Project Process Book

1 MA FInal Project

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Through the identification of urban blight in Chatham County, local for material reclamation and existing community development programs, increase social opportunities, expand economic wealth opportunity with the Savannah youth fun community and bring awareness to local environmental concerns build partnerships across sectors leveraging funds from diverse sources and the programs increased collaboration between civic, non-profit and for profit sectors anchored and tailored to diverse communities quality of place within an historic setting connection of quality of place and historic preservation in a cultural urban setting articulate the role that historic preservation and reclamation should play in revitalizing and modernizing the city-scape Foster positive self-esteem within individuals of the community offer the pleasure, beauty and food for the soul nurture distinctive qualities new and resources that already exist within the community and while drawing new businesses behavior change to meet value based goals; cities need to

DESIGNDREAM

CREATE BUILD

DESIGNabilityAn Education Co-Op

Meagan HodgeSavannah College of Art and Design

Design for Sustainability M.A. Final ProjectFall 2011

INTRODUCTION 9

SPECIAL EDUCATION

Research 20

Interviews 24

Questionnaires 26

Case Studies 38

APPRENTICESHPResearch 44

Contacts 48

Case Studies 50

[RE-FRAMING SAVANNAH]

Agriculture 57

Construction 59

Artisan 61

DESIGNability Apprenticeship 62

DESIGNability Projects 65

DESIGNability [DUG]house 66

RESOURCESContacts 92

Resources 94

Table of Contents

INTRODUCTIONProblem Statement Page 9

Design Brief Page 10

Green Collar Industry Page 14

Savannah Page 16

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Problem Statement

Design is about empowering people to identify their personal capabilities, so that they begin to design the solutions to the problems they face. The unemployment rate of persons with a disability in America is currently rising and topping at 14.8% as of 2010 (BLS: Department of Labor). The population of special needs youth has a wide range of capabilities that can be coupled with the expanding “green” job industries in need of a diverse labor force. A universally designed apprenticeship, that encourages environmental stewardship through direct experience, will bridge the gap between special education and the unemployment rates that these youth are commonly exposed to. Thus, we will begin to grow sustainable capital in the next generation by identifying their capabilities and coupling local needs with community-aided solutions.

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Introduction: Design Brief

Solving for PatternWendell Berry, an American writer, farmer and known economic critic, looks at solving problems from a cyclical standpoint. What he calls, “solving for pattern”, represents creating a solution that solves for more than one problem rather than tackling a complex situation with one solitary answer. The solutions commonly presented to these complex or wicked problems, act as a temporary answer, ultimately creating additional long term issues. Berry calls this, “characteristic of our time: the cure proves incurable”.

Berry explains, the “Bad” solutions are one of the two:1. Solutions that causes a ramifying series of new problems2. Solutions which immediately worsens the problem it is intended to solve

He proposes a that the successful solution is:1. A solution that causes a ramifying series of solutions that works in harmony

with larger patterns

This solution proves to be a sustainable option identifying the needs of the whole as if it were a system or living organism, so that it is good for each part as well as the whole.

This M.A. final project identifies current issues within special education and explores pattern solutions focused on triple bottom line options in the agriculture, construction and artisan sectors. Solutions that solve multiple problems across all sectors, will prove to be a viable entry point for the special population youth of Chatham County.

Special EducationIn 2010, Chatham county graduation rates for special education (SpEd) students were at a low of 33.1%, which failed to meet the state of Georgia’s target of 80%. Even with continued enrollment until the age of 21 for SpEd students, the graduation and dropout rates maintain to miss state targets (Georgia Department of Education1), thus contributing to the national disabled persons unemployment rate of 14.8% (BLS: Department of Labor).2 All of these statistics suggest that within the existing educational system, a change is needed for positive and successful outcomes to occur.

Work Based LearningStudies examining career and technical education programs and the use of structured work-based learning approaches in education suggest that such approaches are an important aspect of and contribute to better in-school and post-school outcomes (National Association of State Directors of Career Technical Education, 2003). These technical and vocational programs focus on skills, knowledge and abilities that

“Characteristic of our time: the cure proves incurable” Wendell Berry

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prepare students for the workplace and in 2009, the President’s Council of Economic Advisors reported that, “participation in skills-training programs led to increased wages and earnings, raised the probability and consistency of employment and led to higher-quality jobs.”3 Special education students of Chatham County could be exposed to similar vocational training opportunities, through participation in a universally designed apprenticeship focusing on the workplace and the needs of the current labor market.

Green EconomyThe American Association of People with Disabilities (AAPD) has identified eight industries that will be important to the emerging green economy and youth entering the workforce. By developing a new apprenticeship utilizing amenities at The Old Star Laundry site, the students will have the opportunity to be exposed to six of the eight identified industries. These industries include sustainable building; renewable energy; recycling, reuse and composting; sustainable agriculture; environmental research and development and


the protection of ecosystems and diversity; and manufacture and sale of environmentally friendly products.4

Project backgroundCurrently, The Savannah High School Greenhouse Project is a special education gardening program that collaborates across multiple sectors with businesses and programs. Through placed-based learning techniques, these students sprout, grow and harvest plant life and fresh produce. Collaboration with for-profit and non-profit businesses, such as Oelshig’s Nursery, Bamboo Gardens, Home Depot and The St. Pius Community Center, has played an important role in the vitality of this program.

The Greenhouse project is looking to expand to a more urban location that will increase collaboration, community exposure and production space. The Old Star Laundry Site in Eastside Savannah, proves to be a viable location which will reduce existing commutes and enable a neighborhood garden for diverse planting techniques. Through the addition of this location,

1. Georgia Department of Education. 2009-2010 Special Education Annual Report. Available at www.doe.k12.us: 2. (BLS) Bureau of Labor Statistics. U.S. Department of Labor. Persons with a Diability: Labor Force Characteristics-2010. July 2011 3. President’s Council of Economic Advisors. Preparing the Workers of Today for the Jobs of Tomorrow. July 2009.4. AAPD: American Association of People with Disabilities. Disability Mentoring Day Green Jobs Initiative - A Program Guide. 2011

the program will seek neighborhood involvement, new business collaboration and trade skill expansion to encourage new life opportunities for the students.

The Old Star Laundry site has multiple leasable spaces that currently include tenants RK Construction, Southern Pine Company, Labor Ready, Dilated Spectrum, Wooden Sheep and non-profit Emergent Structures. Through incorporating an educational entity such as The Greenhouse Project, within a location housing diverse businesses, laborers, artists and designers, opportunity arises for more than just a garden project to take place.

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Scope of WorkBegining phases of project included the design and trial run of an universal apprenticeship prototype within green industries that is driven by key triple bottom line awareness (People, Planet, Profit).

• Student/mentor partnership included multiple project based opportunities that incorporated sustainable practices, labor and life skills, environmental stewardship and user centered design techniques with all participants.

• Project for funding opportunity: an off the grid sustainable greenhouse was chosen as a pilot project to secure future funding for the porgram. This project incoporates a pattern approach to deconstruction and assesses local demolition projects that includes valuable inventory. Final conceptual designs, beginning budgets, forecasted timeline and specifications were packaged together as a deliverable

to local non-profit Emergent Structures and IKEA Savannah Distribution Representative.

Proposed future phases will develop additional site training expanding the integration of practices benefitting the environment and conserving natural capital. Expertise in the field of environmental strategies should be included during multiple workshops.

Additionally, research regarding best practices for implementing design thinking strategies with special population youth should be conducted. The learning curve of special education students is case sensitive and proper curriculum strategies should be explored.

ParticipantsEstablished Business: • Southern Pine of Georgia:

wholesale manufacturer of reclaimed heart pine lumber with 20 years of experience of reclamation, restoration, construction and

preservation practices

Emerging business: • Wooden Sheep: diverse skill range

including carpentry, design, the arts, furniture and architecture. They focus on adaptive reuse of materials and operate a retail gallery in downtown Savannah.

Education: • Savannah High School Special

Education Students (SpEd): These students are completing school to work transition services, which coordinates a set of activities promoting movement from school to post-school opportunities. While on site, The Greenhouse Project students will utilize horticulture skills, explore new trades and participate in environmental stewardship, while exposing them to new job opportunities.

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InterviewsPertaining to the following areas within Chatham County:

1. Previous apprenticeship, work-to-job training and vocational programs• Step Up Savannah• SAV21 parolee construction training• Woodville Thompkins Vocational School

2. Post-secondary school options• Savannah Technical College

3. Community programs focused on education and environmental awareness• SUGA: Savannah Urban Garden Alliance• Harambee House• Loop it Up Savannah: W. Broad YMCA

4. Urban revitalization incorporating horticulture, innovative gardening techniques, and sustainable farming• SUGA: Savannah Urban Garden Alliance• St. Pius Community Center Garden

QuestionnairesQuestionnaires pertaining to special education job placement, vocational opportunties and work based learning techniques were submited to Transition Specialists within local public highschools. Below are the following respondents.

1. Margo Greene: Windsor Forest High School

2. Beverly Blue: Johnson Highschool3. Patricia Case: Jenkins High School4. Denise Klesick: Islands High School5. Marie Valentino: RA E. Beach High

School6. Brian J. Hinman: Robert W. Groves High

School

Contextual Research Components

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Residential and Commercial Retrofitting Projection

U.S. Metro Economics: Current and Potential Green Jobs in the U.S. Economy prepared for The United States Conference of Mayors and the Mayors Climate Protection Center.

“We assume a reduction of energy consumption by the current stock of residential and commercial structures by 35% over the next three decades. Retrofitting jobs can encompass a wide variety of different tasks, ranging from the relatively minor to the most complex. The 30-year project to retrofit our existing residential and commercial building stock would generate nearly 81,000 jobs. These jobs would retrofit a small percentage of the existing residential and commercial stock of buildings each year and dramatically reduce their energy requirements over the 30-year forecast period. Meanwhile, achieving these annual energy efficiency goals will require nearly 81,000 Green Jobs, approximately 36,000 in the residential sector and 45,000 in commercial.”

Savannah DemographicsCurrent and Potential Green Jobs by Metropolitan Area: Savannah GA: • Existing in 2006: 479 and • Projected for 2038: 3,793. 1Note: These projections include retrofits on existing buildings only.

Green Collar Industry Research

1. Metropolitan Area: Savannah. U.S. Metro Economics: Current and Potential Green Jobs in the U.S. Economy prepared for The United States Conference of Mayors and the Mayors Climate Protection Center. pp. 14-17.2. NRDC: National Resources Defense Council. Job Site Waste Reduction, Efficient Wood Use in Residential Construction.3. The Deconstruction Institute: www.deconstructioninstitute.com

Resource: Home Depot and FSC Calculation for Eco Options products

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Construction Waste Research

Wood WasteReducing waste saves money. Instead of sending all construction-site waste to the landfill, job-site waste reduction can feature:• Materials sorting• Reuse• Recycling• Donation• DeconstructionWood waste, the largest contributor to job-site waste, can be reduced dramatically and save builders hundreds of dollars in avoided landfill costs on a single job. In areas where tipping fees top $40 per ton and/or laborer wages are $10 or less per hour, savings for detached single-family house construction can range from $0.14 to more than $1 per square foot, depending on local recycling options and wastes targeted for diversion.2

• The National Resources Defense Council estimates that reducing wood waste can save builders between $300 and $800 on a single job.

• The National Association of Home Builders’ 2011 Construction Cost Survey results showed that framing

DeconstructionBelow paragraphs are sourced from the Deconstruction Institute’s benefit calculator. They are a research initiative group funded by the EPA. Deconstruction is more labor intensive than demolition. Consequently, more time and money is spent on hand labor than on the operation of heavy equipment. Through cooperation with job training programs, deconstruction has the potential to create well-paid entry-level jobs to the construction trades.

For an average residential deconstruction project, labor costs are around $3.64 per square foot of building. Equipment and operation costs for a comparable demoli-tion are around $1.74 per square foot; a difference of $1.90 more per square foot that is paid to deconstruc-tion laborers. At this rate, the deconstruction of a 2,000 square foot home will create 38 more worker-days at a living wage than would demolition. 3

and trusses, on an average home totalling 2,311 sq. ft., foot home, account for the largest share of con-struction costs at 13.5% and have an average total cost of $24,904.

Construction practices have routinely been inefficient for decades. With old growth lumber resources rapidly disappearing and wood prices accounting for the largest percentage of construction costs, alternate forms of material allocation need to be implemented.

Buildings-Related, Construction and Demolition Amounts. EPA. 2003. http://www.epa.gov/osw/conserve/rrr/imr/cdm/pubs/cd-meas.pdf

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Non-contributing sites can include vacant buildings, empty lots and damaged properties. City of Savannah’s 2008-2012 Housing and Community Develop-ment Plan states that “Inhibiting factors in these neighborhoods include percep-tions of crime, vacant and abandoned housing, low income and high unemploy-ment of residents, deterioration of existing housing stock, and a minimum of residential lending activity.”

With creative insight and community participation, these locations can become vi-tal change agents within multiple neighborhoods. City of Savannah’s Community Planning and Development, Economic Development and Housing Departments work closely with neighborhood associations and community-based organizations to increase their participation in improving their neighborhoods.

SMALL projects equal BIG change

• Urban gardens• Community centers• Design hybrid, multi-use spaces• Access to artist galleries• Expand educational facilities

Urban Blight & Savannah

Where are the designers during the design of Savannah’s Revitilization?

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Vacant and Developable Sites Savannah Historic District Revised 2.29.08

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SPECIAL EDUCATIONResearch Page 20

Interviews Page 24

Questionnaires Page 26 Case Studies Page 38

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More information available at: www.doe.k12.ga.us/

IDEA 2004 states:(I) PUBLIC REPORT- the State shall report annually to the public regarding the performance of each Local Educational Agency (LEA) within the State Targets segment of the SPP. The State shall make the SPP available through public means, including posting on the SEA website, distribution to the media, and distribution through public agencies. 616(b)(2)(C)(ii)(I).

Georgia’s Performance Plan and current Annual Performance Report are posted on the Georgia Department of Education (GaDOE) Exceptional Students website at: http://www.gadoe.org/ci_exceptional.

Special EducationSpecial education refers to a range of educational and social services provided by the public school system and other educational institutions to individuals with disabilities who are between three and 21 years of age.

The Georgia Department of Education The State of Georgia Department of Education states, “A student or child aged 3 through 21 is considered to have a disability under IDEA, if the student or youth meets one or more of the categories of eligibility, consistent with Georgia Board Rule 160-4-7-.05.”

Available through their online database are documents, publications, statistics and listed regulations. Categories of Eligibility for Special Education Services, as defined by IDEA: The Individuals with Disabilities Education Act, include: autism, deaf/blind, deaf/hard of hearing, emotional and behavioral disorder, intellectual disability, orthopedic impairment, other health impairment, significant developmental delay, specific learning disability, speech-language impairment,

traumatic brain injury, and visual impairment.

State Performance Plan/Annual Performance ReportAll information in the following paragraphs is sourced and available as a reference from the Georgia Department of Educations website.

The Individuals with Disabilities Education Act (IDEA 2004) requires each state to develop a State Performance Plan (SPP) that evaluates the state’s efforts to implement the requirements and purposes of IDEA 2004 and describes how the state will improve such implementation. State Educational Agencies (SEA) must establish measurable targets for the performance of Students with Disabilities (SWD) on 20 performance indicators. IDEA 2004 requires states to report their progress toward achieving the measurable targets set forth in the SPP through an Annual Performance Report (APR).1

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Research

1. Sourced from Georgia Department of Education’s website

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IDEA: Individuals with Disabilities Education ActThe Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities. Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B.1• For more detailed information on

the governing laws, visit: http://idea.ed.gov/v

Transition ServicesIndividuals with Disabilities Education Act (IDEA) defines the term “transition services” as a coordinated set of activi-ties for a child with a disability that: • Is designed to be within a results-

oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation

• Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and

• Includes instruction, related ser-vices, community experiences, the development of employment and other post-school adult living objec-tives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.

Research

Vocational Rehab of GeorgiaThe Vocational Rehab conducts a variety of assess-ment mechanisms to identify the needs of disabilities in Georgia. The following bulleted statistics were compiled in 2004.2• Youth with severe emotional disturbances (57.6%)

and youth with learning disabilities (36%) have the highest drop out rates of all disability groups.

• Students with disabilities have low rates of college enrollment. Only 14% of youth with disabilities attend post secondary school versus 53% in the general population.

• Nationally, 70% of youth with disabilities are unem-ployed two years after exiting high school.

Vocational Rehab of Georgia is committed to the principal that people with disabilities area assets. Not only do they implement programs to train a productive workforce they also take on the challenge of breaking the stigmas associated with the disabled population.

• There are nearly 750,000 Georgians with disabilities between the ages of 18 and 64. If just 1% of those people worked full time for a year at the average weekly wage of a VR client ($280), almost $110 million dollars would flow back into the Georgia economy. 3

• Each of the last five fiscal years, an average of 4,500 Georgians with disabilities were successfully rehabilitated and employed in meaningful jobs at competitive wages. 3

1. Sourced from from IDEA.ed.gov2. The Comprehensive Statewide Assessment coducted by The Vocational Rehabilitation (VR) Program3. http://www.vocrehabga.org/lev3a.html

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Community Based Sites Savannah-Chatham County Public SchoolsProvided by Transition Specialist Margo Greene

CBVI Past ContractsReason site no longer

participating

ABM (Sav Mall Food Court) No contract – will not returnBamboo Farm Now used for court order

community serviceBed, Bath & Beyond No contractCohen’s Gym Want compensation for use/

personnel

Housing Authority of SavannahInternship – no one qualified to attend here

Home Goods Corporate no longer supports program b/c liability

Marshall’s “T.J. Maxx “Publix (Twelve Oaks) “Savannah Christian FB RemodelingMarriott Previous problem with studentsHyatt Downtown Management not supportive

CBVI Current Contracts

American Diabetes Ass.AWOLBass Pro Shop (reduced days)Big Lots - VictoryCrab ShackEdible ArrangementsEOA (Economic Opportunity Authority)Food Lion/Garden CityFood Lion/WatersFood Lion/WhitebluffS.H. Food Bank/Kid's CaféSalvation ArmySav. State Uni. CafeteriaSavannah SweetsSCAD

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Transition Time Line: Savannah-Chatham County Public School SystemProvided by Transition Specialist Margo Greene

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9th 10th 11th 12th Post GraduationAges 14 - 16 Ages 16 Ages 17 Ages 18-21 Ages 18 - 21

Informal Transition Assessments



Vocational Evaluation (If VR eligible)

Project SEARCH (If selected)

Community Based Instruction (CBI)

Community Based Vocational Instruction (CBVI)

Community Based Vocational Instruction

Work-Adjustment Training Goodwill (if recommended by VR)

School based technical course, i.e. computer applications

School based technical course

Woodville-Tompkins or Off Campus Careers class (If schedule permits)

Woodville-Tompkins or Off Campus Careers class (If schedule permits)

Referral to Georgia Department of Human Resources, Division of Behavioral Health, Developmental Disabilities (BHDD)

Internship in desired career field (as available)

Refer to Vocational Rehabilitation (VR) if last year of school

Work-Based Learning/Work Release (as available)

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Willie Mobley has been a Job Coach for special education students for the last 6 years at

to attend culinary, mechanical, beautician, etc. classes. However, their work shop program recently was eliminated from curriculum

• For the last 2 years he has been Director of the Savannah High School Greenhouse project that exposes students to basic horticulture techniques

• They have a 200sf greenhouse on the school’s premises, as well as in ground planting areas; however more space is needed

• Bamboo Gardens also allows their program to plant and harvest on their site free of charge, but commute time is 45 minutes

Savannah High School. He facilitates work based learning opportunities on site locations throughout Savannah. He also prepares students for interviews, job-site etiquette and practice of life skills. • He strongly believes that hands on learning

techniques need to increase and the curriculum should be job-focused rather than post secondary/college oriented.

• Over the years, shop and vocational programs have been cut from the curriculum in the public education sector in Savannah. Primarily due to budgets

• Woodville Thompkins High School is a vocational high school that selects students

Margo Greene currently works as a Transition Specialist for special education students at Windsor

(CBVI) allows the students to participate in this work learning/project based environ-ment. Students will spend 1-2 hours at the site

• Explorer Posts is a program implemented by the Boy Scouts: project based learning

• ‘Exceptional Children’ is a term more widely accepted and non-offensive when referring to students with disabilities

• Life skills are an important aspect of the education process. Additional exercises/projects should implement these skills.

• Vocational Rehab: Department of Labor works with students to implement employment opportunities

Forest High School in Savannah, GA. She has been working in the field of special education for over 25 years, while focusing on the pro-cess of student transition for the last 14 years. We were able to have an on-site meeting at Southern Pine Company and conducted a walk through of the facilities and discussed learning possibilities • Through transition services she implements

different sets of activities to expose stu-dents to career guided learning techniques

• She has been involved with many programs from Project Search, geared towards the medical industry, to retailers, restaurants and University cafeterias here in Savannah

• Community based vocational instruction

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Savannah High School: Job Coach and Greenhouse Project Director

Windsor Forest Highschool: Transition Specialist

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NOBIS Project: Empowerment through social action

CCDS: Coastal Center for Developmental Services

Cindy Burns is the Community Employment Advisor for CCDS: Coastal Center for

as Goodwill and Salvation Army for employment opportunities, as well as IKEA ‘s Savannah distribution location and Gulfstream Aerospace.

• Over the last 35 years of operation, they have maintained funding through local, private, federal and grant opportunities. This past year, was teh first public fundraising event that they pursued.

• They maintain employment for an estimated 150 individuals in house and then 130-150 within local businesses.

Developmental Services, where she has been employed for the last 17 years. CCDS has been offering training and employment services for individuals with developmental disabilities for the last 35 years.• Their partnership company, Quantum

Inc. offers catering, screen printing, monogramming, specialized and packaging assembly services.

• Recently, an on site vegetable garden was built through a fundraising opportunity. It provides work opportunity through production of produce for their on-sire catering company

• CCDS works with companies such

Christen Clougherty, P.H.D, founder and Executive Director of theNOBIS Project, a non-profit organization

volunteer opportunity • Positive reinforcement of student design/

student ownership should be implemented to maintain a meaningful connection for the students

• A focus on special education would enable a broad range of activities to be completed, while avoiding the innate difficulties and large field of at-risk youth

• IRB: Institutional Review Board has monitoring board that protects the rights of humans as subjects of research; consult for in depth thesis research

• Longevity of program will solely rely on a dedication of program director

focused on facilitating service learning opportunities for youth, educational programs and community members. • They incorporate workshops, research,

and youth programming that focus on three civic engagement approaches: service learning, community partnerships and policy initiatives.

• Many recommendations were noted during our meeting regarding the political stance of the public education sector, longevity of an apprenticeship program and service learning opportunities

• Hands on Savannah was recommended as a local contact implementing community

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1How long have you been in-volved with special education and transitions planning, and in what capacities?

11 Years as a transition specialist.

2Do you feel that any steps within the implemented transi-tions planning program should change in order to enhance a student’s experience?

Yes, students on a modified vocational curriculum should be allowed to participate in more career awareness activities and applied academics.

3Why are vocational programs within the school system im-portant for your students?

Many of the students have limited or no work experience by the time they reach their senior year. Vocational programs provide work readiness training and it also allows students to receive hands on training in a variety of work settings.

4Are there apprenticeship programs, past and present, which have been available for your students to participate in? Please list all that apply.

CosmetologyHeating and Air Conditioning RepairSmall Engine RepairFood ServiceChild Care

Beverly BlueTransition Specialist with 11 years of experience(912) 395-6400 Ext [email protected]

School:Johnson High School3012 Sunset BlvdSavannah, GA 31404

“ ”Vocational programs provide work readiness training and it also allows students to receive hands on training in a variety of work settings.

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5Have you experienced any prejudices or level of social inequality with your special education students and the surrounding community and/or education system?

Yes.

6How often are you and your students exposed to practices that encourage environmental stewardship?

No answer completed.

7In your opinion, what type of programs/teaching techniques are missing from the current special education program?

Applied AcademicsDaily Living Skills

8Additional Comments (optional):

The inclusion setting is not always beneficial for some students with disabilities. Often times, students self esteem is negatively impacted in an inclusive setting.

“ ”The inclusion setting is not always beneficial for some students with disabilities. Often times, students self esteem is negatively impacted in an inclusive setting.

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15 Years. Beginning as a teacher for the Emotionally and Behaviorally disturbed, then back to school for my specialist degree and certification in Health and Physical Disabilities Certification. Became special education coordinator in Beaufort, SC for Transition, Career and Technology. Back to SCCPSS as Orthopedic Impaired Specialist and in 2010 became Groves H.S. Transition Specialist.


That’s a master’s thesis for an answer. One would need to remake education in this country with emphasis on vocational and college prep. However, major emphasis must be on vocational / technical prep. Once that door is opened then we have appropriate educational planning and courses for our students to enter prior to being thrown to the wolves.


Ninety percent of all jobs in this nation require a technical or less background to complete. Many of our students lack the cognition for college tracking and professional employment (doctors, lawyers, teachers, etc.). Our students often do better in a hands-on work environment and learning environment. It’s a natural outgrowth of their abilities and strengths.

Brian J. Hinman, Ed.STransition Specialist(912) 395-2520 / (912) 965-2564 (Fax)[email protected]

School:Robert W. Groves High School100 Priscilla D. Thomas WaySavannah, GA 31408

“ ”Many of our students lack the cognition for college tracking and professional employment (doctors, lawyers, teachers,

etc.). Our students often do better in a hands-on work environment and learning environment.

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• Project SEARCH• Culinary Arts – SPED and all Vocational

Programs at WTTC.


At first yes, until you educate the public. Once you show the stats and refer them to other employers of the differently abled, those barriers are broken down. Nothing out right discriminatory.


Not a lot, except in isolated pockets, such as carpentry.


• Technical and vocational programs that are targeted for special populations.

• Academics that are targeted for special populations.

• Linking special education vocational programs with technical school programs



“”


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I have been in my current role as a transition specialist for 10 years. Prior to that, I taught secondary special education. I have been in the profession for 30 years.


Yes, we seem to do well for grades 9, 10, 11 but as students are ready to exit, there seem to be fewer options for students who are not going to college, but have some technical skills. We can create apprenticeships, but if we do not have the staff to monitor, then the opportunity is lost.


It provides an opportunity to truly decide if a chosen field will remain an interest as they progress through high school. They learn to act appropriately in a different environment with different people, as opposed to a school building with certain rules. Hopefully, the vocational programs will provide them with some technical skills that will make them more marketable in the work force.


HVAC, concrete/masonry, and culinary were collaborators with Savannah Technical College. They were not necessarily internships, but did offer some experiences that could not be acquired in the school system. There has been a veterinarian hospital, a small engine repair shop, a local heating/air business, as well as a clerical position with American Diabetes. Kid’s Café at America’s Second Harvest currently has interns as well as our Food and Nutrition Programs for the school system. Programs at WTTC.

Denise KlesickTransition Specialist912.395.2000, X [email protected]

School:Islands High School170 Whitemarsh Island RoadSavannah, GA 31410

“ ”...as students are ready to exit, there seem to be fewer options for students who are not going to

college, but have some technical skills.

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Yes. Businesses and even our local school system are reluctant for student workers to participate because of liability issues. For the most part, the community is receptive to the students.


I work at a Biological Sciences high school so there are many opportunities. We have a school wide recycling program in which the students collect and participate. There are other projects such as a worm farm for composting. The science classes often hike in the woods and collect debris for projects. There are many beach cleanups and there is ongoing environmental research Oatland Island.


We need more opportunities for female students. We need programs that focus on skills that are needed in our community. (ports, loading, lawn maintenance, shipping/boating industry, trucking and truck maintenance, hospitality, etc.) The biggest missing piece is the staff to support our efforts. We can create all these opportunities but do not have the staff to monitor the programs. Linking special education vocational programs with technical school programs


We are blessed in Chatham County to have such a supportive special education administration as well as willing business partners. The students have far more opportunities than the rural areas of Georgia.

“ ”We have a school wide

recycling program in which the students collect and

participate.

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I am in my second year as a transition specialist with savannah Chatham County Public Schools.


Yes, I believe that if we had the opportunity to provide the student’s with social skills training character education, and life skills they would be better equipped with the skills needed to be successful in the community. Unfortunately, due to the state mandated curriculum there is no time to actually provide these skills to the student without hindering their academic progress for the end of course testing and Georgia High School Graduation test.


The vocational programs are important because they give the student work readiness skills that may not be received without the vocational program. The students who we serve may not attend college and may go straight from school to work. It is the goal of our vocational programs to prepare them for the workplace before graduating from high school. Many of the students we serve will go straight from high school to work; therefore we want to have them skilled and ready to obtain employment upon exiting high school.

4Are there apprenticeship programs, past and present, which have been available for your students to partici-pate in? Please list all that apply.

Students are provided the opportunity to have internships in the community to learn work skills and work readiness preparation. These internships are located in school cafeterias, childcare facilities, and Project SEARCH which is located in a large community hospital. Students also attend Community Based Vocational Instruction sites where they learn the same skills, but on a more supervised level. This is for the moderately developmentally disabled group of students whereas, the internships are for students who are high functioning and do not require constant supervision on the job.

Marie ValentinoTransition [email protected] extension: 706039

School:RA E Beach High School3001 Hopkins StretSavannah GA 31405

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Many of the students we serve will go straight from high school to work; therefore we want to have them skilled and ready to obtain employment upon exiting high school.

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I have not seen blatant prejudices or social inequalities directly; however, when I have approached potential employers to seek jobs for some of our students I have noticed that level of apprehension. On one account, the student was hired and the employer was very pleased with his diligence and loyalty to his job.


At our school we recycle and encourage the students to carry this practice on at home and in the community when applicable.


As I touched on earlier, I am a strong advocate for character education, social skills training, life skills, and functional curriculums for our special education population. I am speaking of the group of students that will not attend a higher institution of learning upon exiting from high school. I feel that we need to better prepare these students for the real world and equip them with skills that will assist them in becoming productive and contributing members of society. Academically their curriculum should be more geared towards functional skills and life skills, in my opinion.

“”

...my biggest concern is the fact that we are not able to provide the services to students who may not attend college or technical school because of cognitive abilities.


Being new to transition planning at the high school level I see many positive outcomes and do recognize many areas that need to be added/changed. As I have mentioned a few times, my biggest concern is the fact that we are not able to provide the services to students who may not attend college or technical school because of cognitive abilities. The services that they need the most are vocational training, work readiness preparation, social skills and life skills. Yes, they need academic instruction, but it should have allotted time for functional curriculum…i.e paying bills, how to use the telephone or making appointments, travel training for public transit, banking, housekeeping, etc. On the flip side, we have many students who benefit greatly from the services we are providing. Without the assistance of a transition specialist many of the students we serve would not gain employment skills prior to graduation, they would not attend sheltered workshops upon graduation, and many would not go to college or technical school. Through our positions, we are able to open doors to many of our students and build upon their individual talents and skills before they exit high school; thus, giving them an idea of which direction they want their life to go in after graduation from high school.

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1How long have you been involved with special education and transitions planning, and in what capacities?

• Classroom teacher for MOID students, Tampa, FL 1986 – 1993

• Employment Specialist for SWD, Tampa, FL 1993 – 1997

• Transition Specialist for SWD, Tampa, FL 1997 – 2004

• Transition Specialist for SWD, Savannah, GA 2004 - present

2Do you feel that any steps within the implemented transitions planning program should change in order to enhance a student’s experience?

Students need to have increased opportunities to explore career opportunities in their community. Career related activities should start in the 9th grade and continue

into outcome based transition post-secondary activities. Training sites should mirror the job market in and around the Savannah area to increase the potential for success employment outcomes. The transition process should include a set of coordinated activities throughout the high school years that allow for layering and latticing of the skills set learned by each student. Another step that could enhance the transition planning process is the inclusion of a comprehensive, formal vocational evaluation.

3Why are vocational programs within the school system important for your students?

Vocational programs within the school system give the students an opportunity to level the employment playing field with their non-disabled peers. Student with disabilities often struggle academically and may not have room in their prescribed schedules to take advantage of programs offered for career exploration. Many students do not meet academic or achievement requirements for programs such as Explorer Posts, Jobs for Georgia Graduates, and the

Youth Apprenticeship Programs. Programs need to be developed that expose students with disabilities to the world of work, promote community and life skills that affect work success, and allow students to “work out the kinks” in their perceptions of work ethics and job performance.


The SCCPSS Transition department has provided several off-campus training programs over the past 10 years. One that continues to produce students closer to work readiness is the culinary arts program and allows them to obtain ServSafe certification. Over the years several of the culinary participants have obtain employment in the culinary field and have retained their positions for respectable amounts of time. We also have students participate in internships at Second Harvest Food Bank Kid’s Café program with additional success. We also offer a program in association with Savannah Tech in the HVAC industry. Our job coach has been able

Margo GreeneTransition Specialist(912) 395-3400 ext [email protected]

School: Windsor Forest High School12419 Largo DriveSavannah GA 31419

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to find internships and paid employment opportunities in this field for approximately 10 students over the past 5 years. One major barrier to success with this and any other STC associated program is the entrance exam required scores. We find the students with disabilities do not often test well or may not obtain the desired scores on these exams even if they have the ability to complete the course work. We have also had a program with EOA working with their head start program. Students are able to work in the child care capacity and learn skills for teacher’s assistant positions. Students have been hired in day care facilities as a result of their participation in the program. Other internships have been set up for individuals and include veterinary office, Housing Authority of Savannah, Starfish Café to name a few.


Our community based opportunities are dwindling in part due to work site hesitation to allow onsite training due to liability issues. Companies that will no longer work with us include Publix, TJMaxx, and Big Lots. Other sites have found the job training too inconvenient and time consuming.


I would say students and school employees are not exposed to environmental stewardship unless there are individuals working to bring this in on an individual basis at the school. At SHS there has been some effort to expose students to environmental stewardship. Students have learned to cook vegetables and to utilize them in meals. They have been included in Earth Day activities and farmer’s markets but transportation is an issue with many of these activities. WFHS has a recycling program and an agricultural sciences program that incorporates sustainability into the theme.


Technical and vocational programs that are targeted for special populations.Academics that are targeted for special populations. Linking special education vocational programs with technical school programs


I personally feel the educational pendulum has swung too far in the direction of preparing all students for 4 year college. The job market in Savannah is not reflected in this philosophy and those student not geared for a college prep program often find themselves taking a bunch of loosely associated CTEA electives that do not provide them with enough skills to become employed directly out of high school. All students would benefit from a “life skills” type course to prepare them for becoming independent, and more opportunities need to be available o students ready and willing to enter the work force with minimal post secondary preparation.

“”

Programs need to be developed that expose students with disabilities to the world of work, promote community and life skills that affect work success, and allow students to “work out the kinks” in their perceptions of work ethics and job performance.

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I was a classroom special education teacher for eleven years. I have been a transition specialist for the past eleven years. I have worked with transition plans for the past eleven years. I have helped develop transition plans, train other professionals on writing plans and written plans.


We need additional vocational opportunities for our students.


The majority of our students go straight from school to work. It is imperative that we offer them vocational opportunities while they are in school so that they are prepared for the world of work.

Patricia CaseTransition Specialist912-395-6300 / (912) [email protected]

School:Jenkins High School208 Bull StreetSavannah, GA 31401

“ ”The majority of our students go straight from school to work. It is imperative that we offer them vocational opportunities while they are in school so that they are prepared for the

world of work.

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We have work study programs, internships, work release programs. We also have the Community Based Vocational Instruction program for our students that are intellectually disabled.


I have not experienced any.


We offered a program at Oatland Island that included planting an organic garden. Some of the produce was sold to a local organic restaurant. The students were also involved in developing a compost area that they used for the garden.


We need additional vocational programs to help our students prepare for work.


N/A

“”

We offered a program at Oatland Island that included planting an organic garden.The students were also involved in developing a compost area that they used for the garden.

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Onsite Restore with wood stock

Computer Repair is one of the many training opportunities

ReSOURCE began as a salvage resale center.

ReSOURCE’s success to date has proven its sustainability and is replicating this model of environmental sustainability, educational training, and economic opportunity in central Vermont.

Career Start helps students with physical, mental or emotional barriers by providing customized educational training and work environments. Students have the support they need to successfully complete high school and transition into higher education or the working world.

Strengths• Established company: 20 years• Partners with community,

businesses and Youth Build• Focus on adaptive reuse• Focus on green industries• Diverse ProgramsWeaknesses• Specific to salvage/repair industry

Case Study: Green Collar JobsReSOURCE: ReTRAINBarre, Vermont / Non-profit / www.resourcevt.org

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After School Matters® is a non-profit organization that offers Chicago high school teens innovative out-of-school activities through science37®, sports37®, tech37®, words37® and the nationally recognized gallery37® programs.

Designing and delivering high quality, hands-on, project-based apprenticeship programs in a variety of content areas, including the arts, science, sports, technology and communications.

Strengths• Diverse industries involved• 715 Programs at 57 Campuse sites• Estabished 1991: 20 years• Corporate & private donors

Weaknesses• After school program• No notes special ed opportunities• No “green” career training

Case Study: Student ExperienceAfter School Matters

Non-Profit / Chicage, IL / www.afterschoolmatters.org

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Performing Arts opportuntites. Photo source: Youth Works

Agriculture and gardening opportunities are also available. Photo source: Youth Works

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Studio H is a public high school “design/build” curriculum that sparks rural community development through real-world, built projects.

By learning through a design sensibility, applied core subjects, and industry-relevant construction skills, students develop the creative capital, critical thinking, and citizenship necessary for their own success and for the future of their communities.

Strengths• Design thinking strategies• Community based projects• Hands on skills based

Weaknesses• Educational based program• Only available to K-12 students• Construction industry focus• No noted special education

opportunity

Case Study: Student ExperienceStudio H:

Bertie County, NC / School Based Program / www.studio-h.org

Students particpate in an in-class project for an outside need. Photo Source: Studio H

APPRENTICESHIPResearch Page 44

Contacts Page 48 Case Studies Page 50

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The craft skill of roofing is taught trhough apprenticehip training in Germany; sourced through Wikipedia

Apprenticeships

An OverviewApprenticeships can be defined as a system that trains a new generation of practitioners a skill. Historically, they developed during the Middle Ages and were eventually supervised by craft/trade guilds and the local government. Apprentices began training under a master at around ten to fifteen years of age and would live within the master craftsman’s home. A typical time frame of seven years was needed for proper training, then one would transition into the title of “journeyman”. A journeyman was a skilled worker, but not yet a master. It was typical for some to maintain journeyman status for their entire career.1

Individuals with DisabilitiesAccording to the 2007 American Com-munity Survey (ACS), 12.8 percent of the civilian non-institutionalized popu-lation ages 21-64 years in the United States reported a disability - more than 22 million people. This makes individu-als with disabilities one of the largest minority groups in the country. The Employment rate for people with dis-

abilities is 22.8% compared to 70.9% for people without disabilities. Indi-viduals with disabilities are the largest untapped pool of potential workers.2

OpportunitiesThe special education youth of Chatham County rarely engage in hands on skill based learning. Through an appren-ticeship program, students will have the ability to learn a new trade and be

1. Apprenticeship research obtained from oral interview with Steve Hartley of Savannah Technical College and Wikipedia.com2. Youth with Disabilities Entering the Workplace through Apprenticeship. Chapter 5: What Apprenticeship Employers Need to Know about Working with Young Adults with Disabilities. Published by ODEP and Department of Labor

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exposed to new career opportunities. The Board of Education encourages on-site learning opportunities and assigns a Job Coach for each special educa-tion youth. Emerging industries, like green collar jobs, encourage job growth and viable, healthy job transformation. Students need exposure to emerging careers for employment leverage and job longevity.

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Youth with Disabilities Entering the Workplace through Apprenticeship

Understanding Apprenticeship Basics

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Apprenticeships for Youth

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1. Information and packet available at the Department of Labor website: http://www.dol.gov/odep/categories/youth/apprenticeship.htm

1. Information and packet available at the Department of Labor website: http://www.dol.gov/odep/categories/youth/apprenticeship.htm

Recommended Sources There are multiple governmental programs for information, services and funding opportunities. Availability and training opportunities is dependant on jurisdiction.• US Department of Labor Office of

Apprenticeshipwww.doleta.gov/OA

• National Association of State and Territorial Apprenticeship Directors:

www.nastad.us• Career Voyages:

www.careervoyages.gov/apprenticeship-main.cfm

• Home Builder’s Institute: Project CRAFT training program

http://www.hbi.org/page.cfm?pageID=129

• Vocational Rehabilitation Services of Georgia

http://www.vocrehabga.org/• One-Stop Career Centers

http://www. careeronestop.org/findos/default.aspx

• YouthBuildwww.youthbuild.org

Department of LaborIn 2008, ODEP: Office of Disability Employment Policy, published the tool kit packet Youth with Disabilities Entering the Workplace through Apprenticeship. This was the first time in 30 years, the U.S. Department of Labor (DOL) published new regulations to modernize the National Apprenticeship System in the Federal Register. This has been a great addition of existing policy and programs for the disabled population. The information reviews the benefits of employing the disabled, funding opportunities and the steps needed to implement a new apprenticeship focused on youth with disabilities

Federal rules recommend that apprentices complete at least 144 hours of related instruction per year, however this is not a requirement. Some programs also offer the opportunity to earn both academic and occupational credentials together. Apprenticeships can be offered in both the private and public sector, with the largest number of

programs in the building and construction trades. Financial assistance and incentives are available to supplement the training costs that most businesses incur.

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“At Cingular Wireless, accessibility is more than a word - it’s a commitment to ensure equality in our workforce and convenience for our employees and customers with disabilities...our efforts are raising the bar across a variety of sectors.”Bob Reed, Vice President, Diversity and Inclusion, Cingular Wireless2

Supporting the disabled population

Consumer AwarenessA recent study from the University of Massachusetts Boston’s Center for Social Development & Education was published in The Journal of Vocational Rehabilitation and reports that an “overwhelmingly positive attitudes among consumers toward socially responsible companies, and in particular toward those that hire individuals with disabilities. Specifically, 92 percent of consumers surveyed felt more favorable toward companies that hire individuals with disabilities, and 87 percent said they would prefer to give their business to such companies. Among those surveyed, hiring people with disabilities ranked third behind offering health insurance for all employees and protecting the environment as an indicator of a company’s commitment to social justice.” 1Social equality, awareness and

consumer choice have become the driving force in the new demand for transparency within companies. The wider public has begun to use their buying power as a voice for change and through this new tactic of market demand, businesses have to respond.

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1. A National survey of Consumer Attitudes Toward Companies that hire People with Disabilities. Journal of Vocational Rehabilitation: Volume 24, Number 1. 2006.2. Disability Employment 101. U.S. Department of Education. Office of Special Education and Rehabilitation Services. 2007

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1Do you find that the test scores hinder special popula-tion students attendance?

We do require a certain placement test score for students to enter our programs. Theoretically, if a student is unable to score high enough, they would not have the skills/learning to be successful in the program they are trying to enter. I am under the impression that the test score requirement comes from higher up—and cannot be changed.

It has been my experience that students who score significantly lower on the placement test have serious difficulty making it to their program, or end up in multiple semesters of learning support classes only to drop out later---therefore proving some truth to the scores. I think that for some people college is not the answer—but a skills based training program. Not everyone can be successful in college, though of course we try to help everyone we can.

2Do you find hands-on training for special population youth to be successful in job placement?

I agree there is a gap---where are the students that cannot take a placement test (but want to/and are able to learn a skill) go to get a job? My answer so far has been to consult with vocational rehabilitation—I think they refer to hands on training.

3What are the barriers for im-plementing hands-on training for these youth?

I do not know what the barriers would be for more hands-on training programs, except that Savannah tech does not really offer them and seems to be moving in a different direction. I am sure funding and lack of jobs (once completed) has something to do with the lack of programs.

Anne M. Kuhlke, LPC, NBCCCounselor and Coordinator of Special Populations(912) [email protected]

School:Savannah Technical College5717 White Bluff RoadSavannah, GA 31405

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Ann Kuhlke works as the Coordinator of Special Populations for Savannah Technical College and I was able to speak with her via email regarding her involvement with special population students that are recruited and attend the college. Below are the four questions that were included.

4Do you find hands-on training for special population youth to be successful in job place-ment?

I do work with “special population” students here, including disability students. Most of them can succeed with a little support and accommodations (which is what I provide). I see a few students every semester who really would be better off in a skills based program.

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Emergent Structures: a Savannah non-profit focusing on material reclamation

Garrison Marr currently works in the Department of Sustainable Housing for the City of Savannah. His previous experience involves working with Step Up Savannah task force implementing strategies and programs focusing on the reduction of poverty in Savannah. He served as Director of Workforce Development and organized community job training opportunities through their Construction Apprenticeship Prograpm (CAP). He has also sat on the the City’s Sustainable Committee and worked with Chatham Environmental Forum

Builders Association• Public infrastructure projects have good

exposure to multiple contractors for the youth, but policies need to be mandated for the employment of low-income individuals

• Recommended speaking with Martha Wheeler of America Works whom directs job placement of disabled adults

• Scale of project is another important detail. Temporary labor jobs maintain high unemployment rates, whereas career jobs with larger construction companies or large scale projects will encourage employment longevity

(CEF). All of these organizations have allowed his focus to couple the emerging green collar industry with low-income individuals• During our interview he acknowledged key

points or barriers to an apprenticeship: funding, viability, program director and the market need for the training

• The CAP training program involved a 16 credit program with a technical certificate of credit obtainable through Savannah Technical College along with HOPE scholarship opportunities. Unfortunately, the CAP program ended due to lack of residential market need and decrease of funding allocated through the Home

Scott Boylston is the current President of Savannah non-profit Emergent Structures as well as college SCAD professor in Graphic Design and Design for Sustainability. Through establishing Emergent Structures, he has been able to transform the community’s perception of waste through the reclamation of construction materials. • Open collaboration, design

sessions and creative networking has helped formulate Emergent Structures mission to implement a triple bottom line approach during

private installation projects to enable outreach, communication and adding another life sequence to the full life cycle of each material

• These “reclamation” events that Emergent Structures initiate, inspire public and business involvement, volunteer opportunities that gain media attention and helps ‘spread the word’ of sustainable reclamation initiatives

• Collaboration for an apprenticeship focusing on material reclamation is an important detail of this final project

hands on learning activities. • Past projects have involved identification of

demolition projects, such as the Savannah Gardens redevelopment project, and implement reclamation steps of material assessment, denailing and research statistics on deconstruction.

• Through these reclamation tactics they have completed build projects and fundraising opportunities for the Girl Scouts of America, Habitat for Humanity, Thrive Restaurant, Shuman Elementary, and The Humane Society of Greater Savannah

• Students of SCAD have also involved Emergent Structures material within public/

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City of Savannah Sustainable Housing / Step Up Director of Workforce Development

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Ron Thompson is a longtime resident of Savannah, owner of The Inn at Ellis Square and founder of SAV21.org an advocacy group focused on moving Savannah forward.• SAV21 has enabled open political

conversation regarding the future of Savannah

• Through SAV21, Ron Thompson began a construction training program working with recent parolees, local contractors and realtors. Parolees were employed and trained to improve dilapidated homes across the city.

• Due to the downfall of the economy and residential housing market in 2009, the program was unfortunately put on hold

• Important recommendations: maintain community outreach and collaboration

• Programs that encourage employment, empower the impoverished and maintain meaningful progression need to be implemented.

• Re-implementing career guided strategies enables successful employment and decreases demand of governmental assistance.

• “It just makes sense,” states Ron Thompson.

• Collaboration with community members, programs and businesses was a key component of this program

• Rev. Thurman Tillman consulted as a mentor for participants

• A local bank incorporated financial education for each parolee

• Realtors offered pro-bono work and focused on all property acquisitions.

• Completed homes were sold at at a cost value below market price to encourage first time home buyers.

• The organization, 100 Black Men of Savannah, awarded the program the 2009 Economic Development Award

Christopher Williams focuses on high school recruitment through a dual enrollment program that Savannah Tech offers to students. • This is an opportunity encourages

students to complete college credit while enrolled in high school.

• These efforts have resulted in a more dedicated youth group, career guided education and increases Post-Secondary education opportunities

• Employment initiatives are also conducted with local businesses/enterprises. Collaboration efforts

formats, which have proved challenging for special education students within the last two years.

• Additionally, an increase of book related curriculum has been implemented, which also proves a challenge for SpEd students.

• For example, hands-on training classes such as the HVAC technician certification, have been the most popular and successful for SpEd students

• Contact Recommendation: Ann Kuhlkey, Counseling Coordinator of Special Populations for Savannah Technical College: [email protected]

have been implemented to encourage training directly correlated with job opportunity

• Gulfstream Aeronautics has been encouraging an increase of training for youth of the area so that future employment/hiring can be directed at local community

• High school counselors act as his “middle man”. So direct involvement with students is important for career path identification

• All students entering the college must pass tests prior to enrolling. This is the current problem with the special ed youth. State regulations have changed previous test

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Savannah Technical College: Coordinator of HIghschool Initiatives

Owner: The Inn at Ellis Square / Founder: SAV21.org

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Agriculture and gardening opportunities are also available. Photo source: Youth Works

Green collar job placement has proved successful. Photo Source: Youth Works

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¡YouthWorks¡ is a non-profit, community-based organization that creates opportunities for disconnected youth and families. Through our programs; job training and placement, life skills, counseling, education, and leadership development, we inspire youth to realize their full potential.

Santa Fe Career Coop Green Collar Jobs Apprenticeship program engages at risk youth in critical thinking around key, global issues, sustainability and the emerging “green”economy.

Strengths• Partners with independent businesses• Sustainability studies class at community

college• At risk youth apprenticeship• One on one job coach

Weaknesses• Primary focus within construction sector• No opportutnity for special population youth

or adults• City Funded program

Case Study: Green Collar ApprenticeshipYouth Works Santa Fe, NM/ Non-Profit entity / www.santafeyouthworks.org

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Case Study: local economy and new training opportunityDesign Seed: Enterprise Creation Lab

Auburn, AL / For Profit entity / www.design-seed.org/

“Our Idea: Creating jobs by creating businesses-one start up factory enterprise at a time. DESIGNSEED will customize each company-from its method of manufacture to the kind of product it produces-to thrive in the hospitable, rural environment of the Black Belt.

Our Solution: A systematic approach to job creation and economic development. Match the design to low cost manufacturing.”

Strengths• Sustainability driven• Focus on economic revitalization • University partners: Pratt and Auburn• Internal choice of product production• All phases of discovery, product

development, enterprise development and launch are done in house

• Focus on collaborative techniques• New work training opportunities

Weaknesses• New organization: 2009• University partners: Pratt and Auburn• Agriculture town not able to transform

into a manufacturing town

Gray area refers to the “black belt” location. Source: Design Seed

Re-Framing SavannahAgriculture Page 57

Construction Page 59 Artisan Page 61

DESIGNability Apprenticeship Page 62

Completed Projects Page 65

[DUG]house Project Page 66

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[re-Framing]SAVANNAH

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One Big Co-operative Site:

The Old Star Laundry

Agriculture

Construction

Artisan

Site Plan for Old Star Laundry Site

Savannah has a long history of local agriculture production, but just as other crafts or slow trades began to fade as market demands increased, so did the farming industry. Our fast paced lives and emerging food technologies enabled a disconnect to occur between human and food. However, current trends, arising health concerns and nutrition awareness have become the vehicle of change for dormant agriculture re-sourcing.

Which leads to the ultimate question of How? How will we innovate past techniques to meet the high demand of future needs for healthy, sustainable farming options?

Through open collaboration, community re-sourcing and participatory design techniques, these wicked problems can be identified and solved through sustainable patterns.

[re-Framing]AGRICULTURE

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The Savannah High Greenhouse Project

What they are up to?Savannah High School incorporates agriculture within the special education curriculum at their school. The current job coach, Willie Mobley, educates the students in simple farming techniques that will grow produce and landscaping plant life. He has been facilitating this program for the last two years and sees great potential to expand the farming project within an urban context for exposure, community involvement, new training opportunities and additional participation with multiple education programs.

Apprenticeship OutlineThe calendar school year reflects seasonal produce production. Continual educational opportunities are available with maintaining: farm grounds, compost bin, manure supply, irrigation system and harvest of ripened produce.•

POTENTIAL PARTNERSHIPS

• S.U.G.A: Savannah Urban Garden Alliance: www.sugacentral.org

SUGA is cultivating a gardening movement in Savannah communities through outreach and education. Through their urban locations, Starfish Community Garden, Growing Edge Community Garden and Tybee Community Garden, they expose neighborhoods to sustainable agriculture techniques.

• Harambee House: theharambeehouse.comIs a citizen environmental justice non-profit organization taking action on arising concerns of health, poverty and education. The Harambee Farms project is a farming initiative transforming urban space into productive gardens.

• Healthy Savannah: www.healthysavannah.orgIncrease community opportunities and access to activities that encourage a healthy lifestyle. Health related activities like gardening, nutrition and cooking are promoted through their programs.

• SoGreen Network: www.sogreennetwork.orgA local grass-roots non-profit that focusing on agriculture and forestry and the role that under-served farmers and landowner in these industries play in creating a green agenda specifically in the Southeast.

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The building environment has become an important addition to our natural habitat. As humans, we spend around 80% of our time within these structures and yet we commonly construct those environments by using finite resources and toxic finishes. As our human population increases, so will the demand for these spaces. This is where a change construction practices is needed to secure our healthy survival. It has the possibilities to create sustainable shelters, an industry of employment and efficient use of our natural resources.

The construction industry is a valuable career opportunity for those of the disabled population. Low labor task jobs, carpentry, building retrofitting, construction efficiency and reclamation of materials are entities of the emerging green industry that will only continue to grow. The training of a work force should be implemented with the current youth population to ensure a meaningful and healthy lifestyle change.

[re-Framing]CONSTRUCTION

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Apprenticeship Opportunity• Special education youth involved in this

apprenticeship will gain work based experience within the production shop as well as on present job sites.

• Skill based experience includes:• Material assessment• Carpentry and construction• Material toxicity awareness• Reclamation techniques• Job site etiquette• Trade skill knowledge

What are they up to?Revitalization of the built environment enabled this company to restore, salvage and save buildings from demolition over the last 20 years. RK Construction has come full circle within the Historic Preservation industry of Savannah and now expose sustainable building techniques to all clients. • Projects range from residential homes,

commercial retail spaces, municipal buildings and educational facilities. Their experience in reclamation and building, with deconstruction at the heart of the design, is an invaluable asset to the youth of Chatham County.

What are they up to?Southern Pine Company is a wholesale wood manufacturing company focusing on the recla-mation of historical and valuable construction material. Items, otherwise deemed as waste, go through a reclamation process to prepare them for a new life. By focusing on a material’s full life cycle, maximum potential is gained be re-using the items in a cyclical system. • Stock Materials range from old growth

heart pine, river recovered lumber, architectural salvaged barn wood, window sash, mantel adornment, stone, Savannah grey brick, iron work. etc.

• Un-salvageable wood items can be processed through a grinder resulting in a

mulch product for production of biomass by a local company

• Brick and concrete remnants can also be used as aggregate material for new concrete installations

• Apprenticeship Opportunity• Job opportunity for the disabled population

range from low labor reclamation techniques to final material installation

• This is a great opportunity for the youth of Chatham county to have a hands-on experience with adaptive reuse of local historical materials and become educated on the importance of resource efficiency and environmental stewardship

Southern Pine Company of Georgia, Inc.

RK Construction & Development

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The industry of Artisan can range from crafts, furniture, tools, products, art, clothing and even the act of preparing food. It is a limitless field of creativity influenced by one’s heritage and sense of place. For many, it is representative of a location’s culture and items created can become a symbolic representation. Savannah has a unique population of artists and craftsmen that have become a great source for training opportunities. A new apprenticeship focused on sustainable materials found within the local environment while coupling with practices of trade revival, has the opportunity for job creation in an emerging field of that will encourage heritage and resource conservation simultaneously.

[re-Framing]ARTISAN

MA Final Project 61

Apprenticheship Opportunity• Part owner, Eric Hallworth and Artist, joel

Cothran have been acting as mentors for the trial phases of the apprenticeship.

• Projects completed during Fall 2011 have included: • Material preparation: denailing and

organization of wood inventory• Farm table: 3’ x 7’ table was designed

and built using simple construction, reclaimed heart pine, dumpster lumber and a sustainable wax finish

• Emergent Structures: Shuman Elementary: collaboration with Joel Cothran and student, Justin, for a paid commission to trim and cut reclaimed lumber for an outdoor classroom

• The Butcher Commission: through a custom order for seven cutting boards, students gained experience in material preparation and assembly (glue and clamp).

• This trial period has proved successful in meaningful hands-on skill based practices and exposure to resource efficiency. The collaborative, open environment enables creative solution thinking and diverse opportunity.

What are they up to?Located at the heart of Savannah’s Downtown Design District, The Wooden Sheep is a company committed to promoting sustainability for life. Using the 3 essentials for eco-friendly living: re-using materials, using only environmentally conscious materials, and translating these ideals into every day life, Architecture Masters and owners, Eric Hallworth and Ben Mattern, have been able create an entirely handcrafted atmosphere.

• The retail gallery located in downtown Savannah, exposes local work produced by artists, creatives and collaborators that share passions for adaptively reusing materials to produce a high end product. The space also serves as a collaborative think tank to share ideas, experiences and materials.

• Their production shop is located in Eastside Savannah within an urban neighborhood at the Old Star Laundry site. Within their space, lives a library of material for repurposing as well as experimental craft tools, machinery and products. As a new business, Wooden Sheep remains open to collaboration and the exchange of knowledge to increase exposure amongst multiple markets.

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(Left)Eric Hallworth, Part Owner of Wooden Sheep, mentors Savannah High School student Justin Frazier, during the design and build of Farm table made from reclaimed Heat Pine sourced from Southern Pine company

(Right) Reclamation of

cast iron claw foot tubs to create

bathtub greensThe Place Based Learning Advantage

DESIGNability emphasizes learning through participation with projects focused on sustainable solutions. Youth of special populations, will experience a hands-on approach during the design and build of each project, while creating a larger pattern of solutions for the complex environmental challenges we face.

By identifying the needs of Savannah’s community as potential DESIGNability projects, service learning participation is also expanded for the students. This community involvement and collaboration also immerses each student within their local heritage and cultural landscapes.

On-site work hours can range per project based week, however federal rules recommend apprentices complete at least 144 hours of related instruction per calendar year.1

AgricultureSeed, create and harvest. Nutrition, slow food and market produce.ConstructionReclaim, educate, and hands on.Restore, environmental, build.ArtisanDesign, dream, and possibilities.Empowerment, re-use and creation.

DESIGNability: An Education Co-op

1. ODEP: Youth with Disabilities Entering the Workplace through Apprenticeship: Understanding Apprenticeship Basics. 2011

(Left)Above ground bamboo woven planter. Material provided by Bamboo Gardens.

MA Final Project 63

The most important knowledge, skills, and abilities (KSAs) are listed for Construction Laborers.Source: Occupational Information Network: Construction Laborers.

KNOWLEDGE:• Building and Construction -

Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.

• Design - Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.

• Mathematics - Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.

• Mechanical - Knowledge of machines and tools, including their designs, uses, repair, and maintenance.

• Public Safety and Security - Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.

DESIGNability Projects: Fall 2011

SKILLS• Speaking - Talking to others to

convey information effectively.• Coordination - Adjusting actions in

relation to others’ actions.• Active Listening - Giving full

attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.

• Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.

• Operation Monitoring - Watching gauges, dials, or other indicators to make sure a machine is working properly.

• Operation and Control - Controlling operations of equipment or systems.

• Social Perceptiveness - Being aware of others’ reactions and understanding why they react as they do.

Construction Knowledge, Skills, and Abilities

ABILITIES• Manual Dexterity - The ability to

quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.

• Arm-Hand Steadiness - The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.

• Multilimb Coordination - The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.

• Static Strength - The ability to exert maximum muscle force to lift, push, pull, or carry objects.

• Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences.

Site reclamationUrban GardeningMaterial Re-useCarpentryCompostingService LearningDe-nailingBathtub gardeningVacant site prepPaid CommissionWood workingSkill Based Wood FinishingMaterial identificationRecyclingWood FinishingHealthy livingEnvironmental AwarenessCollaborationMarketingWorkshopsHand toolsPlace BasedSite Planning

Site reclamationUrban Gardening

Material Re-useCarpentry

CompostingService Learning

De-nailingBathtub gardening

Vacant site prepPaid Commission

Wood workingSkill Based

Wood FinishingMaterial

identificationRecycling

Wood FinishingHealthy living

Environmental Awareness

CollaborationMarketing

WorkshopsHand tools

Place BasedSite Planning


10 WEEKSSeptember - November 2011

10 STUDENTSSavannah High School

Coastal Georgia Comp Academy

4 TEACHERSWillie Mobley

Jillianne BanksMelinda MillerRobin Nixon

4 MENTORSEric Hallworth: Wooden Sheep

Joel Cothran: ArtistSouthern Pine Company Employees

Meagan Hodge: Designer (me!)

4 PROJECTSUrban Garden: bath tub greens

Wooden Sheep: Farm TableEmergent Structures: Shuman Elementary

The Butcher Gallery: chopping blocks

66 MA Final Project

The NeedSavannah High School Greenhouse Project is looking to expand growth space for a year round production approach, expand educational opportunities with the Savannah community and increase hands-on skill learning for the special population youth.

The DesignThis project incorporates a pattern approach to deconstruction and assessment of local demolition projects that includes valuable inventory. Final design package includes schematic design phase of project: conceptual drawings, preliminary budget and beginning specifications.

The OpportunityThis proposed project goes beyond the educational walls of Savannah High School. Multiple community programs , non-profits and businesses are integrated within each phase of design development as an opportunity to expand the sustainable knowledge of agriculture, adaptive material reuse and the special population youth of Chatham County. All items, as well as a projected time line will be packaged together as a deliverable to local non-profit Emergent Structures and IKEA Savannah Distribution Representative.

The [DUG]house: designing urban greenspace

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(Above) Rain collection and cross ventilation techniques drove the design

Program Needs• Minimum 400 sq. ft. of space• 40-60 linear feet: Horizontal space

for plug production and lettuce growth

• 150-250 sq.ft.: Vertical growth area for tomato and cucumber production

• Hanging space for basket plants• Storage area for pots, tools, seed-

lings• Open area for classroom space• Internal compost/vermiculture

system • Rain water collection with irrigation

system• Maximize passive heating and

cooling techniques• Operable windows for maximum

ventilation

Conceptual Design Phase

(Above) Cross ventilation is an important design factor for hot and humid climates

Project VitalityGreenspace availability at the Old Star Laundry site totals 1/4 acre. Currently, Job Coach Willie Mobley of Savannah High School, acts as Program Coordina-tor for educational outreach. He also maintains existing garden space and facilitiates projects with on site crew. Harambee House, is a local non-profit focused on environmental concerns and healthy lifestyles. Partnership on the DUGhouse project will gain additional community resources, workshop outlets and additional staff to ensure project longevity.

OwnershipIdentified parties involved include:• Savannah High Greenhouse

Project: Maintains ownership of greenhouse through educational projects, service learning workshops and agriculture production

• Khalidi Properties: Through lease agreement with Harambee House, property will be a donated asset

• Harambee House: Serves as property leasee that will openly collaborate with Savannah High Greenhouse Project

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Conceptual Design Phase

Design for ReuseWindow sash will be the primary wall material. Found materials ultimately depict design details when using deconstruction as a primary material source. Below drawings are beginning sketches of building elevations with material specification in mind.

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Local Case Study Assessment: Oelschig’s Nursury Hoop House Style Greenhouses

(Left) Radiant Heat system for plants

(Below) Sketches of a double vent hoop style greenhouse

(Above) Double ventilation hoophouse is best for the hot and humid climate in Savannah

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Savannah Gardens / Strathmore Estates

A Thomas & Hutton Project -Contracted to NorSouth Construction

Phase One of development uncovered great value in the deconstruction of existing trusses of the homes up for demolition. Salvaged trusses were donated to the local Girl Scouts Chapter.

Potential truss recovery in Phase Two would be a valuable resource for the roof line rafters of the greenhouse.

Image Source: Emergent Structures

Image Source: Savannah Morning News, Credit: Richard Burkhart

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MA FInal Project 71

A Thomas & Hutton Project -Contracted to NorSouth Construction

Through identification of existing construction projects, possible deconstruction material can be calculated. Strathmore Estates will be entering phase two of re-development and is a gold mine for repurposed material.

Window Sash (pictured below):Estimate: 36”w x 60”hQuantity: High, visually assessed at least 100

Wooden FramingPrevious deconstruction of Phase 1 produced viable 2x4 studs and multiple trusses. Possible material source for project.

Savannah Gardens / Strathmore Estates

(Above) Strathmore Estates redevelopment project, November 2011

(Above) Original construction in 1943 of 750 housing units. Image Source: Emergent Structures

(Left) Current double hung windows

available for deconstruction

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Window Sash:Multiple sizes are available from two warehouse locations. Non standard size windows, like shown in the left image, are visually pleasing but not found in high quantity. • (Left Image)

Window Sash: 60”w x 66” hQuantity: 2

• (Lower Left Image)Window Sash: 33”w x 34” hQuantity: 6

Brick: Reclaimed brick available at Southern Pine Company will be used for foundation, side knee walls and permeable foundation• (Upper Right Image)

Current stock available

• (Lower Right Image)Installed permeable paving parking lot at Southern Pine

Deconstruction Material Selection: Southern Pine Company

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MA Final Project 73

Red Wood Columns:Potential structural support columns

available for project use. Deconstructed from a residential exterior patio located

in Savannah, GA.

(Below) Originating job site

(Right) Columns available

for use

Deconstruction Material Selection: Emergent Structures

Yellow Pine RaftersPine rafters were deconstructed at a historic residential home located in downtown Savannah. They measure: 1”x6” and vary in length, perfect for rafters. Any paint remnants will need to be coated, as a precautionary step for lead exposure.

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Estimated Project Timeline

Calendar years 2011-2012

CONCEPTUAL DESIGN PROGRAM PLANNING SCHEMATIC DESIGN DESIGN DEVELOP-

MENTCONSTRUCTION

DOCUMENTA-TION

• Finalize pro-gram needs

• Material/finsh selection

• Site location

• Environmental needs

• Alternate design ideas

• Alternate con-struction types

• Identify fund-ing opportu-nites

• Identify com-munity organi-zations

• Preferences, needs, agri-culture production

• Space layout, behavior needs

• Environmental concerns addressed

• Site evaluation

• Preliminary cost analysis

• Local Demolition projects assessed

• Material Assessment: Re-claim and new purchase assessment

• Electrical needs

• Identify Funding oppor-tunities

• SHS: holidays: 11/11:Veteran’s Day 11/21-25: Thanksgiving12/19-30: Winter Break

• Upon program approv-al, preliminary plans, elevations, sections, site plan drawings begin

• Address mechanical/electrical needs

• Waste management assessment

• Structural engineer meeting

• Fixtures specified

• Site Survey completed

• On site design meeting with all parties

• Funding proposals reviewed

• Contact community organizations

• SHS Holidays 1/2: New Years

• Finalize all decisions prior to final documenta-tion

• Final selection of fin-ishes

• Organize timeline of material reclamation

• Student material recla-mation projects begin

• Revise costs

• Submit for funding op-portunities

• Final review meeting of drawings

• SHS Holidays 1/16: teacher planning, no school

• Complete all project drawings based on ap-proval

• Complete con-tracts needed

• Permits

• Complete fur-nishing drawings

• Landscape plans completed

• Written speci-fication for all orders/finishes/fixtures

• SHS Holidays2/20: President’s Day2/24 Half Day

• Identify bidders involved

• Call for bid?

• Meet with builder and material suppliers

• Identify multiple educational entity participation

• Project manager: on site evalua-tions during construction

• Meetings with subcontractors

• Organize educational participa-tion

• Site visits with parties involved

• Documentation of construction: photographs, media, video

BIDDING, NEGOTIATION & CONSTRUCTION

November December January February March

76 MA Final Project

Estimated Project Budget

MA Final Project 77

A DESIGNability Project:Savannah High School Greenhouse Project

450 sq.ft @ $40/sqft = $18,000 Meagan HodgeDesign for Sustainability,

MA FAll 2011

ITEM MANUFACTURER ITEM # QTY PRICESUB-TOTAL

FREIGHT 8% LABOR TAX TOTAL

HARD COSTSWindow Sash: (200+540+250=990 sf Ebay: $4.17/sf 1000 4.17 4,170.00

Window Sash Southern Pine 1000 5.00 5,000.00 $5,000.00

Window Sash Reclaim: Savannah Gardens/Nor South: 1000 square feet needed

Roofing 800sf roof + 150sf windows: Option 1

GreenhouseCatalog.com:Polyethylene: Solexx 3.5mm Custom Length Roll: 4'1 x 900'L (6.17li.ft/$1.54sf(216li.ft. needed for roof) GSR-160-4 950 1.54 1,463.00 117.04 $1,580.04

Roofing: Option 2 Polycarbonate: Farmtek.com: 8mm 6'x12' $144.59 ($2.01sf) 102531 950 2.01 1,909.50 152.76 $2,062.26

Roofing: H-Channel GreenhouseCatalog.com:4 ft H channels to connect panels GS-600 36 3.40 122.40 9.792 $132.19

Roofing: Clips Connects 4' Channels GS-600C 32 0.36 11.52 0.9216 $12.44Brick Knee Wall (120+180=300)

Reclaimed brick: knee wall support 300 $500.00

Timber Framing system: Studs, Girders, Beams 450SF

Emergent Structures/Shuman Elementary $2,000.00

Sealant for all wood needed Water Lox?: 500 sf per gallon 75 3.00 225.00 18 $243.00

Redwood Posts Emergent Structures $200.00

Doors Southern Pine $200.00

Doors Reclaim: Savannah Gardens/Nor south

Hardware Galvanized or Stainless $300.00South Wall: Double cavity construction with vent holes

Wooden Truss System Savannah Gardens/Nor South?Foundation: Concrete footing, continous columns, Permeable brick pavers Bricks: Savannah Gardens $1,500.00

SUBTOTAL $13,729.93

78 MA Final Project



MA FAll 2011



FF&EOutdoor Rated Fluorescents $200.00

Solar Outdoor Sconces $100.00

Biomass System $500.00Internal verma-composting for heat production Andy Schwartz/Farmer D $200.00

Exhaust Fan Kit: 12": electrical greenhousecatalog.com GSF-12 1 200.00 200.00 16 $216.00Ventamatic Solar Powered Exhaust Fan: 1550s.f. greenhousecatalog.com HV-42x 1 349.00 349.00 27.92 $376.92

Thermostat Control

Solar Panel System Panels, Converter, Battery, wiring $1,000.00

Water proof Power Box

Thermostat ControlBasic Drip System: 50' 1/2" & 50' 1/4" hose 1 39.00 39.00 3.12 $42.12

Timer for irrigation

Rain Barrel System $300.00

Stand for Rain barrel

Gutter system?

Hose/Spray

Sink

Plumbing Fixtures

Piping

SUBTOTAL $2,935.04

MA Final Project 79



MA FAll 2011



MISCHanging plant hardware $100.00

Shelving units: cedar and heart pine (treated forhumid climate) $300.00Tray systems: plastic, open weave? $100.00

Solar Vent operators greenhousecatalog.com HV-10 6 50.00 300.00 24 $324.00

RootPots, see online: 1 gallon 1 1.75

SUBTOTAL $824.00

SOFT COSTSSite Survey: budget $400.00

Structural Engineer: budget (Mark Bowles?) $800.00

Labor???

SUBTOTAL $1,200.00

HARD COSTS $13,729.93

FF&E $2,935.04

MISC $824.00

SOFT COSTS $1,200.00

TOTAL $18,688.97

Potential Volunteer/SponsorEmergent Structures/IKEA Southern Pine

Step Up Savannah?: CAP? Labor Ready

Georgia Organics Thomas & Hutton

Oelschigs Nursery Nor South

Home Depot Community Funds Marchese Construction

Harambee House Youth Build

Board of Education Savannah Technical College

SUGA One World Sustainable

Water Resources Bureau

80 MA Final Project

IrrigationABOUT US | CONTACT US | WHY BUY FROM US | MY ACCOUNT

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Home > Gardening Supplies > Pots and Containers > Water Wise Drip System

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Water Wise Drip SystemItem #: HW-18

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PRICE: $44.95

Drip Watering made easy!

Just set it up and forget it! Drip irrigation is the best way to get water right toyour plants and eliminate run off. We've put all the parts together along with stepby step instructions to make it simple for you to customize your own drip system.

Water up to ten containers or 30 feet of landscape beds from a singlefaucet, automatically.Add additional kits (up to 3 total) to water even more plants from thesame faucet.Includes 30' vinyl tubing,Faucet adapter,Back flow prevention valve10 each of tees, crosses, nail clamps, drippers, and support stakes.

Automate your drip system with a Programmable Water Timer!

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HW-18 Water Wise Drip System $44.95 1

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HW-30 Programmable Water Timer $52.30 Add to Cart

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ABOUT US | CONTACT US | WHY BUY FROM US | MY ACCOUNT


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Home > Greenhouse Covering > Solexx Rolls > 3.5mm 4'1" Wide Solexx Roll per foot

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3.5mm 4'1" Wide Solexx Roll per footItem #: GSR-160-4

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PRICE: $6.17

Just roll Solexx greenhouse covering over your frame, cut and attach!

Strong and shatter-proof, double-walled Solexx™ polyethelyne covering protectsyour seedlings and plants from strong winds, hail, snow and other harsh weatherconditions season after season. Mold and mildew will not grow on the plastic'ssmooth surface so, years later, your greenhouse will look like it did when you firstbuilt it. The insulated greenhouse covering, let's you garden all year in mostclimates.

Solexx Rolls are 4'1" wide and come as long as 900'. Cut the continuous twin-wallcovering to the precise length you need for fewer seams and to eliminate waste.The flutes run the length of the material for superior strength.

Choose 3.5mm thickness for maximum light transmission or 5mm if you live in anarea with heavy snow fall or high altitude. Up to 150' of 3.5mm or 120' of 5mmSolexx Roll material can be shipped in one UPS package.

Watch out for imitations, always check the warranty period. Use only UVcertified panels!

Diffuses the light, so there are no shadows or hot spotsProvides the optimal amount of light plants need to thriveInsulated to hold in heat, 2.1 R-ValueExtremely strong in wind and snow to protect your sensitive plantsWon't scratch, tear or turn yellow with ageFlexible material bends around tight curvesSuper easy to install10-year limited warranty

Important note to greenhouse panel buyers: We are currently unable to takeSolexx panel orders from our website due to issues with the shipping calculations.Please call 1-800-825-1925 or send an email to [email protected] your panel order and mailing address, and Kathy will provide you with aquote by the next business day.

Available in two thicknesses:

3.5mm, $6.17 per linear ft.5mm, $7.90 per linear ft.(Use 3.5mm for almost all applications. Choose 5mm for high altitude or heavy

snow areas.)



GSR-160-4 3.5mm 4'1" Wide Solexx Roll perfoot $6.17

Please call

to Order

Optional Items:

GSR-240-4 5mm - 4'1" Wide Solexx Pro Rollby the foot $7.90

Please Call

to Order Add to Cart

Strong in wind and snow Strong and shatter-proof, double-walled Solexx protects your seedlingsand plants from strong wind, hail, heavy snow, and other harsh weatherconditions season after season.

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Deluxe Cold Frame

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Early BloomerGreenhouse

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Roofing Material: Polyethylene

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Home > Greenhouse Supplies > Cooling and Ventilation > Solar Vent Opener

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Solar Vent OpenerItem #: HV-10

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PRICE: $50.00

Solar powered vent opener automatically opens most vents Are you wondering who is going to take care of your greenhouse when you can't bethere? Even in the winter, your greenhouse gets hot on a sunny day.

Regulate the temperature in your greenhouse.The parafin wax in the piston expands to open your vent automatically as thetemperature changes.Environmentally friendly, no electricity or batteries needed.Extends 12" to open and close greenhouse vents.Fits most greenhouse vents, including the Early Bloomer greenhouse.Installs easily and supports up to 15 lbs.



HV-10 Solar Vent Opener $50.00 1 Add to Cart

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Home > Greenhouse Supplies > Cooling and Ventilation > Ventamatic Solar Powered Exhaust Fan

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Ventamatic Solar Powered Exhaust FanItem #: HV-42x

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PRICE: $349.00

Power your fan with the sun! Create healthy air circulation in your greenhousewith no energy costs!

The Ventamatic high-tech silicone-crystal solar panel harvests energy from thesun throughout the day to power the heavy-duty galvanized steel exhaust fan foras long as daylight reaches the solar panel.

High-efficiency 13" blades move the air.Up to 1000 CFMSufficient for a 1550 sq ft greenhouse.Easy connect clips and 25 foot power cord join the solar panel to the fan.Louver (not shown) closes when not in use.Easy installation - No electrical wiring -No energy costs EVER!5-year limited motor warranty.Includes everything you need to install to a Solexx Greenhouse; fan, 1solar panel,1 louver and a mounting kit.Additional solar panels are easily linked and will increase the RPMs of yourfan.

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HV-42x Ventamatic Solar Powered Exhaust Fan$349.00 1

Optional Items:

HV-44 Multi-Crystal Solar Panel 12.6watt$185.00 Add to Cart

Ventilator

12.5 watt, 17 volt, thermally protected DC motorprovides up to 1000 CFM13" high-efficiency fan bladesmounts behind existing louversshroud constructed of heavy-duty galvanized steel5-year limited warranty on DC motor

Multi-Crystal Solar Panel 12.5 watt outputHigh-impact tempered solar cell casings to resist hail, flying debris

and impacting windsSilicone crystals in anodized aluminum frame25 ft power cord with easy connect clips10-year limited warranty

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Multi-Crystal Solar PanelsSlash your electrical bills with these rugged Multi-Crystal Solar Panels.Ideal for fans, lighting, pumps, battery chargers, gate and louveropeners, sump pumps, RVs, boats, electric fences, back-up power,remote applications and so much more.

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MA Final Project 85

Large Scale Thin Film Solar option

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86 MA Final Project

Compost Bin provided by City of Savannah Water Services Bureau

Home : Contact Information : FAQ : Links & Resources : About Norseman

Focus On Waste : What Is Composting? : How To Compost : Earth Machine : News & Events : Companion Products

It’s the bestcomposter I have

ever used in alifetime ofgardening

Benefits ofComposting for

you and theenvironment

The Earth Machine™Specifications & Features

HOW TO PURCHASE

The Earth Machine™ has several features that make it superior to other compost bins on the market:

Norseman Environmental Products has led the market in backyard composting initiatives in NorthAmerica and the United Kingdom for the past 15 years. The Earth Machine™ is the most

successful product of its type in the world. Since its introduction, more than 2,500,000 EarthMachine™ backyard composters are in use in over 3,500 communities.

SIMPLICITY OF USE For the active composting personEasy Access through the large lid opening,easy turning and aerating, no corners formaterial to get stuck in, design allows for easybatching and good quality compost.

360 DEGREE ACCESS TO THE PILEBecause of its round and conical shape, The EarthMachine™ can be turned to access the pile from anydirection.

SIMPLICITY OF USEFor the passive composting person("Dump & Run")The Earth Machine™ is designed for easy,passive composting – just start filling the bin,water, and occasionally stir or poke. Thefinished compost is ready in 4 to 6 months.

VENTILATIONThe Earth Machine™ combines both horizontal andvertical columnar convection ventilation that is controlledthrough the lid.

TWIST LOCKING LIDThe lid is the most utilized part of any compostbin. The Earth Machine™ lid is easy to use,functional, durable and secure.

AESTHETIC APPEARANCEThe Earth Machine™, with its gently conical shape, isdesigned to allow adequate ventilation throughout theunit, to promote aerobic decomposition of organicmaterials, plus controllable ventilation built into theexclusive lid.

RODENT RESISTANCEThe Earth Machine™ secures to the groundwith sturdy "Twist Pegs" with securable accessdoor, twist locking lid, air vents too small to

EASE OF ASSEMBLYBasic two piece assembly that snaps together in secondswithout the use of any tools. The unit will not sit around ingarages, sheds, etc. because of assembly complications.

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MA Final Project 87

Rain Barrel provided by City of Savannah Water Services Bureau

Product ID: NPL 315

Overall Height 34"

Diameter 26.1"

Capacity 55 gallon

Product Details:

SYSTERN Rain Barrel

Announcing the new SYSTERN Rain Barrel from Norseman!

Conserve municipal water supply and cut household water bills by up to 40%. Rain water, free fromchlorine and water treatment chemicals, is an excellent water source for lawns, plants and gardens.The use of rain barrels lowers municipal water demands and saves energy at water treatmentfacilities by reducing water pollution and storm water runoff. Talk to us about doing a community-widetruckload sale.

FEATURES

Unique shape and neutral color blends into anygarden-scape208 litre / 55 gallonConstructed of up to 50% recycled materialsMosquito mesh keeps bugs and leaf debris outLid is screwed onto base for added safetyEasily accommodates existing downspoutsOverflow hose can be linked to another SYSTERN or can be directed away from the houseContoured, easy-to-use spigotInstallation instructions, spigot, screws, overflow hose and clamp included (Download Rain Barrel installation instructions here.)BPA freeOther colors available

Sustainable Solutions for the Home and Office

© Norseman Environmental, An ORBIS BrandAll Rights Reserved.Phone: 416-745-6980

About Norseman Environmental | Products | News and Events | Resource Center | Contact Us

SYSTERN Rain Barrel

Home About Norseman Environmental Products News and Events Resource Center Contact Us

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88 MA Final Project

Final Renderings: Schematic Design Phase

Perspective view of property line. North and East walls our shown in rendering.

MA Final Project 89

(Left)East Wall facing adjacent property

(Right)West facing wall

featuring rain water collection. Direct access to existing

garden location

90 MA Final Project

View of South and West walls featuring Photovoltaic film roofing system

South Facing wall Elevation featuring

double cavity window sash wall for passive

heating techniques

MA Final Project 91

Aerial view of proposed property location including three pecan trees

RESOURCESContacts Page 92

Resources Page 94

94 MA Final Project

DESIGNability: An Education Co-op Meagan HodgeDesign for Sustainability M.A. Final Project

Fall 2011

NAME ASSOCIATION PROFESSION PHONE E-MAIL WEBSITE NOTES

Joel Cothran Artist: Wooden Sheep Shop Leasee/Mentor 912-428-5710 [email protected] Jordan AWOL 912-303-4987 [email protected] www.awolinc.orgMurray Wilson AWOL [email protected]

Keith Howington Emergent StructuresBoard Member: Architect [email protected]

Scott Boylston Emergent StructuresBoard Member, Founder 912-844-7659

[email protected]

www.emergentstructures.org

Andy Schwartz Farmer D Organics Horticulturist 912-508-1719 [email protected]

Coach Daniels Harambee House 912-306-4394working with Gator Rivers at St. Pius

Dr. McClain Harambee House Executive Director [email protected] Brown-Alston Harambee House Admin Staff 912-233-0907

[email protected]

Christen Clougherty NOBIS 912-220-4652 [email protected]

www.nobisproject.org

Kurt Oelshig Oelshig's Nursery Nursery Owner [email protected]

Emily PillotonProject H Design / Studio H Founder [email protected] www.studio-h.org

Willie Mobley Savannah HighschoolSpecial Ed Job Placement 912-596-2653 [email protected]

Margo GreeneSavannah Highschool Transition Specialist

Job Placement Supervisor

[email protected]

Stephen HartleySavannah Technical College

Historic Preservation Instructor 912-443-5864 [email protected]

Joe PowellsSavannah Technical College Drafting Instructor [email protected]

Ramsey Khalidi

Southern Pine Company / RK Construction Part Owner 912-272-3617

[email protected]

http://southernpinecompany.com/blog/

Gator Rivers

St. Pius Community Center / Harambee House

Retired Globe Trotter 816-390-6409

heading up community programs in Savannah

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MA Final Project 95

DESIGNability: An Education Co-op Meagan HodgeDesign for Sustainability M.A. Final Project

Fall 2011

NAME ASSOCIATION PROFESSION PHONE E-MAIL WEBSITE NOTESKelly Lockamy SUGA Gardner 912-398-7852 [email protected] Malpass Transtition Town [email protected]

Rene Teran Well Fed Magazine Publisher 501-650-236 [email protected]

Eric Hallworth Wooden Sheep Part Owner 978-270-2885 [email protected]

Chef Steve MartinWoodville Thompkins Vocation Highschool

Culinary Teacher / Chef [email protected]

Melvin Stuart YAP, GeorgiaCSRA RESA YAP coordinatior [email protected]

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96 MA FInal Project

Common Terminology

IDEA’s 13 categories of disability1. Autism2. Deaf-Blindness3. Deafness4. Emotional Disturbance5. Hearing Impairment6. Mental Retardation7. Multiple Disabilities8. Orthopedic Impairment9. Other Health Impairment10. Specific Learning Disability11. Speech or Language

Impairment12. Traumatic Brain Injury13. Visual Impairment including

blindness

IEP: Individualized Education Plan: A detailed description of the educational goals, assessment methods, behavioral management plan, and educational performance of a student requiring special education services.

MID students: mildly intellectually disabled

Resources

MOID students: moderately intellectually disabled

Place Based Education:sometimes called pedagogy of place, place-based learning, experiential education, community-based education, education for sustainability, environmental education or more rarely, service learning

Service Learning: a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.

Cooperative Educationis a structured method of combining classroom-based education with practical work experience.

Books and Publications

Alison G. Kwok and Walter T. Grondzik, The Green Studio Handbook

Julian Agyeman, Sustainable Communities and the Challenges of Environmental Justice

Dr. Dickson Despommier, The Vertical Farm: Feeding the World in the 21st Century

Women Employed, Bridges to Careers for Low-Skilled Adults: A Program Development Guide

Pullin, Graham, Design Meets Disability.

Marshall, Roger. How to Build Your Own Greenhouse

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MA Final Project 97

OrganizationsNCSET: National Center on Secondary Education and Transition

OSEP: Office of Special Education Programs

ODEP: Office of Disability Employment Policy

IDEA: Individuals with Disability Education Act

OVAE: Office of Vocational Education

NRCCTE: National Research Center for Career and Technical Education

Vocational Rehabilitation Georgia: www.vocrehabga.org

Georgia Department of Education: http://www.doe.k12.ga.us/

U.S. Department of Labor: http://www.dol.gov/

Resources

National Collaborative Workforce Disability: http://www.ncwd-youth.info/

Youth Apprenticeship ProgramSavannah (Regional Office)

Oglethorpe Office Park410 Mall BoulevardSuite BSavannah (912) 356-2130(912) 356-2940 TTY(912) 691-6816 FAX

Oglethorpe Office Park450 Mall Boulevard,Suite BSavannah(912) 356-2226 V/TTY(912) 356-2875 FAX

Helpful Resources

OSEP: Office of Special Education Programs: http://www2.ed.gov/about/offices/list/osers/osep/index.html

NCSET: National Center on Secondary Education and Transition / www.ncset.org

Transition Planning: http://www.wrightslaw.com/idea/art/defs.transition.htm

IDEA: Individuals with Disability Education Act: http://idea.ed.gov/

Georgia Department of Education. 2009-2010 Special Education Annual Report. Available at www.doe.k12.us: http://www.doe.k12.ga.us/ReportingFW.aspx?PageReq=105&PID=38&PTID=51&CTID=58&Source=Pre-School%20Placement&CountyId=625&T=1&FY=2010

(BLS) Bureau of Labor Statistics. U.S. Department of Labor. Persons with a Diability: Labor Force Characteristics-2010. July 2011 http://www.bls.gov/news.release/pdf/disabl.pdfJuly

President’s Council of Economic Advisors. Preparing the Workers of Today for the Jobs of Tomorrow. July 2009.http://www.whitehouse.gov/assets/documents/Jobs_of_the_Future.pdf

NAHB: National Association of Home builders; Single Family Proce and Cost Breakdown of 2011, http://www.nahb.org/generic.aspx?sectionID=734&genericContentID=169974&channelID=311

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Note: the majority of listed organizations have extensive funding opportunities available through grant applications accessible through websites listed.

100 MA FInal Project

Large and small images with text

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Through the identification of urban blight in Chatham County, local for material reclamation and existing community development programs, increase social opportunities, expand economic wealth opportunity with the Savannah youth fun community and bring awareness to local environmental concerns build partnerships across sectors leveraging funds from diverse sources and the programs increased collaboration between civic, non-profit and for profit sectors anchored and tailored to diverse communities quality of place within an historic setting connection of quality of place and historic preservation in a cultural urban setting articulate the role that historic preservation and reclamation should play in revitalizing and modernizing the city-scape Foster positive self-esteem within individuals of the community offer the pleasure, beauty and food for the soul nurture distinctive qualities new and resources that already exist within the community and while drawing new businesses behavior change to meet value based goals; cities need to Through the identification of urban blight in Chatham County, local for material reclamation and existing community development programs, increase social opportunities, expand economic wealth opportunity with the Savannah youth fun community and bring awareness to local environmental concerns build partnerships across sectors leveraging funds from diverse sources and the programs increased collaboration beween civic, non-profit and for profit sectors anchored and tailored to diverse communities quality

Project Process Book

Documents

Transcript of Project Process Book