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Patterns for Success: Production Percentage Math (P1).Workforce 2000 Partnership.Enterprise State Junior Coll., AL.; MacArthur StateTechnical Coll., Opp, AL.Office of Vocational and Adult Education (ED), Washington,DC. National Workplace Literacy Program.1996-00-0041p.; For other "Workforce 2000 Partnership" guides, see ED414 598, ED 414 612, and CE 077 461-488. Southeast AlabamaAdult Network and Laurens County Literacy Council are alsoeducation partners in the Workforce 2000 Partnership.Industry partners are: CMI Industries, Inc., Opp & MicolasMills, Pridecraft Enterprises, and Shaw Industries.Enterprise State Junior College, P.O. Box 1300, Enterprise,AL 36331; Web site: http://www.esjc.cc.al.usGuides Classroom Teacher (052)MF01/PCO2 Plus Postage.Adult Education; Adult Literacy; Arithmetic; BehavioralObjectives; Carpeting; Curriculum Guides; *Education WorkRelationship; Fashion Industry; Learning Activities;Learning Modules; Lesson Plans; *Literacy Education;*Mathematics Skills; Networks; Partnerships in Education;*Percentage; Problem Solving; *Ratios (Mathematics); Records(Forms); Regional Planning; School Business Relationship;Skill Development; *Workplace Literacy*Textile Industry
This curriculum package on production percentage math is aproduct of the Workforce 2000 Partnership, which combined the resources offour educational partners and four industrial partners in Alabama, Georgia,and South Carolina to provide education and training in communication,computation, and critical thinking to employees in the apparel, carpet, andtextile industries. After a brief overview of the Workforce 2000 Partnership,the curriculum package's contents are described. Presented next is acurriculum guide for a course in production percentage math for newemployees. Included in the curriculum guide are the following elements:module title; author; job title; general instructional objective; overalltime; and specific instructional objectives, list of required resources andmaterials, and suggested learning activities and evaluation activities. Next,a lesson plan is provided that contains detailed instructions for conductingthe guided practice, applied practice, and closure activities. The activitiesprovided are designed to help learners develop multiplication and divisionskills required to solve work-related problems of ratio and proportion.Concluding the document are handouts, transparencies, tests and a sampleindividual education plan. (MN)
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Patterns for Success:Production Percentage Math
(P 1)
EDUCATION PARTNERS
Enterprise State Junior College
MacArthur State TechnicalCollege
Southeast Alabama AdultNetwork
Laurens County Literacy Council
INDUSTRY PARTNERS
CMI Industries, Inc.
Opp & Micolas Mills
Pridecraft. Enterprises
Shaw Industries
The Workforce 2000 Partnership combines the resources of educational and industrial partners toprovide education and training in communication, computation and critical thinking skill to employeesin the apparel, carpet and textile industries. The project is fimded by a US Department of EducationNational Workplace Literacy Program grant awarded over three years to Enterprise State JuniorCollege in the amoimt of $2,243,470 (70%) withcommitted private sector matching funds ofS961,487 (30%), bringing the total program resources to $3,204,957. The activities of thePartnership do not necessarily represent the policy ofthe Department of Education, and you shouldnot assume endorsement by the Federal Government. Participation by the education or industrialpartners in the project should also not be construedas endorsement by the Government of anypartners' products.
EST COPY MALAWI
U.S. DEPARTMENT OF EDUCATIONOffice of,EcThcationaI Research and Improvement
EDU TIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it.
0 Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
2
TABLE OF CONTENTS
I. Introductionii
II. Curricuhim Guide1
III. Lesson Plan3
IV. Handouts, Transparencies, and Tests 7
V. Individual Education Plan
i
3
24
INTRODUCTION
The Workforce 2000 Partnership is a network of industries and educational institutionsthat provides training in communication, computation, and creative thinking to employees in thetextile, apparel, and carpet industries. The Partnership serves line employees and first-linesupervisors at 15 plants in Alabama, Georgia, and South Carolina. The curricula for these topicsare developed by the educational partners, which include a junior college, a technical college, andtwo adult education/literacy programs.
The Partnership uses functional context curricula to teach the topics listed above. Thisintroduction will describe how the curriculum is developed, the contents of this curriculumpackage, and how to involve learners in the educational process.
CURRICULUM DEVELOPMENT
Before writing curriculum, instructors must know what employees need to learn. Aninstructional need is defined as the difference between what workers know and what the jobrequires. Project staff employ a variety of methods to analyze the duties and tasks of the jobs, aswell as what kinds ofcommunication, computation, and creative thinking skills are required. Theanalyses include interviewing exemplary workers; observing these workers on the job;interviewing groups of workers who perform the same or very similar jobs; reviewing documentssuch as job descriptions, handbooks, signs, memoranda, etc; interviewing supervisors andmanagers; and structuring surveys to be completed by workers, supervisors, and managers.During the analyses, the curriculum developer will also look for skills that the worker mustperform to be considered for promotions.
Needs assessment is a vital part of the curriculum development process because theeducator must fully understand what a worker does in order to determine what the worker mustlearn. As the needs assessment process continues, the educator also collects numerous documentsto use as materials for instruction. The use of work-specific materials for instruction is what setsworkplace education apart from other types of adult education. These materials allow skills to belearned in the classroom and more readily transferred to the plant floor. Therefore, reading skillsimprovement takes place as the worker is reading and comprehending the employee handbook;math skills improvement happens while the worker is computing percentages for production; andthinking skills improve as the worker is learning to work as a team member.
CONTENTS OF THIS CURRICULUM PACKAGE
The Curriculum Guide
The curriculum guide provides a quick view of all the major components of thecurriculum. The job title for which the curriculum was originally developed and field tested isgiven in the upper left hand corner under the name of the curriculum module. Next is the General
Instructional Objective that defines the major purpose of the curriculum. The Overall Time islisted to estimate the_ amount oftime that should be devoted to the entire module.
The chart is used by reading across the columns to match the Specific InstructionalObjective with the estimated amount of time required, the Learning Activities, Resources requiredfor the activities, and the Evaluation method used to assess achievement of the specific objective.The instructor should carefully review the column on Resources / Materials to ensure thatnecessary items are readily available. Copyrighted materials may be referenced in the Resourcessection of the Curriculum Guide; however, no copyrighted material has been duplicated andplaced in this module.
Sequencing Learning Activities
Project staff use a model of instructional sequencing adapted fiom Literacy at Work byJori Phillipi'. In this model, the instructional sequence begins with an activity designed to invitethe learners into the learning process. This activity will allow the learners to bring to mind pastlearning and experiences in a way that will facilitate the learning of new information. The activitymay come from the workplace or from other real-life situations.
Once the new information has been presented, learners participate in activities designed topractice skills clustered in increasingly largerchunks. These skills are then applied to situationsfrom the workplace to maximize the transfer of the skills learned. A closure activity provides forreview and assessment of the skills learned and may also identify needs for further learning.
Lesson Plan
The Lesson Plan contains the detailed explanation of the activities referenced on theCurriculum Guide. Note that the numbering system for the activities is the same on theCurriculum Guide and in the Lesson Plan. In reviewing the Lesson Plan, the instructor shouldlook for places where more appropriate work-specific items can be substituted. This substitutioncustomizes the curriculum for the specific work site and makes the learning activities moremeaningful for the learners involved.
Handout& Transparencies and Tests
The Lesson Plan may require that handouts and/or transparencies be used in teaching themodule. If so, these items are located behind the Lesson Plan in the curriculum package and aredesignated as Handouts or Transparencies in the header at the top of the page. If a pre- and post-test (called Preview and Review) are a part of the module, thesewill also be found in theHandouts section.
Jori. Literacy at Work The Workbook for Program Directors. New York:Simon & Schuster Workplace Resources, 1991.
INCLUDING LEARNING IN THE EDUCATION PROCESS
It is essential to provide opportunities for the adult learners to recognize their place in theeducational process. The first step in the process is the assessment of the learner's skills andneeds, performed jointly by the learner and the instructor. This assessment, becomes a part of thelearner's Individual Education Plan (MP). The 1EP forms used by the Partnership are containedin this module. The IEP provides for collection of demographic data, evaluation of learner's skillsand needs, and an outline of the activities in this module.
Every activity contains opportunities for evaluation, and, as much as possible, the learnersperform the evaluation themselves. As curriculum is written, a page is developed for the learnersto use to follow the sequence of activities and to document their performance. This page, calledthe Learner's Page, becomes a part of the IEP.
Frequently, pre- and post-tests (referred to as Previews and Reviews) are administered asa part of the evaluation process: Learners participate in scoring these tests and write their scoreson their pages. To vary the assessment methods, the learners may be asked to rate themselves ontheir ability to perform certain skills, to write a phrase or statement that expresses their beliefabout their learning, or to specify what skills need more practice.
The purpose for including the learners in the evaluation process is to help them understandthat assessment is reflective, constructive, and self-regulated. The learners, having participated inan ongoing needs assessment process, understand why they are participating in the learningactivities. Therefore, including them in the evaluation of the learning gives them opportunities forrelearning, synthesizirig, and applying the skills.
.
Written self-evaluative comments on theLearner's Page also provide opportunities forcommunication between the learner and the instructor.This type of assessment is teacher-mediated (i.e. usuallydone when instructed by the teacher), ongoing, andcumulative. The Learner's Page is filed in his or herfolder which is regularly reviewed by the instructor.During the reviews, the instructor may write comments.in response to those made by the learner.
The goal of this curriculum is to enable learnersto transfer classroom academic learning to the plantfloor, thereby improving both productivity andefficiency. This curriculum will be most effective if theinstructor customizes the curriculum to the specificworksite.
iv
6
For more informationabout the project or thecurricula contact:
Susan Steck, Project DirectorWorkforce 2000 PartnershipEnterprise State Junior CollegeP.O. Box 1300Enterprise, Alabama 36331
TEL: (334) 393-ESJCextension 226
FAX: (334) 393-6223
BEST COPY AVAILABLE
Cur
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Page
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Mot
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xam
ple
Mul
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ddi
visi
on p
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Cal
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1In
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each
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Tea
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tude
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each
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the
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Cal
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on C
alcu
lato
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hand
out
Stud
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voca
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can
cor
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lyw
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in.
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Mot
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l Act
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Ask
stu
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s to
nam
e ev
eryd
ayex
ampl
es o
f th
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arke
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stru
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cri
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uden
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espo
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5 m
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3.2
Inst
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Tea
ch s
tude
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voca
bula
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Stud
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can
def
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voca
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nstr
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rcr
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es s
tude
nts'
exam
ples
.I
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Mod
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Pro
duct
ion
Perc
enta
geM
ath
Page
2
Spec
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Inst
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bjec
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Tim
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earn
ing
Act
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esR
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/Mat
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15 m
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the
defi
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.T
each
stu
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.W
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exam
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9
1 0
Module: Production Percentage Math Page 3
Lesson Plan
1.1 Motivational Activity - 5 minutesThis module covers rate, ratio and proportion. A review of multiplication and division utilizing thecalculator is included. As an introduction, the instructor does a motivational activity dealing withmultiplication and division word problems which involve workplace situations. Students use thecalculator to solve these problems, and the instructor works through the problems with them.
Examples:1. Laurie, a sewing machine operator, worked at 110% production on Thursday. This rate earned her
$5.76 per hour. How much would she earn if she worked nine hours on Thursday?
Explanation: The "X" key is called the multiplication key and is used to multiply one number timesanother number. Instruct the students to work the problem on the calculator using the following method:
Enter: 5.76Hit: XEnter: 9Hit:
The correct answer is $51.84.
Explanation: The "" key is called the division key and is used to divide one number byanother. Instruct the students to work the problem on the calculator using the following method:
2. The shipping department sent out 22 boxes on Monday, 26 boxes on Tuesday, 18 on Wednesday, 24on Thursday and 10 on Friday. What was the average number of boxes shipped out each day thatweek? (Explain to the students that this is a two step problem. They must first add the total for eachday and then divide by the number of days in the weekfive.
Enter 22Hit:Enter 26Hit:Enter 18Hit:Enter 24Hit:Enter 10Hit: = This will total 100. Then instruct the students to divide
this total by 5. The correct answer is an average of 20boxes shipped per day.
Enter +Hit: 5Enter
Module: Production Percentage Math Page 4
2.1 Instructional- Activity - 5 minutesA. Instructor explains the learning objective to the students: "We are going to review
multiplication and division skills and practice them in ways that you may utilize these skills tocalculate your production percentage."
B. Introduce the vocabulary of basic multiplication writing the following problem on the board:
413 multiplicandx 12 multiplier
826413
4956 product
C. Compute multiplication problems with the students, explain to them how to work problems onthe calculator. Use "Multiplication on Calculator" handout for examples and explanation.
D. Introduce the vocabulary of basic division writing the following problem on the board:
404 1160 160 (dividend) + 4 (divisor) = 40 (quotient)- 16
0
E. Compute division problems with the student, explain to them how to work problems on thecalculator. Use "Division on Calculator" handout for examples and explanation.
F. Randomly ask students to define multiplicand, multiplier, product, dividend, divisor, andquotient.
3.1 Motivational Activity.- 5 minutesInstructor guides disaission on everyday examples of rates. Utilizing the following examples askstudents to generate sample rates:
Hourly rate of payRate of the cost of a gallon of gasRate of speed on highway
Write responses on the board. Explain ifresponses are appropriate or inappropriate.
3.2 Instructional Activity - 5 minutesA. Define ratio as a relation comparing one quantity to another by divisioncomparing
measurements which may or may not be of the same kind. An example would be milesper hour--unlikeand chewing 4 out of 5 sticks of gumas like.
B. Define proportion as a statement that two ratios are equal. An example would be a recipe thatcalls for proportionateequalamounts of water and milk.
BEST COPY AVAILABLE1 2
Module: Production Percentage Math Page 5
C. Define rate-as a-ratio that compares quantities in different unitsrates cannot be of the samekind. An example would be: 10 hours to 2 hours is a ratio, but not a rate; however, 10 miles to 2hours is both a ratio and a rate.
D. Randomly ask students to define ratio and to give examples. Instructor critiques students'responses.
(This module does not contain in-depth calculations on ratios, rates and proportions because mostrates and ratios, aside from pay rates, are calculated by the engineering department and knowledgeof the calculations is not needed by a floor employee. )
3.3 Instructional Activity - 5 minutesA. Review the definition for ratio and teach students how to write a ratio using the following
example. Explain to students that since a ratio is a fraction, then sometimes a ratio may need tobe reduced like a fraction.
A ratio is a relation comparing one quantity to another by division. For example, ifa sewingmachine operator completes repairs on 8 out of 12 garments, then the ratio of correctedgarments to total garments is expressed in any of the following ways:
8:12 8 to 12 8/12
All of these examples would be read: "Eight to twelve". Since a ratio is a fraction, look to see ifthe fraction can be reduced. In the example above, 8/12 can be reduced to 2/3, so 8/12 = 2/3,8:12 = 2:3, and 8 to 12 = 2 to 3.
-
Another example: an inspector checks 6 out of 48 pieces for errors.This would be: 6:48 6 to 48 6/48Reduced: 1:8 1 to 8 .1/8
B. Randomly ask students to define ratio and to give examples. Instmctor critiques students'responses.
3.4 Instructional Activity.- 15 minutesA. Review the definition for rate and teach students how to write a rate. Distribute handout
"Reading and Writing Rates". Explain to students that a rate j a ratio, because the rate stillcompares two units. Also a ratio is not a rate, because rates compare unlike units, while ratiosonly compare identical units.
B. Work through the sample problems with students using handout "Reading and Writing Rates".
3.5 Guided Practice - 15 minutesA. Show students the production percentage equation using the "Production Percentage Rates and
Ratios". Explain to students the ratios and rates contained in the equation and how to calculatehourly rate of pay and daily rate ofpay. Be certain students understand that an operator's skilledrate does not change. This is often confusing to students and they often try to calculate skilled
1 3 BEST COPY AVAILABLE
Module: Production Percentage MathPage 6
rates, which are actually calculated by engineeringbe sure they understand the skilled rate is afiY111-likinktr.
B. Work through the examples on the board.
4.1 Applied Practice and Closure Activity - 15 minutesGive students copies of gum sheets and "Production Percentage Rates and Ratios Worksheet".Have students complete worksheet. Review and score worksheet. Instructor should spendadditional time with those students who do not score 100%.
Module: Production Percentage Math Handout Page 7
Multiplication on Calculator
Calculator Usage:
The "X" key is called multiply key and is used to multiply two numbers. Press the keys as shown tosolve the sample problems below:
1. Enter: 452Hit: XEnter: 236Hit:
2. Enter 567Hit: XEnter 123Hit:
The answer to 452 X 236 is 106,672
The answer to 567 X 123 is 69,741
Work the following problems on your calculator
1. 120 X 34= 2. 316X 239= 3. 605 X1004=
Module: Production Percentage MathPage 8
Multiplication on CalculatorKey
Calculator Usage:
The "X" key is called multiply key and is used to multiply two numbers. Press the keys as shown tosolve the sample problems below:
1. Enter: 452 The answer to 452 X 236 is 106,672Hit: XEnter: 236Hit:
2. Enter: 567 The answer to 567 X 123 is 69,741Hit: XEnter: 123Hit:
Work the following problems on your calculaton
1. 120 X 34 = 4,080 2. 316 X 239 = 75,524 3. 605 X 1004 = 607,420
16
Module: Production Percentage Math
Division on Calculator
Calculator Usage:
Handout Page 9
The "÷" key is called the divide key and is used to divide one number by another. Press the keys asshown to solve the same problems below:
1. Enter: 833 The answer to 833 + by 49 is 17Hit:Enter: 49Hit:
2. Enter: 126 The answer to 126 + by 3 is 42Hit: +Enter: 3Hit:
Work the following problems on your calculator:
1. 255 +5 = 2. 132 + 11 = 3. 855 + 19 = 4. 1815 + 33 =
Module: Production Percentage MathPage 10
Division on CalculatorKey
Calculator Usage:
The "÷" key is called the divide key and is used to divide one number by another. Press the keys asshown to solve the same problems below:
1. Enter: 833 The answer to 833 by 49 is 17Hit: +Enter: 49Hit: =
2. Enter: 126 The answer to 126 + by 3 is 42Hit: +Enter: 3Hit: =
Work the following problems on your calculator
1. 255 +5= 51 2. 132 +11=12 3. 855+19=45 4. 1815+33=55
Module: Production Percentage Math Handout Page 11
Reading and Writing Rates
A rate is a ratio that is used to compare quantities of different kinds. Rates are usually written in a perunit form. So, a rate Li a ratio, but a ratio is not a rate because a ratio only compares like objects,whereas a rate compares different objects.
For example, the speed on an interstate is 65 miles per hour. This is a rate, a rate of speed per hour. Therate can be expressed 65 miles/1 hour, 65 miles:1 hour, or 65 miles per hour.
Sample Problems:
I. On Monday Joanne worked 9 hours and made $54.00. What was her hourly rate of pay?
$54.00 9 = $6.00 So, Joame 's hour4/ rate is $6 per hour.
2. A sewing machine operator worked a 9 hour day, or 540 minutes. From the tickets on her gumsheet, she calculated her ticket minutes to be 580. Ifyou wish to express ticket minutes to minutesworked, would-this be a rate or a ratio?
Ticket minutes to minutes worked is a ratio, because it compares identical units, in this case,minutes. The ratio may be expressed 580 to 540, 580/540 or 580:540.
3. In one week Monday through Friday, Lori worked at a rate of 8 hours per day. Her total weeklypaycheck was $250.00. What was her daily pay rate?
Divide the number of days she worke4 5, into the total amount of her paycheck
$250.00 ÷ 5 = $50.00 So, Lori earned $50.00 per day.
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Module: Production Percentage Math Handout Page 12
Production Percentage Rates and RatiosLook at the following equation:
Ticket Isfmutes = Production x Skill or Base = $ per hour x Hours = Total $ per DayMinutes Worked Percentage Level Rate Worked(In decimal form)
Sewing machine operators use this equation to determine their production percentage and how much theyearned in a given day.
The above equation has many examples of ratios and rates:
Ticket Nfinutes Tickets Worked expresses a ratio. For example, if an operator's ticket minutes addup to 580, and she worked a nine hour day, you would simply multiply 9 (hours worked) times 60(minutes per hour), which would be 540 and then the ratio may be expressed:
580:540 580 to 540 580/540
The skill level expresses an operator's id hourly skilled rate of pay. For example, an operator'sskilled pay rate may be $5.60. So, her rate can be expressed:
$5.60 per hour $5.60:1 Hour 5.60 to 1 Hour $5.60/1
The skill level rate of pay is set by the engineering department and does not fluctuate.
The dollars per hour is an operator's &MA rate of pay, based on her production.
The Total Dollars for the Day is simply another way to express the operator's actual rate of pay.
Examples:
1. If an operator's ticket add up to 580 minutes, and she worked a 9 hour day, what was her productionpercentage, and how much money did she make that day? (Skilled rate = $5.60 per hour) Isfinutesworked = 9 (hours) x 60 (minutes per hour)
580 ÷ 540 = 1.07 x $5.60 = $5.99 x 9 = $53.91
In the above equation, the operator's production percentage is first expressed in a decimal, in thiscase 1.07. So, convert the decimal to a percent by moving the decimal two places to the right, and herproduction percentage is 107%. Her daily rate ofpay is $53.91.
What is the operator's fixed skilled rate of pay per hour? $5.60As long as the operator remains on her current job assignment, will her skilled rate ever change?
No. The only exception would be if the skilled rate was changed by engineering.
20
Module: Production Percentage Math Handout Page 13
2. If an operator's tickets add up to 510 minutes, and she worked a 9 hour day, what was her productionpercentage, and how much money did she make that day? (Skilled rate = $5.60 per hour)
510 540 = .94 x $5.60 = $5.26 x 9 = $47.34
So, the operator's production percentage is 94% and her daily rate of pay is $47.34.According to the operator's skilled rate, she is supposed to make $5.60 per hour. So, why did sheonly make $5.26 per hour? Because to make her skilled rate, she must be at 100% production. Sinceher production dropped, so did her pay.
3. An operator in training adds up her ticket minutes to 380, and she has worked a 9 hour day. Whatwas her production percentage, and how much money did she make that day? (She is on a base rate of$5.41 per hour)
380 540 = .70 x $5.41 = $3.787 x 9 = $34.08
-- So, her production percentage is 70%. But, her hourly pay rate (based on production) is $3.787 perhour, which calculates to only $34.08 for the entire day.However, the operator is guaranteed a minimum of $5.00 per hour. So, since the operator worked a 9hour day, her daily pay rate would be $5.00 x 9 = $45.00.
2 1
iywu um; i-i uuuswiavut rercentage MathHandout Page 14
Pioduction Percentage Rates and Ratios WorksheetTicket Minutes = Production x Skill or Base = $ per hour x Hours = Total $ per DayNfinutes Worked Percentage Level Rate Worked
(In decimal form)
-I. Always round production percentage down.1- To calculate dollars per hour, leave production percentage in decimal form.
Guaranteed Ivfmimum = $5.00
1. Look at the Gum Sheets for Willie Bell Bigham. Given that she worked a 9 hour day and that herskilled rate is $5.80 per hour, answer the following questions:What is the ratio of her ticket minutes to her minutes worked?
What is her hourly rate of pay?
What is her daily rate of pay?
2. Look at the Gum Sheet for Lena Smith. Given that she worked a 9 hour day, and her base rate of$5.41 per hour, answer the following questions:What is the ratio of her ticket minutes to her minutes worked?
4Ik What is Lena's production percentage?
What is her giggattgl hourly rate of pay?
Will Lena actually be paid her calculated rate of pay?
3. Look at the Gum Sheets for Diane Smith. Given that Diane worked a 9 hour day and that her skilledrate is $5.60 per hour, answer the following questions:What is her production percentage?
What is her hourly rate of pay?
What is her daily rate of pay?
How is the pay for Diane's minutes off standard computed?
2 2
Module: Production Percentue MathPue 15
4. Look at the Guth-Sheets for Tina Downing. Given that Tina worked a 9 hour day and that her skilledrate is $5.60 per hour, answer the following questions:410 What is the ratio of her ticket minutes to her minutes worked?
What is her production percentage?
What is her hourly rate of pay?
What is her daily rate of pay?
2 3
Production Percentage Rates and Ratio Answer Key
PaAe 16
1. Ratio: 530.907 to 540, 530.907:540, or 530.9071540
Hourly rate of pay: $5.70 per hour
Daily rate of pay: $51.30 per day
2. Ratio: 295.593 to 540, 295.593:540, or 295.593/540
Production Percentage: 54%
Calculated Hourly rate ofpay: $2.9214 per hour
Lena will not get paid $2.9214 per hour, because Pridecraft guarantees $5.00 per hour. So, her payrate will not decrease below $5.00 per hour.
3. Production Percentage: 71%
Hourly rate of pay: 3.976
Daily rate of pay: $45.00; Pridecraft guarantees $5.00 per hour
Minutes off standard are computed using the average of the previous 4 weeks
4. Ratio: 554.476 to 540, 554.476:540, or 554.476/540
Production Percentage: 102%
Hourly rate of pay: 5.712
Daily rate of pay: $51.41
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College: ESJC WORKFORCE 2000 PARTNERSHIP Date:Courser* INDIVIDUAL EDUCATION PLAN Level:
Name:Male: Female: Age: Birthdate:
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Marital Status: Single Married Separated Divorced Widowed
Number of Children Living with You:
Employer: How Long? Job Title:
MSTC
Page 24
Revised 5/96
How many hours per week do you work this job? Do you have more than one job?
Please rate your ability to perform each of the following activities.(P=Poor, FFair, G-Good, E-.Excellent):
Read English Understand English Speak English Write English
Work as part of a team Use Math Solve problems/use reasoning
Which of the following are required for your job? (Check all that apply)
Read Instructions Speak English Receive Spoken Instruction in English
Write English Use Math Solve Problems Team work
What are your vocational goals? Immediate Long Range
Circle the highest grade you completed: 0 1 2 3 4 5 6 7 8 9 10 11 12 GED 13 14 15 16 17 18
Last school attended:
What are your educational goals? (Check all that apply)
Improve skills for current job Improve skills for changing technology/figurejobs
Improve reading/writing/math Improve problem solvinWcritical thinking_ Improve speaking/listening__
Improve English(for non-native speakers) Pass GED tests Other(sPeoifY)
How would you like to be contacted? Through supervisor Call at home Letter Other
3 9
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U.S. Department of EducationOffice of Educational Research and Improvement (OERI)
No bond Library of Education (NLE)Educational Resources triton notion Center (ERIC)
NOTICE
REPRODUCTION BASIS
ERIci
This document is covered by a signed "Reproduction Release(Blanket) forin (on lile within the LAIC system), encompassing Aor classes or documents from its source organization and, therelOre,does not require a "Specific Document" Release form.
This document is Federally-funded, or carries its own permissioii toreproduce, or is otherwise in the public domain and, therelme, maybe reproduced by ERIC without a signed Reproduction Release lOrni(either "Specific Document" or "Blanket").
LI:F-089 (9/97)
