                 |                 |                 |
|                |                 |                 |                 |
| **For Budget   |                 |                 |                 |
| Period         |                 |                 |                 |
| 09/01/198      |                 |                 |                 |
| 8-08/31/2001** |                 |                 |                 |
+----------------+-----------------+-----------------+-----------------+
| **Year**       | **Total         | **Total         | **Total Contact |
|                | Courses**       | Workers**       | Hours**         |
+----------------+-----------------+-----------------+-----------------+
| 1988           | 623             | 12,319          | 261,542         |
+----------------+-----------------+-----------------+-----------------+
| 1989           | 1,353           | 29,827          | 551,832         |
+----------------+-----------------+-----------------+-----------------+
| 1990           | 5,143           | 123,358         | 2,120,390       |
+----------------+-----------------+-----------------+-----------------+
| 1991           | 2,731           | 58,637          | 878,673         |
+----------------+-----------------+-----------------+-----------------+
| 1992           | 2,973           | 65,000          | 1,100,381       |
+----------------+-----------------+-----------------+-----------------+
| 1993           | 2,651           | 56,000          | 789,226         |
+----------------+-----------------+-----------------+-----------------+
| 1994           | 4,025           | 65,716          | 1,102,234       |
+----------------+-----------------+-----------------+-----------------+
| 1995           | 4,667           | 81,245          | 1,391,440       |
+----------------+-----------------+-----------------+-----------------+
| 1996           | 4,752           | 73,724          | 1,087,919       |
+----------------+-----------------+-----------------+-----------------+
| 1997           | 4,212           | 79,976          | 1,041,792       |
+----------------+-----------------+-----------------+-----------------+
| 1998           | 4,810           | 84,261          | 1,091,932       |
+----------------+-----------------+-----------------+-----------------+
| 1999           | 3,980           | 74,013          | 954,935         |
+----------------+-----------------+-----------------+-----------------+
| 2000           | 4,124           | 75,155          | 983,183         |
+----------------+-----------------+-----------------+-----------------+
| 2001           | 4,806           | 79,710          | 1,030,257       |
+----------------+-----------------+-----------------+-----------------+
| **TOTAL**      | **50,850**      | **958,941**     | **14,385,736**  |
+----------------+-----------------+-----------------+-----------------+

[]{#__RefHeading___Toc1958803 .anchor}Appendix 2: FY 2000 Funding

+-------------------+-------+-------+-------+---------+-------+------+
| #  {#sec          |       |       |       |         |       |      |
| tion .unnumbered} |       |       |       |         |       |      |
|                   |       |       |       |         |       |      |
| **EPA/NIEHS       |       |       |       |         |       |      |
| WORKER EDUCATION  |       |       |       |         |       |      |
| AND TRAINING      |       |       |       |         |       |      |
| AWARDS**          |       |       |       |         |       |      |
|                   |       |       |       |         |       |      |
| **FOR BUDGET      |       |       |       |         |       |      |
| PERIOD            |       |       |       |         |       |      |
| 09/01/            |       |       |       |         |       |      |
| 2000-08/31/2001** |       |       |       |         |       |      |
|                   |       |       |       |         |       |      |
| **FY 2000 FUNDS** |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
|                   | **EPA |       | **EPA |         |       |      |
|                   | HW    |       | MW    |         |       |      |
|                   | WTP** |       | TP/BM |         |       |      |
|                   |       |       | WTP** |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| **AWARDEE**       | **    | **TO  | *     | *       | **TO  | **   |
|                   | HWWTP | TAL** | *MWTP | *Brownf | TAL** | 9/00 |
|                   | 9     |       | 9     | ields** |       | TOTA |
|                   | /00** | *     | /00** |         | **9   | LS** |
|                   |       | *9/00 |       | *       | /00** |      |
|                   | **AW  | AW    | **AW  | *9/00** |       |      |
|                   | ARD** | ARD** | ARD** |         | **AW  |      |
|                   |       |       |       | **      | ARD** |      |
|                   |       |       |       | AWARD** |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| University of     | 47    | 47    |       |         |       | 477  |
| Alabama           | 7,419 | 7,419 |       |         |       | ,419 |
| Birmingham        |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| International     | 1,77  | 1,77  |       |         |       | 1    |
| Chemical Workers  | 8,900 | 8,900 |       |         |       | ,778 |
| Union Council     |       |       |       |         |       | ,900 |
+-------------------+-------+-------+-------+---------+-------+------+
| International     | 64    | 64    |       |         |       | 648  |
| Association of    | 8,265 | 8,265 |       |         |       | ,265 |
| Fire Fighters     |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| George Meany      | 55    | 55    |       |         |       | 559  |
| Center for Labor  | 9,492 | 9,492 |       |         |       | ,492 |
| Studies           |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| University of     | 92    | 92    |       |         |       | 924  |
| Massachusetts,    | 4,689 | 4,689 |       |         |       | ,689 |
| Lowell            |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| University of     | 99    | 99    |       |         |       | 994  |
| California at Los | 4,387 | 4,387 |       |         |       | ,387 |
| Angeles           |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| Laborers-AGC      | 3,96  | 3,96  | 88    | 638,262 | 1,52  | 5    |
| Education and     | 3,981 | 3,981 | 4,034 |         | 2,296 | ,486 |
| Training          |       |       |       |         |       | ,277 |
+-------------------+-------+-------+-------+---------+-------+------+
| Paper,            | 1,15  | 1,15  |       |         |       | 1    |
| A                 | 9,983 | 9,983 |       |         |       | ,159 |
| llied-Industrial, |       |       |       |         |       | ,983 |
| Chemical and      |       |       |       |         |       |      |
| Energy Worker     |       |       |       |         |       |      |
| International     |       |       |       |         |       |      |
| Union             |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| HMTRI Kirkwood    | 60    | 60    |       |         |       | 600  |
| Community College | 0,384 | 0,384 |       |         |       | ,384 |
+-------------------+-------+-------+-------+---------+-------+------+
| Service Employees | 46    | 46    |       |         |       | 463  |
| International     | 3,229 | 3,229 |       |         |       | ,229 |
| Union             |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| University of     | 92    | 92    | 55    | 502,084 | 1,05  | 1    |
| Medicine &        | 8,857 | 8,857 | 5,486 |         | 7,570 | ,986 |
| Dentistry of New  |       |       |       |         |       | ,427 |
| Jersey            |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| International     | 72    | 72    |       |         |       | 723  |
| Union, United     | 3,861 | 3,861 |       |         |       | ,861 |
| Auto Workers      |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| International     | 1,46  | 1,46  |       |         |       | 1    |
| Union of          | 9,323 | 9,323 |       |         |       | ,469 |
| Operating         |       |       |       |         |       | ,323 |
| Engineers         |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| University of     | 1,57  | 1,57  |       |         |       | 1    |
| Cincinnati        | 1,570 | 1,570 |       |         |       | ,571 |
|                   |       |       |       |         |       | ,570 |
+-------------------+-------+-------+-------+---------+-------+------+
| Center to Protect | 1,38  | 1,38  | 63    | 853,769 | 1,48  | 2    |
| Workers' Rights   | 2,832 | 2,832 | 5,283 |         | 9,052 | ,871 |
|                   |       |       |       |         |       | ,884 |
+-------------------+-------+-------+-------+---------+-------+------+
| Jackson State     |       |       | 4     |         | 4     | 46   |
| University        |       |       | 6,549 |         | 6,549 | ,549 |
+-------------------+-------+-------+-------+---------+-------+------+
| Xaiver University |       |       | 38    | 565,744 | 95    | 955  |
|                   |       |       | 9,864 |         | 5,608 | ,608 |
+-------------------+-------+-------+-------+---------+-------+------+
| AFSCME Training   | 70    | 70    |       |         |       | 702  |
| and Education     | 2,441 | 2,441 |       |         |       | ,441 |
| Institute         |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| DePaul University | 69    | 69    | 48    | 440,141 | 92    | 1    |
|                   | 0,387 | 0,387 | 8,784 |         | 8,925 | ,619 |
|                   |       |       |       |         |       | ,312 |
+-------------------+-------+-------+-------+---------+-------+------+
| **TOTAL**         | **19  | **19  | **3   | **3,00  | **6   | **   |
|                   | ,040, | ,040, | ,000, | 0,000** | ,000, | 25,0 |
|                   | 000** | 000** | 000** |         | 000** | 40,0 |
|                   |       |       |       |         |       | 00** |
+-------------------+-------+-------+-------+---------+-------+------+

[]{#__RefHeading___Toc1958804 .anchor}Appendix 3: Course Data by EPA
Region

+-----------------+-----------------+-----------------+-----------------+
| **EPA HWWTP**   |                 |                 |                 |
|                 |                 |                 |                 |
| **COURSE DATA   |                 |                 |                 |
| BY EPA REGION** |                 |                 |                 |
|                 |                 |                 |                 |
| **09/01/2000 -  |                 |                 |                 |
| 08/31/2001**    |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| **EPA Region**  | **Courses       | **Workers       | **Contact       |
|                 | Completed**     | Trained**       | Hours**         |
+-----------------+-----------------+-----------------+-----------------+
| Region 1        | 221             | 3,766           | 50,106          |
+-----------------+-----------------+-----------------+-----------------+
| Region 2        | 907             | 16,557          | 169,755         |
+-----------------+-----------------+-----------------+-----------------+
| Region 3        | 260             | 3,951           | 73,300          |
+-----------------+-----------------+-----------------+-----------------+
| Region 4        | 659             | 12,192          | 140,871         |
+-----------------+-----------------+-----------------+-----------------+
| Region 5        | 1,159           | 19,435          | 232,940         |
+-----------------+-----------------+-----------------+-----------------+
| Region 6        | 223             | 3,366           | 46,114          |
+-----------------+-----------------+-----------------+-----------------+
| Region 7        | 342             | 4,733           | 75,487          |
+-----------------+-----------------+-----------------+-----------------+
| Region 8        | 108             | 1,505           | 26,942          |
+-----------------+-----------------+-----------------+-----------------+
| Region 9        | 512             | 8,691           | 135,411         |
+-----------------+-----------------+-----------------+-----------------+
| Region 10       | 415             | 5,514           | 79,332          |
+-----------------+-----------------+-----------------+-----------------+
| **TOTAL**       | **4,806**       | **79,710**      | *               |
|                 |                 |                 | *1,030,257^1^** |
+-----------------+-----------------+-----------------+-----------------+

^1^ Numbers do not add exactly to 1,030,257 due to rounding.

[]{#__RefHeading___Toc1958805 .anchor}Appendix 4: Total Training by
NIEHS Awardee

+----------------------------+------------+--------------+------------+
| **EPA/NIEHS Worker         |            |              |            |
| Education and Training     |            |              |            |
| Awards**                   |            |              |            |
|                            |            |              |            |
| **TOTAL TRAINING For       |            |              |            |
| Budget Period              |            |              |            |
| 09/01/2000-08/31/2001**    |            |              |            |
+----------------------------+------------+--------------+------------+
| **AWARDEE**                | **COURSES  | **WORKERS**  | *          |
|                            | C          |              | *CONTACT** |
|                            | OMPLETED** | **TRAINED**  |            |
|                            |            |              | **HOURS**  |
+----------------------------+------------+--------------+------------+
| University of Alabama      | 134        | 2,554        | 28,412     |
| Birmingham                 |            |              |            |
+----------------------------+------------+--------------+------------+
| International Chemical     | 252        | 5,026        | 52,953     |
| Workers Union Council      |            |              |            |
+----------------------------+------------+--------------+------------+
| International Association  | 61         | 1,324        | 43,320     |
| of Fire Fighters           |            |              |            |
+----------------------------+------------+--------------+------------+
| George Meany Center for    | 192        | 2,098        | 20,932     |
| Labor Studies              |            |              |            |
+----------------------------+------------+--------------+------------+
| University of              | 66         | 936          | 14,112     |
| Massachusetts, Lowell      |            |              |            |
+----------------------------+------------+--------------+------------+
| University of California   | 127        | 2,357        | 33,770     |
| at Los Angeles             |            |              |            |
+----------------------------+------------+--------------+------------+
| Laborers-AGC Education and | 504        | 6,187        | 148,079    |
| Training                   |            |              |            |
+----------------------------+------------+--------------+------------+
| Paper, Allied-Industrial,  | 350        | 7,063        | 62,437     |
| Chemical and Energy Worker |            |              |            |
| International Union        |            |              |            |
+----------------------------+------------+--------------+------------+
| HMTRI Kirkwood Community   | 922        | 12,775       | 156,243    |
| College                    |            |              |            |
+----------------------------+------------+--------------+------------+
| Service Employees          | 80         | 1,328        | 11,920     |
| International              |            |              |            |
+----------------------------+------------+--------------+------------+
| University of Medicine &   | 573        | 10,859       | 101,440    |
| Dentistry of New Jersey    |            |              |            |
+----------------------------+------------+--------------+------------+
| International Union,       | 38         | 782          | 16,781     |
| United Auto Workers        |            |              |            |
+----------------------------+------------+--------------+------------+
| International Union of     | 683        | 14,454       | 190,256    |
| Operating Engineers        |            |              |            |
+----------------------------+------------+--------------+------------+
| University of Cincinnati   | 384        | 5,770        | 62,445     |
+----------------------------+------------+--------------+------------+
| Center to Protect Workers' | 250        | 3,478        | 60,870     |
| Rights                     |            |              |            |
+----------------------------+------------+--------------+------------+
| AFSCME Training and        | 111        | 1,483        | 9,569      |
| Education                  |            |              |            |
|                            |            |              |            |
| Institute                  |            |              |            |
+----------------------------+------------+--------------+------------+
| DePaul University          | 79         | 1,236        | 13,719     |
+----------------------------+------------+--------------+------------+
| **TOTAL**                  | **4,806**  | **79,710**   | **1,03     |
|                            |            |              | 0,257^1^** |
+----------------------------+------------+--------------+------------+

^1^Numbers do not add exactly to 1,030,257 due to rounding.

[]{#__RefHeading___Toc1958806 .anchor}Appendix 5: Target Populations

+------------+---------+---------+--------+--------+-------+-------+
| **EPA      |         |         |        |        |       |       |
| HWWTP**    |         |         |        |        |       |       |
|            |         |         |        |        |       |       |
| **TARGET   |         |         |        |        |       |       |
| POP        |         |         |        |        |       |       |
| ULATIONS** |         |         |        |        |       |       |
|            |         |         |        |        |       |       |
| **For      |         |         |        |        |       |       |
| Budget     |         |         |        |        |       |       |
| Period     |         |         |        |        |       |       |
| 09/        |         |         |        |        |       |       |
| 01/2000-08 |         |         |        |        |       |       |
| /31/2001** |         |         |        |        |       |       |
+------------+---------+---------+--------+--------+-------+-------+
| **Target** | **\#**  | **%**   | **\#** | **%**  | *     | **%** |
|            |         |         |        |        | *\#** |       |
| **Pop      | **Co    | **Co    | **WOR  | **Wor  |       | **Co  |
| ulations** | urses** | urses** | KERS** | kers** | **Co  | ntact |
|            |         |         |        |        | ntact | Ho    |
|            | **Comp  | **Comp  | **Tra  | **Tra  | Ho    | urs** |
|            | leted** | leted** | ined** | ined** | urs** |       |
+------------+---------+---------+--------+--------+-------+-------+
| CERCLA     | 2,138   | 44%     | 34,942 | 44%    | 54    | 53%   |
| Cleanup^1^ |         |         |        |        | 3,081 |       |
+------------+---------+---------+--------+--------+-------+-------+
| Emergency  | 857     | 18%     | 16,095 | 20%    | 19    | 19%   |
| Response   |         |         |        |        | 7,188 |       |
+------------+---------+---------+--------+--------+-------+-------+
| Other      | 1,037   | 22%     | 18,502 | 23%    | 14    | 14%   |
| Safety and |         |         |        |        | 5,417 |       |
| Health     |         |         |        |        |       |       |
+------------+---------+---------+--------+--------+-------+-------+
| Hazmat     | 274     | 6%      | 3,061  | 4%     | 2     | 3%    |
| Transport  |         |         |        |        | 6,740 |       |
+------------+---------+---------+--------+--------+-------+-------+
| RCRA/      | 413     | 9%      | 5,829  | 7%     | 9     | 10%   |
| Industrial |         |         |        |        | 8,535 |       |
+------------+---------+---------+--------+--------+-------+-------+
| Asbestos   | 62      | 1%      | 940    | 1%     | 1     | 1%    |
| Abatement  |         |         |        |        | 4,088 |       |
+------------+---------+---------+--------+--------+-------+-------+
| Radiation  | 15      | 0%      | 234    | 0%     | 2,152 | 0%    |
+------------+---------+---------+--------+--------+-------+-------+
| Lead       | 10      | 0%      | 107    | 0%     | 3,056 | 0%    |
| Abatement  |         |         |        |        |       |       |
+------------+---------+---------+--------+--------+-------+-------+
| **TOTALS** | **      | *       | **79   | **     | **1   | **1   |
|            | 4,806** | *100%** | ,710** | 100%** | ,030, | 00%** |
|            |         |         |        |        | 257** |       |
+------------+---------+---------+--------+--------+-------+-------+

^1^The overall majority of training remains in the CERCLA Cleanup
training.

[]{#__RefHeading___Toc1958807 .anchor}Appendix 6: Six-Year Summary of
Training

+-----------------+-----------------+-----------------+---------------+
| **NIEHS/EPA     |                 |                 |               |
| Minority Worker |                 |                 |               |
| Training        |                 |                 |               |
| Program**       |                 |                 |               |
|                 |                 |                 |               |
| **SIX-YEAR      |                 |                 |               |
| SUMMARY OF      |                 |                 |               |
| TRAINING**      |                 |                 |               |
|                 |                 |                 |               |
| **For Budget    |                 |                 |               |
| Period          |                 |                 |               |
| 09/01/19        |                 |                 |               |
| 96-08/31/2001** |                 |                 |               |
+-----------------+-----------------+-----------------+---------------+
| **YEAR**        | **STUDENTS      | **PLACED IN     | **PERCENTAGE  |
|                 | TRAINED**       | JOBS**          | OF STUDENTS   |
|                 |                 |                 | PLACED**      |
|                 |                 |                 |               |
|                 |                 |                 | **IN JOBS**   |
+-----------------+-----------------+-----------------+---------------+
| 1996            | 368             | 246             | 67%           |
+-----------------+-----------------+-----------------+---------------+
| 1997            | 310             | 193             | 62%           |
+-----------------+-----------------+-----------------+---------------+
| 1998            | 240             | 154             | 64%           |
+-----------------+-----------------+-----------------+---------------+
| 1999            | 360             | 233             | 65%           |
+-----------------+-----------------+-----------------+---------------+
| 2000            | 364             | 244             | 67%           |
+-----------------+-----------------+-----------------+---------------+
| 2001            | 342             | 204             | 60%           |
+-----------------+-----------------+-----------------+---------------+
| **TOTAL**       | **1,984**       | **1,274**       | **64%**       |
+-----------------+-----------------+-----------------+---------------+

[]{#__RefHeading___Toc1958808 .anchor}Appendix 7: Total Training by MWTP
Awardee

+-------------------------+-------------+-------------+---------------+
| **EPA/NIEHS MINORITY    |             |             |               |
| WORKER TRAINING         |             |             |               |
| PROGRAM**               |             |             |               |
|                         |             |             |               |
| **Worker Education and  |             |             |               |
| Training Awards**       |             |             |               |
|                         |             |             |               |
| **TOTAL TRAINING For    |             |             |               |
| Budget Period           |             |             |               |
| 09/01/2000-08/31/2001** |             |             |               |
+-------------------------+-------------+-------------+---------------+
| **AWARDEE**             | **COURSES   | *           | **CONTACT**   |
|                         | COMPLETED** | *STUDENTS** |               |
|                         |             |             | **HOURS**     |
|                         |             | **TRAINED** |               |
+-------------------------+-------------+-------------+---------------+
| University of Medicine  | 18          | 30          | 21,338        |
| & Dentistry of New      |             |             |               |
| Jersey                  |             |             |               |
+-------------------------+-------------+-------------+---------------+
| Laborers-AGC Education  | 74          | 127         | 48,433        |
| and Training            |             |             |               |
+-------------------------+-------------+-------------+---------------+
| Center to Protect       | 72          | 73          | 38,836        |
| Workers' Rights         |             |             |               |
+-------------------------+-------------+-------------+---------------+
| DePaul University       | 34          | 89          | 20,883        |
+-------------------------+-------------+-------------+---------------+
| Xavier University       | 11          | 23          | 7,240         |
+-------------------------+-------------+-------------+---------------+
| **TOTAL**               | **209**     | **342**     | **136,730**   |
+-------------------------+-------------+-------------+---------------+

[]{#__RefHeading___Toc1958809 .anchor}Appendix 8: Six-Year Summary of
Students Trained per Awardee

+------------+-------+-------+-------+-------+-------+-------+----+
| *          |       |       |       |       |       |       |    |
| *NIEHS/EPA |       |       |       |       |       |       |    |
| Minority   |       |       |       |       |       |       |    |
| Worker     |       |       |       |       |       |       |    |
| Training   |       |       |       |       |       |       |    |
| Program:** |       |       |       |       |       |       |    |
|            |       |       |       |       |       |       |    |
| *          |       |       |       |       |       |       |    |
| *(SIX-YEAR |       |       |       |       |       |       |    |
| SUMMARY OF |       |       |       |       |       |       |    |
| STUDENTS   |       |       |       |       |       |       |    |
| TRAINED    |       |       |       |       |       |       |    |
| PER        |       |       |       |       |       |       |    |
| AWARDEE)** |       |       |       |       |       |       |    |
|            |       |       |       |       |       |       |    |
| **For      |       |       |       |       |       |       |    |
| Budget     |       |       |       |       |       |       |    |
| Period     |       |       |       |       |       |       |    |
| 09/        |       |       |       |       |       |       |    |
| 01/1996-08 |       |       |       |       |       |       |    |
| /31/2001** |       |       |       |       |       |       |    |
+------------+-------+-------+-------+-------+-------+-------+----+
| *          | **1   | **1   | **1   | **1   | **2   | **2   | *  |
| *AWARDEE** | 996** | 997** | 998** | 999** | 000** | 001** | *T |
|            |       |       |       |       |       |       | OT |
|            | **    | **STU | **STU | **    | **    | **    | AL |
|            | STUDE | DENTS | DENTS | STUDE | STUDE | STUDE | ** |
|            | NTS** | TRAI  | TRAI  | NTS** | NTS** | NTS** |    |
|            |       | NED** | NED** |       |       |       |    |
|            | *     |       |       | *     | *     | *     |    |
|            | *TRAI |       |       | *TRAI | *TRAI | *TRAI |    |
|            | NED** |       |       | NED** | NED** | NED** |    |
+------------+-------+-------+-------+-------+-------+-------+----+
| University | 26    | 25    | 25    | 30    | 30    | 30    | 1  |
| of         |       |       |       |       |       |       | 66 |
| Medicine & |       |       |       |       |       |       |    |
| Dentistry  |       |       |       |       |       |       |    |
| of New     |       |       |       |       |       |       |    |
| Jersey     |       |       |       |       |       |       |    |
+------------+-------+-------+-------+-------+-------+-------+----+
| La         | 50    | 41    | 32    | 96    | 93    | 127   | 4  |
| borers-AGC |       |       |       |       |       |       | 39 |
| Education  |       |       |       |       |       |       |    |
| and        |       |       |       |       |       |       |    |
| Training   |       |       |       |       |       |       |    |
+------------+-------+-------+-------+-------+-------+-------+----+
| Alice      | 46    | 20    | N/A   | N/A   | N/A   | N/A   | 66 |
| Hamilton   |       |       |       |       |       |       |    |
| Oc         |       |       |       |       |       |       |    |
| cupational |       |       |       |       |       |       |    |
| Health     |       |       |       |       |       |       |    |
| Center     |       |       |       |       |       |       |    |
+------------+-------+-------+-------+-------+-------+-------+----+
| Center to  | 60    | 139   | 126   | 100   | 89    | 73    | 5  |
| Protect    |       |       |       |       |       |       | 87 |
| Workers'   |       |       |       |       |       |       |    |
| Rights     |       |       |       |       |       |       |    |
+------------+-------+-------+-------+-------+-------+-------+----+
| DePaul     | 70    | 34    | 22    | 69    | 63    | 89    | 3  |
| University |       |       |       |       |       |       | 47 |
+------------+-------+-------+-------+-------+-------+-------+----+
| Jackson    | 86    | 27    | N/A   | 25    | 42    | N/A   | 1  |
| State      |       |       |       |       |       |       | 75 |
| University |       |       |       |       |       |       |    |
+------------+-------+-------+-------+-------+-------+-------+----+
| Clark      | 30    | 24    | 35    | 45    | 47    | N/A   | 1  |
| Atlanta    |       |       |       |       |       |       | 81 |
| University |       |       |       |       |       |       |    |
+------------+-------+-------+-------+-------+-------+-------+----+
| Xavier     |       |       |       |       |       | *     | ** |
|            |       |       |       |       |       | *23** | 23 |
| Uni        |       |       |       |       |       |       | ** |
| versity^1^ |       |       |       |       |       |       |    |
+------------+-------+-------+-------+-------+-------+-------+----+
| **TOTAL**  | **    | **    | **    | **    | **    | **    | *  |
|            | 368** | 310** | 240** | 360** | 364** | 342** | *1 |
|            |       |       |       |       |       |       | ,9 |
|            |       |       |       |       |       |       | 84 |
|            |       |       |       |       |       |       | ** |
+------------+-------+-------+-------+-------+-------+-------+----+

N/A -- No training was performed during this period.

^1^ First year in the MWTP.

[]{#__RefHeading___Toc1958810 .anchor}Appendix 9: Six-Year Summary of
Employment per Awardee

+-----------+-------+-------+-------+-------+-------+-------+------+
| **        |       |       |       |       |       |       |      |
| NIEHS/EPA |       |       |       |       |       |       |      |
| Minority  |       |       |       |       |       |       |      |
| Worker    |       |       |       |       |       |       |      |
| Training  |       |       |       |       |       |       |      |
| P         |       |       |       |       |       |       |      |
| rogram:** |       |       |       |       |       |       |      |
|           |       |       |       |       |       |       |      |
| *         |       |       |       |       |       |       |      |
| *SIX-YEAR |       |       |       |       |       |       |      |
| SUMMARY   |       |       |       |       |       |       |      |
| OF        |       |       |       |       |       |       |      |
| E         |       |       |       |       |       |       |      |
| MPLOYMENT |       |       |       |       |       |       |      |
| pER       |       |       |       |       |       |       |      |
| aWARDEE** |       |       |       |       |       |       |      |
|           |       |       |       |       |       |       |      |
| **For     |       |       |       |       |       |       |      |
| Budget    |       |       |       |       |       |       |      |
| Period    |       |       |       |       |       |       |      |
| 09/01     |       |       |       |       |       |       |      |
| /1996-08/ |       |       |       |       |       |       |      |
| 31/2001** |       |       |       |       |       |       |      |
+-----------+-------+-------+-------+-------+-------+-------+------+
| **        | **1   | **1   | **1   | **1   | **2   | **2   | *    |
| AWARDEE** | 996** | 997** | 998** | 999** | 000** | 001** | *TOT |
|           |       |       |       |       |       |       | AL** |
|           | **    | **    | **    | **    | **    | **    |      |
|           | TOTAL | TOTAL | TOTAL | TOTAL | TOTAL | TOTAL |      |
|           | EM    | EM    | EM    | EM    | EM    | EM    |      |
|           | PLOYM | PLOYM | PLOYM | PLOYM | PLOYM | PLOYM |      |
|           | ENT** | ENT** | ENT** | ENT** | ENT** | ENT** |      |
+-----------+-------+-------+-------+-------+-------+-------+------+
| U         | 16    | 12    | 18    | 14    | 24    | 23    | 107  |
| niversity |       |       |       |       |       |       |      |
| of        |       |       |       |       |       |       |      |
| Medicine  |       |       |       |       |       |       |      |
| &         |       |       |       |       |       |       |      |
| Dentistry |       |       |       |       |       |       |      |
| of New    |       |       |       |       |       |       |      |
| Jersey    |       |       |       |       |       |       |      |
+-----------+-------+-------+-------+-------+-------+-------+------+
| Lab       | 27    | 25    | 28    | 80    | 71    | 84    | 315  |
| orers-AGC |       |       |       |       |       |       |      |
| Education |       |       |       |       |       |       |      |
| and       |       |       |       |       |       |       |      |
| Training  |       |       |       |       |       |       |      |
+-----------+-------+-------+-------+-------+-------+-------+------+
| Alice     | 38    | 11    | N/A   | N/A   | N/A   | N/A   | 49   |
| Hamilton  |       |       |       |       |       |       |      |
| Occ       |       |       |       |       |       |       |      |
| upational |       |       |       |       |       |       |      |
| Health    |       |       |       |       |       |       |      |
| Center    |       |       |       |       |       |       |      |
+-----------+-------+-------+-------+-------+-------+-------+------+
| Center to | 54    | 85    | 63    | 45    | 54    | 57    | 358  |
| Protect   |       |       |       |       |       |       |      |
| Workers'  |       |       |       |       |       |       |      |
| Rights    |       |       |       |       |       |       |      |
+-----------+-------+-------+-------+-------+-------+-------+------+
| DePaul    | 56    | 26    | 21    | 48    | 34    | 23    | 208  |
| U         |       |       |       |       |       |       |      |
| niversity |       |       |       |       |       |       |      |
+-----------+-------+-------+-------+-------+-------+-------+------+
| Jackson   | 39    | 17    | N/A   | 19    | 29    | N/A   | 104  |
| State     |       |       |       |       |       |       |      |
| U         |       |       |       |       |       |       |      |
| niversity |       |       |       |       |       |       |      |
+-----------+-------+-------+-------+-------+-------+-------+------+
| Clark     | 16    | 17    | 24    | 27    | 32    | N/A   | 116  |
| Atlanta   |       |       |       |       |       |       |      |
| U         |       |       |       |       |       |       |      |
| niversity |       |       |       |       |       |       |      |
+-----------+-------+-------+-------+-------+-------+-------+------+
| Xavier    | **0** | **0** | **0** | **0** | **0** | *     | **   |
| Univ      |       |       |       |       |       | *17** | 17** |
| ersity^1^ |       |       |       |       |       |       |      |
+-----------+-------+-------+-------+-------+-------+-------+------+
| **TOTAL** | **    | **    | **    | **    | **    | **    | *    |
|           | 246** | 193** | 154** | 233** | 244** | 204** | *1,2 |
|           |       |       |       |       |       |       | 74** |
+-----------+-------+-------+-------+-------+-------+-------+------+

N/A -- No training was performed during this period.

^1^ First year in the MWTP.

[]{#__RefHeading___Toc1958811 .anchor}Appendix 10: MWTP Summary of Type
and Number of Courses

+-----------------------------------+----------------------------------+
| **NIEHS/EPA Minority Worker       |                                  |
| Training Program**                |                                  |
|                                   |                                  |
| **SUMMARY OF TYPE AND NUMBER OF   |                                  |
| COURSES**                         |                                  |
|                                   |                                  |
| **For Budget Period               |                                  |
| 09/01/2000-08/31/2001**           |                                  |
+-----------------------------------+----------------------------------+
| **COURSE NAME**                   | **NUMBER OF COURSES**            |
+-----------------------------------+----------------------------------+
| Adult CPR                         | 5                                |
+-----------------------------------+----------------------------------+
| Asbestos Abatement Worker Basic   | 1                                |
+-----------------------------------+----------------------------------+
| Asbestos Abatement Supervisor     | 15                               |
+-----------------------------------+----------------------------------+
| Basic Construction Skills         | 9                                |
+-----------------------------------+----------------------------------+
| Basic First Aid                   | 7                                |
+-----------------------------------+----------------------------------+
| Basic Math Skills                 | 15                               |
+-----------------------------------+----------------------------------+
| Basic Reading/Writing Skills      | 10                               |
+-----------------------------------+----------------------------------+
| Basic Superfund Site Worker       | 20                               |
+-----------------------------------+----------------------------------+
| Confined Space                    | 7                                |
+-----------------------------------+----------------------------------+
| Environmental Justice             | 4                                |
+-----------------------------------+----------------------------------+
| Environmental Preparation         | 3                                |
+-----------------------------------+----------------------------------+
| Environmental Sampling            | 1                                |
+-----------------------------------+----------------------------------+
| Environmental Technician          | 2                                |
+-----------------------------------+----------------------------------+
| GED Training and Certification    | 2                                |
+-----------------------------------+----------------------------------+
| General Construction Safety       | 22                               |
+-----------------------------------+----------------------------------+
| Hazard communication              | 4                                |
+-----------------------------------+----------------------------------+
| Lead Abatement Worker Basic       | 17                               |
+-----------------------------------+----------------------------------+
| Life Skills                       | 27                               |
+-----------------------------------+----------------------------------+
| Logout-Tagout                     | 4                                |
+-----------------------------------+----------------------------------+
| Mentoring/Career Guidance         | 17                               |
+-----------------------------------+----------------------------------+
| Microbial Remediation: Mold and   | 3                                |
| Mildew                            |                                  |
+-----------------------------------+----------------------------------+
| Physical Fitness                  | 7                                |
+-----------------------------------+----------------------------------+
| Scaffold                          | 6                                |
+-----------------------------------+----------------------------------+
| Site Worker Refresher             | 1                                |
+-----------------------------------+----------------------------------+
| **TOTAL**                         | **209**                          |
+-----------------------------------+----------------------------------+

[]{#__RefHeading___Toc1958812 .anchor}Appendix 11: MWTP Demographics

+-----------+--------+--------+-----+------------------+-------------+
| **        |        |        |     |                  |             |
| NIEHS/EPA |        |        |     |                  |             |
| Minority  |        |        |     |                  |             |
| Worker    |        |        |     |                  |             |
| Training  |        |        |     |                  |             |
| P         |        |        |     |                  |             |
| rogram:** |        |        |     |                  |             |
|           |        |        |     |                  |             |
| **DEMOG   |        |        |     |                  |             |
| RAPHICS** |        |        |     |                  |             |
|           |        |        |     |                  |             |
| **For     |        |        |     |                  |             |
| Budget    |        |        |     |                  |             |
| Period    |        |        |     |                  |             |
| 09/01     |        |        |     |                  |             |
| /2000-08/ |        |        |     |                  |             |
| 31/2001** |        |        |     |                  |             |
+-----------+--------+--------+-----+------------------+-------------+
| **S       | 342    |        |     |                  |             |
| TUDENTS** |        |        |     |                  |             |
+-----------+--------+--------+-----+------------------+-------------+
| **AGE**   | [18]   |        |     |                  |             |
|           | {.unde |        |     |                  |             |
|           | rline} |        |     |                  |             |
|           | [19]   |        |     |                  |             |
|           | {.unde |        |     |                  |             |
|           | rline} |        |     |                  |             |
|           | [20]   |        |     |                  |             |
|           | {.unde |        |     |                  |             |
|           | rline} |        |     |                  |             |
|           | [21]   |        |     |                  |             |
|           | {.unde |        |     |                  |             |
|           | rline} |        |     |                  |             |
|           | [22]   |        |     |                  |             |
|           | {.unde |        |     |                  |             |
|           | rline} |        |     |                  |             |
|           | [23]   |        |     |                  |             |
|           | {.unde |        |     |                  |             |
|           | rline} |        |     |                  |             |
|           | [24]   |        |     |                  |             |
|           | {.unde |        |     |                  |             |
|           | rline} |        |     |                  |             |
|           | [25]   |        |     |                  |             |
|           | {.unde |        |     |                  |             |
|           | rline} |        |     |                  |             |
|           |        |        |     |                  |             |
|           | 25 42  |        |     |                  |             |
|           | 45 36  |        |     |                  |             |
|           | 51 41  |        |     |                  |             |
|           | 45 57  |        |     |                  |             |
+-----------+--------+--------+-----+------------------+-------------+
| **ET      | [      | [HIS   | [   | [AMERICAN        | [PAC.       |
| HNICITY** | BLACK] | PANIC] | ASI | IND              | ISLANDER]{  |
|           | {.unde | {.unde | AN] | IAN]{.underline} | .underline} |
|           | rline} | rline} | {.u |                  |             |
|           |        |        | nde | 2 (1%)           | 6 (2%)      |
|           | 297    | 31     | rli |                  |             |
|           | (87%)  | (9%)   | ne} |                  |             |
|           |        |        |     |                  |             |
|           |        |        | 6   |                  |             |
|           |        |        | (   |                  |             |
|           |        |        | 2%) |                  |             |
+-----------+--------+--------+-----+------------------+-------------+
| *         | [MALE] |        |     | [FEM             |             |
| *GENDER** | {.unde |        |     | ALE]{.underline} |             |
|           | rline} |        |     |                  |             |
|           |        |        |     | 43 (13%)         |             |
|           | 299    |        |     |                  |             |
|           | (87%)  |        |     |                  |             |
+-----------+--------+--------+-----+------------------+-------------+

[]{#__RefHeading___Toc1958813 .anchor}Appendix 12: L-AGC MWTP Job
Placement Chart

+-------+-------+------------+--------+----------------+-------------+
| La    |       |            |        |                |             |
| borer |       |            |        |                |             |
| s-AGC |       |            |        |                |             |
| MIN   |       |            |        |                |             |
| ORITY |       |            |        |                |             |
| W     |       |            |        |                |             |
| ORKER |       |            |        |                |             |
| TRA   |       |            |        |                |             |
| INING |       |            |        |                |             |
| PRO   |       |            |        |                |             |
| GRAM\ |       |            |        |                |             |
| JOB   |       |            |        |                |             |
| PLAC  |       |            |        |                |             |
| EMENT |       |            |        |                |             |
| CHART |       |            |        |                |             |
+-------+-------+------------+--------+----------------+-------------+
| **    | **Stu | *          | **An   | **Job Title**  | **Field/**  |
| MWTP\ | dent\ | *Company** | nual** |                |             |
| Stud  | St    |            |        |                | **Type of   |
| ent** | ate** | **Name**   | **Sa   |                | Work**      |
|       |       |            | lary** |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 001   | CA    | BAYVIEW    | \$26,  | ENVIRO TECH    | C           |
|       |       | ENVIRO     | 880.00 |                | ONSTRUCTION |
+-------+-------+------------+--------+----------------+-------------+
| 002   | CA    | ITSI       | \$27,  | ENVIRO TECH    | HAZ WASTE   |
|       |       |            | 560.00 |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 003   | CA    | BAYVIEW    | \$26,  | ENVIRO LABORER | C           |
|       |       | ENVIRO     | 880.00 |                | ONSTRUCTION |
+-------+-------+------------+--------+----------------+-------------+
| 004   | CA    | BAYVIEW    | \$26,  | ENVIRO LABORER | C           |
|       |       | ENVIRO     | 880.00 |                | ONSTRUCTION |
+-------+-------+------------+--------+----------------+-------------+
| 005   | CA    | HERC       | \$31,  | ABATEMENT      | MOLD/MILDEW |
|       |       |            | 200.00 | WORKER         |             |
+-------+-------+------------+--------+----------------+-------------+
| 006   | CA    | N/A        | \$0.00 | N/A            | NONE        |
+-------+-------+------------+--------+----------------+-------------+
| 007   | CA    | MUNI       | \$32,  | OUTREACH       | TRA         |
|       |       |            | 640.00 | COORD.         | NSPORTATION |
+-------+-------+------------+--------+----------------+-------------+
| 008   | CA    | BAYVIEW    | \$26,  | ENVIRO LABORER | C           |
|       |       | ENVIRO     | 880.00 |                | ONSTRUCTION |
+-------+-------+------------+--------+----------------+-------------+
| 009   | CA    | FOOTLOCKER | \$19,  | SALES ASSOC.   | MERCHANDISE |
|       |       |            | 968.00 |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 010   | CA    | BAYVIEW    | \$26,  | ENVIRO LABORER | C           |
|       |       | ENVIRO     | 880.00 |                | ONSTRUCTION |
+-------+-------+------------+--------+----------------+-------------+
| 011   | CA    | ITSI       | \$27,  | ENVIRO TECH    | ABESTOS     |
|       |       |            | 560.00 |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 012   | CA    | ON SITE    | \$35,  | ENVIRO TECH    | HAZ WASTE   |
|       |       |            | 360.00 |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 013   | CA    | N/A        | \$0.00 | N/A            | NONE        |
+-------+-------+------------+--------+----------------+-------------+
| 014   | CA    | HERC       | \$31,  | ABATEMENT      | MOLD/MILDEW |
|       |       |            | 200.00 | WORKER         |             |
+-------+-------+------------+--------+----------------+-------------+
| 015   | CA    | MARINSHIP  | \$24,  | GEN LABORER    | C           |
|       |       |            | 960.00 |                | ONSTRUCTION |
+-------+-------+------------+--------+----------------+-------------+
| 016   | CA    | ON SITE    | \$35,  | ENVIRO TECH    | HAZ WASTE   |
|       |       |            | 560.00 |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 017   | CA    | HERC       | \$31,  | ABATEMENT      | MOLD/MILDEW |
|       |       |            | 200.00 | WORKER         |             |
+-------+-------+------------+--------+----------------+-------------+
| 018   | CA    | ON SITE    | \$35,  | ENVIRO TECH    | HAZ WASTE   |
|       |       |            | 560.00 |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 019   | CA    | HERC       | \$31,  | ABATEMENT      | MOLD/MILDEW |
|       |       |            | 200.00 | WORKER         |             |
+-------+-------+------------+--------+----------------+-------------+
| 020   | CA    | HOME DEPOT | \$21,  | STOCK PERSON   | HOME        |
|       |       |            | 120.00 |                | IMPROVEMENT |
+-------+-------+------------+--------+----------------+-------------+
| 021   | CA    | ITSI       | \$27,  | ENVIRO TECH    | HAZ WASTE   |
|       |       |            | 560.00 |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 022   | CA    | TETRA TECH | \$24,  | SURVEYER       | LEAD        |
|       |       |            | 960.00 |                | SAMPLING    |
+-------+-------+------------+--------+----------------+-------------+
| 023   | CA    | N/A        | \$0.00 | N/A            | NONE        |
+-------+-------+------------+--------+----------------+-------------+
| 024   | CA    | BAYVIEW    | \$26,  | ENVIRO LABORER | C           |
|       |       | ENVIRO     | 880.00 |                | ONSTRUCTION |
+-------+-------+------------+--------+----------------+-------------+
| 025   | CA    | HERC       | \$31,  | ABATEMENT      | MOLD/MILDEW |
|       |       |            | 200.00 | WORKER         |             |
+-------+-------+------------+--------+----------------+-------------+
| 026   | CT    | A.A.I.S    | \$24,  | LABORER        | GENERAL     |
|       |       |            | 960.00 |                | C           |
|       |       |            |        |                | ONSTRUCTION |
+-------+-------+------------+--------+----------------+-------------+
| 027   | CT    | UNIVERSAL  | \$33,  | SECURITY GUARD | EN          |
|       |       | STUDIOS    | 800.00 |                | TERTAINMENT |
|       |       |            |        |                | SECURITY    |
+-------+-------+------------+--------+----------------+-------------+
| 028   | CT    | ABCON      | \$24,  | REMEDIATION    | ASBESTOS    |
|       |       | ENV        | 960.00 | WORKER         | ABATEMENT   |
|       |       | IRONMENTAL |        |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 029   | CT    | STANDARD   | \$31,  | LABORER        | DEMOLITION  |
|       |       | DEMOLITION | 200.00 |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 030   | CT    | ABCON      | \$24,  | REMEDIATION    | ASBESTOS    |
|       |       | ENV        | 960.00 | WORKER         | ABATEMENT   |
|       |       | IRONMENTAL |        |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 031   | CT    | A.A.I.S    | \$24,  | LABORER        | GENERAL     |
|       |       |            | 960.00 |                | C           |
|       |       |            |        |                | ONSTRUCTION |
+-------+-------+------------+--------+----------------+-------------+
|       |       |            |        |                |             |
+-------+-------+------------+--------+----------------+-------------+
| **    | **Stu | *          | **An   | **Job Title**  | **Field/**  |
| MWTP\ | dent\ | *Company** | nual** |                |             |
| Stud  | St    |            |        |                | **Type of   |
| ent** | ate** | **Name**   | **Sa   |                | Work**      |
|       |       |            | lary** |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 032   | CT    | ZERRELLI   | \$39,  | LABORER        | GENERAL     |
|       |       | DEMOLITION | 000.00 |                | C           |
|       |       |            |        |                | ONSTRUCTION |
+-------+-------+------------+--------+----------------+-------------+
| 033   | CT    | ABCON      | \$24,  | REMEDIATION    | ASBESTOS    |
|       |       | ENV        | 960.00 | WORKER         | ABATEMENT   |
|       |       | IRONMENTAL |        |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 034   | CT    | BROOKS     | \$31,  | LABORER        | GENERAL     |
|       |       | CO         | 200.00 |                | C           |
|       |       | NSTRUCTION |        |                | ONSTRUCTION |
+-------+-------+------------+--------+----------------+-------------+
| 035   | CT    | STANDARD   | \$31,  | LABORER        | GENERAL     |
|       |       | DEMOLITION | 200.00 |                | C           |
|       |       |            |        |                | ONSTRUCTION |
+-------+-------+------------+--------+----------------+-------------+
| 036   | CT    | MURDOCK    | \$29,  | REMEDIATION    | ASBESTOS    |
|       |       | ASBESTOS   | 120.00 | WORKER         | ABATEMENT   |
+-------+-------+------------+--------+----------------+-------------+
| 037   | MD    |            | \$7,   | Janitor        | Janitorial  |
|       |       |            | 000.00 |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 038   | MD    | CHERRY     | \$15,  | Flagger        | C           |
|       |       | HILL       | 360.00 |                | onstruction |
+-------+-------+------------+--------+----------------+-------------+
| 039   | MD    | WHITING    | \$18,  | Laborer        | C           |
|       |       | TURNER     | 432.00 | Apprentice     | onstruction |
+-------+-------+------------+--------+----------------+-------------+
| 040   | DC    |            | \$19,  | Janitor        | Janitorial  |
|       |       |            | 200.00 |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 041   | MD    | WHITING    | \$18,  | Laborer        | C           |
|       |       | TURNER     | 432.00 | Apprentice     | onstruction |
+-------+-------+------------+--------+----------------+-------------+
| 042   | VA    | CLARK      | \$18,  | Laborer        | C           |
|       |       |            | 432.00 | Apprentice     | onstruction |
+-------+-------+------------+--------+----------------+-------------+
| 043   | MD    |            | \$15,  | Janitor        | Janitorial  |
|       |       |            | 360.00 |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 044   | MD    | RESCOM     | \$16,  | Janitor        | Janitorial  |
|       |       |            | 416.00 |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 045   | MD    | WHITING    | \$18,  | Janitor        | Janitorial  |
|       |       | TURNER     | 432.00 |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 046   | PA    | DIAMOND    | \$22,  | Asbestos       | Asbestos    |
|       |       | HUNTBACK   | 880.00 | Worker         | Removal     |
+-------+-------+------------+--------+----------------+-------------+
| 047   | PA    | HAKE       | \$39,  | Construction   | General     |
|       |       | CO         | 998.00 | Craft Laborer  | C           |
|       |       | NSTRUCTION |        |                | onstruction |
+-------+-------+------------+--------+----------------+-------------+
| 048   | PA    | PRIVATE    | \$24,  | Helper         | Drywa       |
|       |       | REAL       | 960.00 |                | ll/Painting |
|       |       | ESTATE     |        |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 049   | PA    | TACO BELL  | \$12,  | Crew Member    | Fast Food   |
|       |       |            | 480.00 |                | Service     |
+-------+-------+------------+--------+----------------+-------------+
| 050   | PA    | HEN        | \$31,  | Flagger        | Pipeline    |
|       |       | KIES/MCCOY | 200.00 |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 051   | TX    | AUSTIN     | \$18,  | Laborer        | C           |
|       |       | INDUSTRIAL | 720.00 |                | onstruction |
+-------+-------+------------+--------+----------------+-------------+
| 052   | TX    | ONSITE     | \$18,  | Laborer        | En          |
|       |       | ENV        | 720.00 |                | vironmental |
|       |       | IRONMENTAL |        |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 053   | TX    | DOW        | \$28,  | Laborer        | En          |
|       |       | CHEMICAL   | 620.00 |                | vironmental |
+-------+-------+------------+--------+----------------+-------------+
| 054   | TX    | FOLEY\'S   | \$16,  | Forklift       | Warehouse   |
|       |       | WAREHOUSE  | 640.00 | Operator       |             |
+-------+-------+------------+--------+----------------+-------------+
| 055   | TX    | Phillips   | \$18,  | Laborer        | En          |
|       |       | Chemical   | 720.00 |                | vironmental |
+-------+-------+------------+--------+----------------+-------------+
| 056   | TX    | ONSITE     | \$22,  | Laborer        | E           |
|       |       | ENV        | 880.00 |                | nvironmetal |
|       |       | IRONMENTAL |        |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 057   | TX    | CCC GROUP  | \$22,  | Fire Watcher   | En          |
|       |       |            | 880.00 |                | vironmental |
+-------+-------+------------+--------+----------------+-------------+
| 058   | TX    | ONSITE     | \$18,  | Laborer        | En          |
|       |       | ENV        | 720.00 |                | vironmental |
|       |       | IRONMENTAL |        |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 059   | TX    | POWER      | \$18,  | Laborer        | C           |
|       |       | ELECTRICAL | 720.00 |                | onstruction |
+-------+-------+------------+--------+----------------+-------------+
| 060   | TX    | Phillips   | \$27,  | Laborer        | En          |
|       |       | Chemical   | 040.00 |                | vironmental |
+-------+-------+------------+--------+----------------+-------------+
| 061   | TX    | ONSITE     | \$22,  | Laborer        | En          |
|       |       | ENV        | 880.00 |                | vironmental |
|       |       | IRONMENTAL |        |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 062   | TX    | GES Co.    | \$39,  | Group Leader   | C           |
|       |       |            | 624.00 |                | onstruction |
+-------+-------+------------+--------+----------------+-------------+
| 063   | TX    | ONSITE     | \$18,  | Laborer        | En          |
|       |       | ENV        | 720.00 |                | vironmental |
|       |       | IRONMENTAL |        |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 064   | TX    | BAYOU      | \$18,  | Laborer        | C           |
|       |       | EN         | 720.00 |                | onstruction |
|       |       | VIROMENTAL |        |                |             |
+-------+-------+------------+--------+----------------+-------------+
| **    | **Stu | *          | **An   | **Job Title**  | **Field/**  |
| MWTP\ | dent\ | *Company** | nual** |                |             |
| Stud  | St    |            |        |                | **Type of   |
| ent** | ate** | **Name**   | **Sa   |                | Work**      |
|       |       |            | lary** |                |             |
+-------+-------+------------+--------+----------------+-------------+
| 065   | TX    | BFI WASTE  | \$16,  | Waste Recycle  | En          |
|       |       | MNGMT      | 900.00 |                | vironmental |
+-------+-------+------------+--------+----------------+-------------+
| 066   | TX    | ONSITE     | \$18,  | Laborer        | C           |
|       |       | ENV        | 720.00 |                | onstruction |
|       |       | IRONMENTAL |        |                |             |
+-------+-------+------------+--------+----------------+-------------+

[]{#__RefHeading___Toc1958814 .anchor}Appendix 13: Superfund Job
Training Initiative (SuperJTI) Accomplishments

From September 1, 2000 to October 31, 2001

**Laborers-AGC**

Bayview Hunters Point

San Francisco, CA

As the oldest and only original Laborers MWTP, the San Francisco MWTP
continues to be a model program in its sixth year of implementation. The
program has exceeded its targeted goals of participant completion each
year for the past three years. This year, the targeted goal for the
program was 15 trainees with an additional 10 to be trained in 80-hour
hazardous waste worker training with carryover funds. To date, a total
of 25 trainees received training during two cohorts of training, and an
additional 8 completed skills training in hazardous waste worker and
microbial remediation training as part of the SuperJTI for a total of 33
trainees 8 more than the targeted goal.

For the SuperJTI, a third group of students were recruited and completed
hazardous waste worker and microbial remediation training. These
students were specifically trained for employment at the Bayview Hunters
Point Shipyard a Superfund site. In particular the students were
enrolled later in the program in an effort to capitalize on immediate
long-term job opportunities in the area of microbial remediation that is
needed specifically at this site. The students completed all phrases of
training including life skills, physical fitness, basic math, basic
reading/writing skills, Mentoring/career guidance, preparation for GED
training, and all four areas of construction and environmental job
skills training.

Program implementation mirrored the efforts of past years by providing
participants with three phases of training. However, lessons learned
from the previous year allowed for expansion of training, services,
projects, speakers and field trips. The classes took trips to Meyer
Island, BVHP Naval Shipyard, the Presidio, and several large community
job sites. These trips helped them gain visual perspectives of job
sites, ideas of the kinds of sites they will work on before shipyard
cleanup begins, and of the kinds of job tasks required on-site. Tour
guides who were on-site supervisors of the respective projects
facilitated tours. Some attended community events while others took part
in legislative activities (public hearings, etc.) concerning cleanup of
Superfund sites. A major training accomplishment and highlight for this
program year was the students\' post-graduation formation of a
micro-enterprise remediation company named YCD/Enviro Innovations. The
enterprise specializes in the abatement of mold/mildew in sick buildings
that is a major issue in the Bayview Hunters Point community.
Laborers-AGC board member John Gibbons has taken an active advisory role
in the formation of the company, assisting with possible links to local
contractors. In addition, he also assists with local field trip plans.

Job placement exceeded projected efforts for placing graduates in
environmental jobs. Thirty (or 90%) of the 33 students trained are
currently employed. Out of this percentage, 18 of the 26 graduates
completing job skills offered through our affiliated training fund are
employed in environmental jobs, earning between \$26,000 and \$35,000
annually. Eight of these graduates secured employment at the Hunters
Point Shipyard, a local Superfund site. The employment of trained
community residents at a Superfund site in their community is just one
of the stellar reasons the SF MWTP has become a model program.

A physical fitness component served as a screening mechanism. It tested
participant's level of commitment, stamina, and their ability to follow
directions. Trainees participated in calisthenics and other exercise
regimes to build their physical strength and capacity. A typical day
began at six a.m. with physical fitness and endurance. Next came basic
skills classroom training at nearby Southeast Community College (SECC).
One hour of math and one hour of reading were taught by an instructor
from the school. This arrangement helped those with remedial math and
reading deficiencies to increase their skills and helped prepare the
nine trainees interested in GED preparation classes. Guest speakers from
U.C. Berkeley and other collaborating organizations worked with trainees
in the mid-morning until early afternoon. Trainees returned to the
training site for work with instructors from Laborers-AGC. After a short
lunch break they resumed job skills training. The day ended for trainees
at approximately 4 p.m. Some of the trainees made use of YCD's job
placement services and found employment for the hours following
training; others entered GED preparation courses offered at the
Community College facility.

Based on lessons learned in the past, it was important to get true
commitment from the participants. Thus, the life skills component was an
integral part of the training program. The intensive, \"in-your-face\"
nature of this course prepares participants for the rigors of
employment. It also provides them with information and skill sets
necessary to make successful transitions into the world of work. The
first class required much more intensive assistance in this area than
did the second. They also required intensive long-term group and
individual life skills training.

This year's success leveraged additional support for the U.S. EPA
Brownfields Job Training Initiative Program and assisted EPA in securing
the national Innovations 2000 Award from the Ford Foundation and the
Harvard School of Government. The SF MWTP also incorporates a community
service piece, which requires participation in community activities and
encourages on-going involvement in activities that directly affect the
community. The goal of this mandatory activity is the successful
interpretation and understanding of individual and group accountability
and responsibility. The MWTP has served as a catalyst for increased
local union and community involvement in the Bayview Hunters Point
community of San Francisco.

Newmark Groundwater Contamination Project

San Bernardino, California

At the request of the EPA's Office of Solid Waste and Emergency
Response/Superfund Community Involvement and Outreach Center, carryover
funds also were designated to assist EPA Region 9 in environmental
remediation training for the Newmark Groundwater Contamination Project
Superfund site in San Bernardino, California. This training under the
Super Job Training Initiative was accomplished with much success through
our affiliated training fund in Southern California. Since Laborers-AGC
had no prior experience with the community based organization recruiting
the trainees for training, an instructor from our SF MWTP (Derek
Gaskins) also was involved in both pre-job skills training and actual
job skills training in San Bernardino to alleviate any perceived
discipline or literacy challenges with prospective students.

Laborers-AGC established relationships with EPA Regional Coordinator
Jackie Lane and the Dianne Jaquith, the Executive Director of the
community based organization in San Bernardino, Neighborhood Housing
Services of the Inland Empire (NHSIE). NHSIE is a non-profit 501(c)(3)
housing and neighborhood development corporation established in 1982.
The corporation's mission is to revitalize neighborhoods through housing
rehabilitation, down payment assistance, homebuyer education, and
neighborhood fix-up/clean-up programs. NHSIE is a NeighborWorks
organization chartered by the congressionally established Neighborhood
Reinvestment Corporation (NR). The organization's prime target area is
comprised of a number of communities in the Inland Empire of Southern
California, which includes communities in both San Bernardino and
Riverside Counties.

Among several other community empowerment programs, NHSIE also
administers Youthbuild, a comprehensive job training, education, and
leadership development initiative for low-income young people who have
not completed high school. At-risk 17 to 24 year-olds refine their
scholastic skills while studying for their high school diploma or
General Equivalency Diploma (GED), and learn valuable employment skills
while constructing new homes for low-income citizens. Youthbuild
rebuilds communities while rebuilding lives, creating new homes for
low-income residents of distressed communities and giving new
opportunities to alienated young people. The SuperJTI training targeted
these students and environmental remediation job skills training in both
lead abatement and Hazardous Waste Worker were given. Twenty students
began the training for lead abatement. Students ranged in age from
18-22, 4 females and 16 males. In addition, two NHSIE staff members, one
male, one female, also participated. Thirteen students and the two staff
members actually completed the 40-hour course. It is important to note
that all four female students completed the training. It also was
impressive that the lowest score on the test for lead certification was
86 percent.

Hazardous Waste Worker Training was completed June 22, 2001. Eighteen
students ranging in age from 18-22 participated. Four of the trainees
were female and 14 were male. A total of fifteen completed the 80-hour
course with the lowest score being 71 percent. Again, all four females
completed training. No staff members participated in this training. Two
students have already begun the process of joining the local Laborers
Union with the intent of employment on lead based paint projects in San
Bernardino. Most of the others students are finishing their secondary
education (high school diploma or GED) before they leave Youthbuild to
pursue employment. Over the next two months it is NHSIE's intent to work
with the local unions and contractors to explore career placement for
the students who received this training.

**DePaul University (DePaul)**

**East St. Louis, IL**

The DePaul consortium received carryover dollars to launch its training
in the East St. Louis area in July 2001. Since a part of the carryover
dollars originally came from the SuperJTI program, the technical
training in East St. Louis is reported in the HWWT program. The
recruitment, screening, testing and life skills components are reported
in the BMWT and MWT program data. A total of 27 students were trained in
East St. Louis of which 13 were MWT participants.

DePaul began its program in East St. Louis in July along with its
partners Neighbors United for Progress (NUP) and Southwestern Illinois
Community College (SWIC). In early July, DePaul met with NUP and SWIC to
discuss training locations and schedules. This initial visit proved to
be quite helpful in the planning process

Neighbors United for Progress is a non-profit, civic organization whose
purpose is to assist low and moderate income persons with marketable
skills training, leadership seminars/workshops, and various counseling
services. NUP operates from within the Calle Boyd Community Center is
East St. Louis and has been in the community since 1995. NUP performed
the outreach and recruitment in the community and over 50 individuals
were screened for the program. Southwestern Illinois Community College
operates its Adult Education Department on two campuses in the East St.
Louis area. The East St. Louis Community College Center was the location
for the BMWT/MWT life skills training. The college provided assistance
with the initial selection and testing of students along with two weeks
of intensive instruction. Lunches and snacks were also provide by the
college for the first three weeks of the program.

The first week of training began with screening, interviews and
administering the TABE test to assess the academic skills of each
student. For the 14 students who were chosen, the interview component
included completing a questionnaire about their academic history and
personal interests. The questionnaire proved to be valuable in deciding
how to communicate with each student, and in helping them receive the
technical training throughout the program. The average reading score for
the TABE test was 11.1 and the average math score was 8.4. In the second
and third weeks of training SWIC provided the students with life skills
training. The life skills training included classes at SWIC such as
Introduction to Computers, The Internet, GED Review of Math, Computer
Keyboarding and Job Skills/Job Readiness. Starting with the fourth week,
training was held at Neighbors United for Progress and began DePaul
Instrumental Enrichment (IE) training. The weeks following IE included
the Lead Abatement, HAZWOPER, and Underground Storage Tank courses.

Of the 13 MWT students trained in East St. Louis, all were African
American ranging from 18 to 25 years of age. There were 11 males and 2
female students. Nine (9) students had high school diplomas, 2 had GEDs,
and 2 did not have a high school diploma or a GED. Upon entering the
BMWT Program, 12 students were unemployed and 1 was underemployed. One
trainee is now employed at an agency in East St. Louis, and the
remaining students are seeking employment with local environmental
companies.

Washington Navy Yard, Washington, DC

DePaul, through its subcontract with the Alice Hamilton Occupational
Health Center (AHOHC) through the Hazardous Waste Worker Training
Program, is conducting training for workers associated with the cleanup
of the NPL site at the Washington Navy Yard. The principal contaminants
at the site are Polycyclic Aromatic Hydrocarbons (PAHs), a combination
of heavy metals such as lead, polychlorinated biphenyls (PCBs), and
dioxins. Forty-two workers were given the site worker refresher training
through three rounds. In addition, fifteen were trained as lead
abatement supervisors.

In addition to the directed training for Washington Navy Yard listed
above, the AHOHC DC MWTP targets the communities surrounding the
Washington Navy Yard through the Bridges to Friendship. Because of this
relationship, the results of the MWTP training are reported under the
SuperJTI initiative. A report on the DC program is below.

AHOHC, a non-profit organization incorporated in the District of
Columbia, has existed for over fifteen years and has played a
significant role in occupational and environmental health issues, both
locally and nationally. The AHOHC has been particularly active regarding
asbestos, lead paint abatement and hazardous materials training and in
the development and implementation of adult education methodologies in
safety and health training. The AHOHC has placed special emphasis on
reaching minority, low education/literacy and other underserved workers
in the environmental remediation and removal field.

Under the leadership of a former MWT graduate, now an AHOHC instructor,
AHOHC recruited 33 individuals and enrolled 15 in the Washington, DC MWT
Program. The program began on January 3, 2001 and was completed on March
9, 2001. AHOHC\'s partnership with Bridges to Friendship continues and
was again very helpful to the program. Initiated by the Naval District
in Washington, Bridges to Friendship combines the support services of
the community-based partners, Friendship House and Covenant House in
Washington, DC with the extensive Bridges to Friendship network and
environmental training of AHOHC. AHOHC initiated the first group of the
Bridges to Friendship/MWT trainees in October of 1998. This year,
recruitment efforts also involved presenting the MWT Program to two
community groups and three church congregations in the District of
Columbia. Partners who participated were Strive DC, Covenant House, and
StepUp. Strive DC provided the initial life skills training to
participants who had not had previous life skills courses. Covenant
House Washington provided skills and interest assessment of
participants, and StepUp was contracted to provide social work support,
case management, employment placement assistance and sustainability for
participants.

The first few weeks of the program concentrated on training related life
skills, environmental preparation, mentoring and career guidance, and
environmental justice. In the latter weeks, the students received
technical training in lead abatement, HAZWOPER, confined space, asbestos
abatement, and basic first aid and adult CPR. The asbestos class was
extended because two students were struggling with fourth grade reading
skills and the material had to be presented in a manner to enhance the
comprehension of each student. Each week on Friday, a one-half day
session was dedicated to group support and life skills. Throughout the
entire training period, students were able to hear from several guest
speakers including: Norman Nevrson, formerly of the DC Mayor\'s Office
and a motivational speaker; David Ouderkirk from Bridges to
Friendship/Washington Navy Yard; Christine Hart-Wright from Strive DC;
Rafeal Mora from Environmental Resources and a long-standing member of
the AHOHS Advisory Board; Hector Rodriquez, President of Las Americas
Development Corporation; and Georgia Dickens from the StepUp Foundation.
Over 4,100 contact hours of instruction were used to deliver the
training to the students.

Bridges to Friendship

AHOHC trained an additional 21 students under its partnership with
Bridges to Friendship. The training began in July, and mirrored the
first round by concentrating on related life skills, environmental
preparation, mentoring and career guidance, and environmental justice in
the first few weeks. In the latter weeks, the students received
technical training in lead abatement, HAZWOPER, confined space, asbestos
abatement, and basic first aid and adult CPR.

Eighteen trainees were African American and three (3) were Hispanic and
all ranged from 18-25 years of age. Twenty (20) trainees were male and 1
was female. Ten (10) students had a high school diploma, 4 had a GED
while 7 did not have a high school diploma or GED. Although 10 students
are now employed in environmental and/or construction jobs, 16 students
were unemployed at the start of the program and 5 were underemployed.
Four of those students who are now employed work at the Pentagon on an
asbestos removal project.

SuperJTI Supplemental Awards for September 1, 2001 to October 31, 2002

Supplemental Applications for the SuperJTI programs were requested for
the September 1, 2001 to October 31, 2002 program year. The Laborers AGC
received this supplement for training at the EPA Region 9 Waste
Disposal, Inc. Site in Santa Fe Springs, CA. A full description for this
new training program is below.

Region 9 Waste Disposal, Inc. Site

Sante Fe Springs, California

SPECIFIC AIMS

Laborers-AGC Education and Training Fund is currently implementing a
Super Job Training Initiative for the Region 9 Waste Disposal, Inc. Site
(WDI) in Sante Fe Springs, California. The Laborers-AGC will train
individuals in the city of Sante Fe Springs, California who live near
the WDI Superfund site as well as those in the surrounding counties of
Ventura, Santa Barbara, San Luis Obispo, Los Angeles and Sacramento. The
training will help prepare these community residents who are at risk of
exposure to contaminated properties for work in the construction and
environmental remediation industry. The purpose of this project is to
implement a comprehensive, integrated training program designed to
improve basic academic and life skills, safety and health awareness, and
provide job skills training in construction and hazardous materials
abatement. The program will form partnerships with our local training
fund in Southern California, and a local community-based organization,
Tri-County Labor Foundation, to target community residents who are under
or unemployed because they lack the skills and knowledge Required for
many of the available career opportunities in environmental restoration
occurring in their communities. These individuals are often unable to
break traditional barriers to employment such as transportation, child
care, and legal issues, therefore the comprehensive, environmental
career-oriented training program will be developed and implemented with
the context of other social and health needs of the targeted community.

The demographics of the area lends to the probability of a large
Hispanic population of participants. The Tri County Labor Foundation and
the Southern California Training Fund both have extensive experience in
relating to and training individuals of Hispanic decent. The program
will give participants an opportunity to participate in lifelong
learning through union affiliation, mentoring and apprenticeship
programs. A major objective and end result of the multi-faceted training
program is to foster both economic improvement and environmental
awareness in individual participants as well as the community as a whole
by providing sustainable employment. Environmental awareness training
will concentrate on identifying possible exposures pathways to community
residents as well as promote community strategies for prevention and
intervention activities related to work injuries.

The program is based on building collaborations and partnerships to
accomplish program goals and objectives. Laborers-AGC will exercise
general oversight and fiscal control over the Grant, monitoring the
performance of the sub-grantees in implementing the programs. The
proposed SuperJTI will build on existing established partnerships and
will expand Laborers-AGC \'s current efforts to represent an even
broader geographic area to engage in community involvement and outreach
training. Laborers-AGC has already established a relationship with the
Office of Community Involvement for the EPA Superfund Program as well
EPA Region 9 in providing training for a SuperJTI in San Bernardino, CA
in the 2000-2001 program year.

> Under the program, a maximum total of 15 community residents who
> reside in or around the WDI Superfund site are expected to
> complete-various stages of training and be referred to employment. Job
> skills course offerings include 80 hr Hazardous Waste Worker; 40 hr
> Asbestos Abatement Worker; and 40 hr Lead Abatement Worker.
>
> Funding for job skills training through the Southern California
> Training Fund will be through Supplemental Funding (carryover) from
> Laborers-AGC MWTP. Using existing Laborers-AGC EWTEP, MWIP and BMWTPs
> as successful models to train and recruit community residents for
> environmental job training opportunities, the program will be similar
> in scope while addressing the specific needs of the SuperJTI for the
> WDI Super-fund site. The training will leverage resources with
> existing programs at the Tri-County Labor Foundation.
>
> The long-term objectives of the proposed program are to:

-   Provide comprehensive hazardous waste training to create pathways
    for lifelong careers for residents to enable them to contribute to
    cleaning up their communities.

-   Build capacity for community empowerment by strengthening alliances
    between community groups, local building trades, environmental
    contractors, universities, and local governmental agencies.

-   Improve basic academic skill levels; develop greater awareness and
    knowledge around issues of environmental justice, environmental
    sustainability and personal health and safety.

-   Develop Basic Awareness Skills necessary for long-term employment
    opportunities for program participants. Skills gleaned will help
    program participants determine and improve their health and safety
    conditions on the job or at home in their community.

-   Provide ongoing mentoring/case management and tracking for program
    participants for 12months after completion of training.

-   Create job opportunities for participants through ongoing networking
    and formal arrangements with environmental contractors with a 65%job
    placement rate.

-   Create a seamless system for lifelong learning and advancement
    through the Laborers Construction Craft Laborer (CCL) Apprenticeship
    Program (where applicable).

-   Contribute to the revitalization of environmentally impacted
    communities surrounding the WDI site through the creation of a pool
    of educated workers able to use skills learned in positive ways.

-   Promote-Environmental Justice in environmentally impacted
    communities

> BACKGROUND AND SIGNIFICANCE
>
> Problems of environmental degradation and contamination often hinder
> the revitalization of urban communities and more important cause a
> disparate high incident of negative health effects in community
> residents. The WDI Superfund site has pockets of liquid and buried
> waste that is hazardous to surrounding communities. Laborers-AGC has
> been tracking environmental restoration work for several years, using
> Commerce Business Daily and the Dodge Data Line as primary sources. It
> is estimated that for every \$1 Million of environmental remediation
> work, 10 workers will be needed. Field remediation on many Superfund
> sites as well as minor contamination on construction sites requires a
> demand for skilled labor trained in hazard recognition and response
> who are capable of working in a safe and productive manner. While
> environmental remediation is a growing industry, the economic benefits
> of cleanup activity through job opportunities have not been extended
> to minority and low-income communities. Therefore, they have not been
> allowed the economic benefits of hazard waste cleanup efforts. The
> predominate Latino communities that surround the site have not been
> successful in finding organizations interested in providing workforce
> development and environmental awareness training. There are also high
> percentages of minorities, under or un-employment, school dropout
> rates and health disparities, all characteristics of communities that
> can benefit from a SuperJTI.
>
> The SuperJTI represents the coming together of many factors: health,
> economic, community empowerment, and environmental justice. The
> training offered by the Laborers and the Tri-Counties Labor Federation
> will address all factors by offering benefits to the community,
> residents, and businesses. The community will benefit by increased
> community involvement and participation in cleanup activities. The
> residents will benefit from increased marketable skills and the
> potential to obtain good paying jobs with contractors that will last a
> long time. The contractors and businesses will benefit, from tax
> incentives and other programs, by hiring local residents to work on
> cleanup and redevelopment projects. In addition new research sponsored
> by the National Center for Construction Education and Research shows
> that the return on investment (ROD for training may be quicker than
> most people thought. \'\"Based on previous research into
> learning-curve effects on construction productivity, it is anticipated
> that the ROI points for first-year trainees may actually be realized
> faster than the ROI for those further along,\" says researchers. \"
> Job placement staff will work with local, state and federal agencies,
> contractors, and local businesses in establishing language that will
> require them to use qualified local residents to work on redevelopment
> projects in their community.

Past Successes

> The Laborers-AGC has 13 years experience planning, implementing and
> operating a NIEHS-funded Hazardous Waste Worker Training Program
> (HWWTP) where it has trained over 50,000 workers and provided more
> than 2 million contact hours. More specifically, originally a
> supplement to HWWTP, Laborers-AGC has successfully managed a MWTP for
> the last six years and a BMWTP for the past three years. Last year it
> provided training for SuperJTI in Region 9 in San Bernardino,
> California for the Newmark Groundwater Contamination Project Superfund
> site.

[]{#__RefHeading___Toc1958815 .anchor}Appendix 14: Brownfields
Activities

As of September 1, 2000, the EPA and NIEHS entered into a separate
Interagency Agreement for the Brownfields Minority Worker Training
Program; therefore the Brownfields program accomplishments report will
be submitted as a separate report. The following is the information on
the current awardees for this program and information on the Brownfields
2001 conference.

For the current period of September 1, 2000 to August 31, 2005, the
NIEHS made 5 new awards for the EPA Brownfields Minority Worker Training
Program. The awardees for the Brownfields program are listed below.

-   Center to Protect Workers Rights

-   DePaul University

-   Laborers-Associated General Contractors Education and Training Fund

-   New Jersey/New York Hazardous Materials Worker Training Center

-   Xavier University of Louisiana

Brownfields 2001---Restoring the Environment, Revitalizing Communities

Representatives from the NIEHS Worker Training Community attended
Brownfields 2001---Restoring the Environment, Revitalizing Communities
that was held in Chicago, IL on September 24-26, 2001 at the McCormick
Place Convention Center. Each recipient of a new Brownfields Minority
Worker Training (BMWTP) Award was required to attend this meeting. There
were approximately 25 representatives from the various BMWTPs attending.

The meeting of all of the NIEHS Brownfields MWTP recipients was held on
Monday, September 24 from 8:00 a.m. to 10:00 a.m. All awardees and other
guests, including EPA headquarters and regional staff, were invited to
attend. The meeting was an opportunity for each BMWTP awardee to give
brief updates on past training initiatives and plans for the future. As
with last year's conference the Engineers' Society of Western
Pennsylvania under contract with the US EPA organized presentations.
WETP pointed out the sessions that were of most interest and related to
job training, health and safety, and the public health community. Those
sessions were:

-   Brownfields Basics Track -- Public Health & Brownfields: They're
    Closer Than You Thought

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-   Brownfields Basics Track - Heard on the Hill: Federal Legislative
    Initiatives & What They Mean for Brownfields Efforts

-   Brownfields Basics Track -- Tech Tools: Innovative Tools for
    Brownfields Projects

-   Brownfields Basics Track -- Now Showing: Effective Community
    Presentations

-   Leveraging Resources Through Partnerships -- UST Site Reuse Matters:
    Lessons from the Initial UST Field Pilots

-   Leveraging Resources Through Partnerships -- A Study in Creative
    Leveraging and Partnerships: The Chicago Brownfields Initiative

-   Leveraging Resources Through Partnerships -- The Community is the
    Expert: Utilizing the Community Impact Statement

-   Leveraging Resources Through Partnerships -- Communication,
    Cooperation, and Collaboration: The Environmental Justice
    Interagency Demonstration Project

-   Leveraging Resources Through Partnerships -- Brownfields Showcase
    Communities: Models of Effective Local-Federal Collaboration

-   Making It Happen -- "Portfields" as Brownfields: Revitalizing Civil
    and Military Ports, Marinas, and Shipyards

-   Making It Happen -- Indian Country & Brownfields: New Partnerships
    for Success

-   Creating Value & Sustainability -- Culturally and
    Community-Sensitive Redevelopment

-   Creating Value & Sustainability -- Let's Get to Work: Training
    Community Residents for Environmental Careers *\*Note: NIEHS
    awardees presenting in this panel.*

-   Marketplace of Ideas -- ATSDR Roundtable

-   Marketplace of Ideas -- Brownfields Redevelopment/Environmental
    Justice -- What Does This Mean to the Host Community?

-   Poster Presentations -- Creating Urban Villages from Brownfields

-   Poster Presentations -- Owner-Funded, Community-Driven Reuse
    Planning: A New Model to Get Things Moving

-   Poster Presentations -- The Select Steel Analytic Shortcut: Is There
    Justice for Environmental Racism?

-   Poster Presentations -- Community Involvement in Environmental
    Justice Communities: Lessons from the Field

-   Poster Presentations -- Securing Government Funding for Brownfields
    Redevelopment Under BEDI

-   Poster Presentations -- The Role of Urban and Community Forestry in
    Brownfields Remediation and Redevelopment

-   Poster Presentations -- Development and Implementation of a
    Strategic Framework and Specific Procedures to Incorporate
    Environmental Justice Principles and Practices into State
    Environmental Programs

-   Special Sessions -- Proposed Changes to the Minority Business
    Enterprise/Womens Business Enterprise Rule: USEPA's Office of Small
    and Disadvantaged Business Utilization (OSDBU)

[]{#__RefHeading___Toc1958816 .anchor}Appendix 15: FY 2001 Funding

+-------------------+-------+-------+-------+---------+-------+------+
| #  {#secti        |       |       |       |         |       |      |
| on-1 .unnumbered} |       |       |       |         |       |      |
|                   |       |       |       |         |       |      |
| **EPA/NIEHS       |       |       |       |         |       |      |
| WORKER EDUCATION  |       |       |       |         |       |      |
| AND TRAINING      |       |       |       |         |       |      |
| AWARDS**          |       |       |       |         |       |      |
|                   |       |       |       |         |       |      |
| **FOR BUDGET      |       |       |       |         |       |      |
| PERIOD            |       |       |       |         |       |      |
| 09/01/            |       |       |       |         |       |      |
| 2001-08/31/2002** |       |       |       |         |       |      |
|                   |       |       |       |         |       |      |
| **FY 2001 FUNDS** |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| **AWARDEE**       | **HW  | **    | *     | **WTC** | *     | **9/ |
|                   | WTP** | ATT** | *SJTI |         | *MWTP | 01** |
|                   |       |       | 9     | *       | 9     |      |
|                   | **9   | **9   | /01** | *9/01** | /01** | **   |
|                   | /01** | /01** |       |         |       | TOTA |
|                   |       |       | **AW  | **      | **AW  | LS** |
|                   | **AW  | **AW  | ARD** | AWARD** | ARD** |      |
|                   | ARD** | ARD** |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| University of     | 48    | 7     |       |         |       | 555  |
| Alabama           | 3,151 | 1,969 |       |         |       | ,120 |
| Birmingham        |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| International     | 1,80  |       |       |         |       | 1    |
| Chemical Workers  | 1,239 |       |       |         |       | ,801 |
| Union Council     |       |       |       |         |       | ,239 |
+-------------------+-------+-------+-------+---------+-------+------+
| International     | 76    | 10    |       | 100,000 |       | 967  |
| Association of    | 7,339 | 0,000 |       |         |       | ,339 |
| Fire Fighters     |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| George Meany      | 57    | 5     |       |         |       | 621  |
| Center for Labor  | 1,229 | 0,000 |       |         |       | ,229 |
| Studies           |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| University of     | 92    |       |       |         |       | 924  |
| Massachusetts,    | 4,681 |       |       |         |       | ,681 |
| Lowell            |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| University of     | 1,02  |       |       |         |       | 1    |
| California at Los | 4,536 |       |       |         |       | ,024 |
| Angeles           |       |       |       |         |       | ,536 |
+-------------------+-------+-------+-------+---------+-------+------+
| Laborers-AGC      | 3,42  |       | 9     | 80,000  | 89    | 4    |
| Education and     | 2,123 |       | 9,758 |         | 1,928 | ,493 |
| Training          |       |       |       |         |       | ,809 |
+-------------------+-------+-------+-------+---------+-------+------+
| Paper,            | 1,17  |       |       |         |       | 1    |
| A                 | 5,279 |       |       |         |       | ,175 |
| llied-Industrial, |       |       |       |         |       | ,279 |
| Chemical and      |       |       |       |         |       |      |
| Energy Worker     |       |       |       |         |       |      |
| International     |       |       |       |         |       |      |
| Union             |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| HMTRI Kirkwood    | 59    |       |       |         |       | 595  |
| Community College | 5,404 |       |       |         |       | ,404 |
+-------------------+-------+-------+-------+---------+-------+------+
| Service Employees | 54    |       |       |         |       | 546  |
| International     | 6,823 |       |       |         |       | ,823 |
| Union             |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| University of     | 97    | 9     |       | 80,000  | 55    | 1    |
| Medicine &        | 2,399 | 9,999 |       |         | 7,825 | ,710 |
| Dentistry of New  |       |       |       |         |       | ,223 |
| Jersey            |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| International     | 73    | 5     |       |         |       | 781  |
| Union, United     | 1,376 | 0,000 |       |         |       | ,376 |
| Auto Workers      |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| International     | 1,46  |       |       | 100,000 |       | 1    |
| Union of          | 9,769 |       |       |         |       | ,569 |
| Operating         |       |       |       |         |       | ,769 |
| Engineers         |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| University of     | 1,60  |       |       |         |       | 1    |
| Cincinnati        | 2,129 |       |       |         |       | ,602 |
|                   |       |       |       |         |       | ,129 |
+-------------------+-------+-------+-------+---------+-------+------+
| Center to Protect | 1,50  |       |       | 84,046  | 65    | 2    |
| Workers' Rights   | 2,588 |       |       |         | 4,343 | ,240 |
|                   |       |       |       |         |       | ,977 |
+-------------------+-------+-------+-------+---------+-------+------+
| Xaiver University |       |       |       |         | 39    | 397  |
|                   |       |       |       |         | 7,855 | ,855 |
+-------------------+-------+-------+-------+---------+-------+------+
| AFSCME Training   | 71    |       |       |         |       | 717  |
| and Education     | 7,336 |       |       |         |       | ,336 |
| Institute         |       |       |       |         |       |      |
+-------------------+-------+-------+-------+---------+-------+------+
| National Puerto   | 70    |       |       |         | 49    | 1    |
| Rican Forum       | 3,314 |       |       |         | 8,049 | ,201 |
|                   |       |       |       |         |       | ,363 |
+-------------------+-------+-------+-------+---------+-------+------+
| **TOTAL**         | **19  | *     | **99, | **44    | **3   | **   |
|                   | ,010, | *371, | 758** | 4,046** | ,000, | 22,9 |
|                   | 715** | 968** |       |         | 000** | 26,4 |
|                   |       |       |       |         |       | 87** |
+-------------------+-------+-------+-------+---------+-------+------+

[]{#__RefHeading___Toc1958817 .anchor}Appendix 16: WETP Staff Activities

**Joseph Hughes**

-   Mr. Hughes participated in the Protecting Emergency Responders:
    Lessons Learned from Terrorist Attacks Personal Protective
    Technology Conference in Manhattan, New York on December 10-11 which
    was sponsored by CDC, NIOSH and the RAND Corporation. Mr. Hughes
    served as a member of the panel on local, state and federal
    responses to the terrorist attacks in New York and Washington.

-   Mr. Hughes participated in the National Summit on the Mental Health
    Responses to Terrorismist Attacks in Manhattan, New York on November
    13-14. Mr. Hughes served as a presenter on a panel dealing with the
    mental health impacts on rescue workers and emergency responders in
    the aftermath of the WTC terrorist attack on September 11, 2001.

-   Mr. Hughes made a number of presentations in conjunction with
    grantees of the NIEHS Worker Education and Training Program that
    covered recent accomplish-ments and developments in the NIEHS
    Advanced Training Technology Initiative to promote environmental
    health applications in distance learning and web-based training:
    Public Health Infomatics and Distance Learning Conference,
    Association of Schools of Public Health in Columbus, OH on August
    5-6; Government Learning Technology Symposium in Baltimore, MD on
    July 16-18; Dissemination of Occupational Safety and Health
    Information, NIOSH Education and Information Division in Cincinnati,
    OH on July 25-26; and The Environmental Management and Technology
    Conference & Exhibition in Atlantic City, NJ on June 12-14.

-   Mr. Hughes chaired a session at the National Conference, "Training
    2001," in Atlanta, GA on March 5, 2001 entitled \"Lessons Learned in
    Advanced Training Technology in Health and Safety\" which examined
    the progress, problems and lessons learned to date among NIEHS grant
    recipients in e-learning deployment.

-   Mr. Hughes participated in a Congressional Superfund Testimony in
    Washington, DC on May 1, 2001.

**Sharon Beard**

-   Ms. Beard presented the efforts of the NIEHS Worker Education &
    Training Program regarding worker training activities at the World
    Trade Center at the National Response Team Training Subcommittee
    Meeting at the National Emergency Training Center in Emmitsburg, MD
    on December 13.

-   Ms. Beard attended the U.S. EPA National Environmental Justice
    Advisory Committee (NEJAC) Meeting and presented on the
    Accomplishments of the NIEHS Worker Training Activities especially
    the Minority Worker Training and Brownfields Minority Worker
    Training Program to the Waste and Facility Sitting Subcommittee in
    Seattle, Washington on December 4-6.

-   Ms. Beard attended the Brownfields 2001 Conference in Chicago,
    Illinois on September 24-26. This national conference showcased
    brownfields cleanup, redevelopment and policy issues. During this
    meeting, Ms. Beard conducted a meeting of the grantees of the
    Brownfields Minority Worker Training Program to discuss progress in
    this new training program and promote the model of community based
    environmental job training program. The meeting also provided an
    excellent setting to promote the WETP Minority Worker Training
    Program and Brownfields Minority Worker Training Program.

-   Ms. Beard attended the Community Involvement Conference in San
    Antonio, TX on June 18. She participated in several training
    sessions where various Federal agencies shared and exchanged
    information regarding lessons learned and best practices in
    administration of grants and training programs. In particular
    community outreach strategies and specific models utilized by
    various Federal programs were discussed and shared. In these
    sessions Federal government representatives, community based
    organizations and other state and local government as well as
    non-profit environmental organizations participated.

-   Ms. Beard presented at the 2001 American Industrial Hygiene
    Conference and Exposition, in New Orleans, LA the first week in June
    2001 at two presentations. The first presentation was a forum
    entitled \"Perspectives on Using Advanced Training Technologies
    (ATT) in Environmental Health & Safety Training.\" This forum
    reviewed the issues surrounding the use of ATT (such as multimedia,
    computer and web-based training, teleconferencing, and
    DVD-facilitated live training) in environmental health & safety
    training. Ms. Beard discussed lessons learned from the NIEHS Worker
    Education & Training Program ATT pilot programs for training
    workers. The second presentation was part of a panel discussion
    \"Embracing Change - How Environmental Health & Safety Impact
    Minorities in a Changing World.\" Ms. Beard gave a presentation
    entitled \"The NIEHS Approach to Addressing Health Disparities.\"

-   Ms. Beard attended the U.S. EPA Review of Brownfields Policy in
    Washington, DC on July 26 where all of the Federal government
    agencies involved in Brownfields program reviewed national
    brownfields policies shared their perspective on the direction of
    the brownfields initiative.

**All Staff**

-   NIEHS and university programs funded by the NIEHS co-sponsored the
    Town Hall Meeting: Voices for Healthy Environments, Healthy
    Communities, Healthy Jobs in Inglewood, California on December 7-8.
    Joseph Hughes and Sharon Beard both served as government
    representatives on workshop panels.

-   Joseph Hughes and staff hosted the NIEHS/Worker Education and
    Training Program semi-annual grantee meeting and technical workshop
    in Chapel Hill, North Carolina on November 1-2. The focus of the
    meeting was on the WETP Strategic Plan for the next five years. The
    staff undertook a six month long strategic planning process to
    examine long-term programmatic directions in the environmental
    health education and training field which involved a series of
    meetings with Principal Investigators, experts in the fields of
    training and education and other participating federal agencies.

-   NIEHS (through the Worker Education and Training Program) and the
    Occupational Safety and Health Administration co-sponsored a
    Technical Workshop on "Best Practices in Occupational Safety and
    Health Training" on April 17-19 in Chicago, IL. Staff attending the
    workshop and participating in various activities included Joseph
    Hughes, Sharon Beard, and Patricia Thompson. The morning of April
    17, the semi-annual WETP Awardee Meeting was held.

**Staff Honors and Awards**

-   Joseph Hughes received the DHHS Secretary's Recognition Award for
    Heroism, Exceptional/Volunteer Service on November 14 in New York
    City, New York. He was the only representative of NIH to receive the
    honor. The award cites Mr. Hughes dedicated support of the health
    and safety of emergency responders and remediation workers at the
    site of the World Trade Center disaster.

-   Joseph Hughes received the NIH Merit Award on December 14 in
    recognition of his dedicated support of the health and safety of
    emergency responders and remediation workers at the site of the
    World Trade Center disaster.

-   Joseph Hughes, Sharon Beard, Patricia Thompson, and Pamela Chaney
    received a NIH Employee Recognition Award for the preparation of the
    2002 Congressional Testimony for the NIEHS Superfund Programs:
    Worker Education Training Program.