Source: Houston Community College submitted to
WORKFORCE DEVELOPMENT FOR URBAN LANDSCAPE AND LAWN CARE (WFD-HOUSTON)
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
ACTIVE
Funding Source
Reporting Frequency
Annual
Accession No.
1030650
Grant No.
2023-67037-40105
Cumulative Award Amt.
$550,000.00
Proposal No.
2022-10175
Multistate No.
(N/A)
Project Start Date
Jun 1, 2023
Project End Date
May 31, 2027
Grant Year
2023
Program Code
[A7601]- Agricultural Workforce Training Grants
Project Director
Argin, M.
Recipient Organization
Houston Community College
(N/A)
Houston,TX 77002
Performing Department
Engineering
Non Technical Summary
Current issue or problem: There is an increasing percent of the U.S. population migrating to urban areas. These areas, while being economic engines, are also vulnerable to shortages in energy, water, and food. Therefore, there exists a need to build environmentally resilient cities, while creating adequate living-wage jobs for underrepresented populations. The urban environments are becoming "heat islands" that consume large quantities of water and energy while introducing fertilizers and pesticides into an already crowded and polluted human system. Advocates of healthy green spaces anecdotally say "Landscapes need to do more than look good, they need to do good." The WFD-Houston project focuses on AFRI Farm Bill Priority Area of Bioenergy, Natural Resources and Environment.Methods and Approaches:WFD-Houston will improve and expand the two certifications available through Texas Nursery and Landscape Association (TNLA) from independent study by adapting them for in-person delivery in English and Spanish with ample hands-on laboratory and field learning experiences at Houston Community College - Katy Campus (HCC). Collaborating are Texas A&M AgriLife Extension Service, Sam Houston State University, and the landscape private sector. Specifically we will:(1) Adapt the Texas Certified Landscape Associate (TCLA) independent study and online testing program for in-person delivery.(2) Award TCLA certificates to 168 landscape workers.(3) Award TCLA certificates to 100 Spanish-speaking landscape workers.(4) Award TCLA certificates to 70 high school students.(5) Adapt the Texas Certified Landscape Professional (TCLP) independent study and online testing program in-person delivery.(6) Award TCLP certificates to 72 landscape workers(7) Award TCLP certificates to 36 Spanish-speaking landscape workers.(8) Award TCLP certificates to 30 high school students.Our WFD-Houston certification process will be a learning experience that will enable employed workers and enrolled high school students to acquire knowledge, skills, and abilities to ascend in their profession and compete effectively for jobs. Curriculum development will be tailored to both current workers who prefer to learn "on the job" and to high school students, who might be comfortable with online-learning but need to become aware of professional careers in the landscape industry.High school students are more attuned to the environmental challenges facing urban areas given recent experiences with floods, droughts, freezes and record-break heat. High school students will also be offered paid internships to further stimulate interest.The combination of formal classroom instruction, laboratory instruction in the 8-acre outdoor laboratory in landscape/horticulture practices and water management/retention/habitat practices, an introduction to the tools used including safe operation and maintanence, installation and maintenance urban landscapes, sustainable fertilization and pesticide application strategies will be addressed. The outdoor laboratory will include static demonstration sites, field plots and a greenhouse.This ultimately will lead to consideration of green infrastructure, and urban water harvesting and management. Additionally, workers and students will be able to demonstrate what they have learned by participating in landscape and irrigation student competitions, attend the annual Green Industry Expo, and participate in field trips to local progressive landscape companies.Ultimate goals and general impact and societal benefits: The ultimate goal is to develop a certified workforce for the expanding nation-wide $98 billion landscape and lawn care industry where the workers can receive competative living wages.340 students will be directly supported by this grant to receive at no cost to them, 1 or 2 industry certifications each valued as follows:Travel stipend of $25Manual $250Test Fee $200Retake (if needed) $145First renewal of certification $145for a total of $565 per student for a total of 340 students of which 250 are estimated to be from underrepresented populations.Additionally some high school students will receive paid USDA internships to further stimulate interest in landscaping as a valuable career.The training will go beyond that which is needed for certification to address issues relating to the environmental challenges facing urban areas such as green infrastructure and urban water harvesting and management.
Animal Health Component
(N/A)
Research Effort Categories
Basic
(N/A)
Applied
(N/A)
Developmental
(N/A)
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
20505303020100%
Knowledge Area
205 - Plant Management Systems;

Subject Of Investigation
0530 - Parks and urban green space;

Field Of Science
3020 - Education;
Goals / Objectives
Landscape and lawn care workers (workers) and high school students (students) in the urban Great Houston ARea will possess one or two industry-accepted credentials attained through the Texas Nursery and Landscape Association (TNLA) - Texas Certified Landscape Associate (TCLA) and/or Texas Certified Landscape Professional (TCLP). The GOAL is to improve and expand two TNLA landscape certifications that are attainable only through independent study of manuals and online testing by offering them in-person in English and Spanish with ample hands-on laboratory and field learning experiences from the Houston Community College-Katy Campus (HCC) and expand the model to six texas urban counties.There are 8 OBJECTIVES for this project (WFD-Houston) that meet the goal for improving and expanding the two target TNLA certification programs over a period of four years.1. Adapt the TCLA independent study and online testing program for in-person delivery2. Award TCLA certificates to 168 landscape workers3. Award TCLA certificates to 100 Spanish-speaking landscape workers4. Award TCLA certificates to 70 high school students5. Adapt the TCLP independent study and online testing program for in-person delivery6. Award TCLP certificates to 72 landscape workers7. Award TCLP certificates to 36 Spanish-speaking landscape workers8. Award TCLP certificates to 30 high chool students
Project Methods
How the project will be conducted. This project is an Education project which will develop curricula for 2 TNLA certification programs. The current self-study online method will be revamped to be in-person with a significant portion of hands-on experiential learning activities using state-of-the-art and research-based techniques and tools in action-oriented activities conducted at the HCC-Katy Campus. The foundation for both improved and expanded certification programs will be the existing TNLA manuals. The in-person certification will follow the content and order of topics as presented in the manuals but will be bolstered with substantial laboratory and field hands-on learning experiences. The approach will be based on sound principles of adult learning, e.g., the Socratic method with ample opportunities for questions and answers, and will be paced in such a way that it is interesting, stimulating, and can be completed in as short amount of time as possible. Our WFD-Houston certification process will be a learning experience that will enable employed workers and enrolled high school students to acquire knowledge, skills, and abilities to ascend in their profession and compete effectively for jobs.Efforts that will be used to cause a change in knowledge, actions (behavior), or conditions of a target audience. Curriculum development will be tailored to both current workers who prefer to learn "on the job" and to high school students, who might be comfortable with online-learning need to become aware of professional careers in the landscape industry. High school students are more attuned to the environmental challenges facing urban areas given recent experiences with floods, droughts, freezes and record-break heat. High school students will also be offered paid internships to further stimulate interest. The combination of formal classroom instruction, laboratory instruction in the 8-acre outdoor laboratory in landscape/horticulture practices and water management/retention/habitat practices, an introduction to the tools used including safe operation and maintanence, installation and maintenance urban landscapes, sustainable fertilization and pesticide application strategies will be addressed. The outdoor laboratory will include static demonstration sites, field plots and a greenhouse. This will lead to consideration of green infrastructure, and urban water harvesting and management. Additionally, workers and students will be able to demonstrate what they have learned by participating in landscape and irrigation students competitions, attend the annual Green Industry Expo, and participate in field trips to local progressive landscape companies.Evaluation measures of the success of the project and includes:Pre- & Post-Tests (cognitive domain)PreflectionReflection Exercise (affective domain)Pre- & Post-Field Ability (psychomotor domain)Worker, student, & stakeholder feedbackTCLA & TCLP certification exams will serve as both assessment and evaluation tools to measure the WFD-Houston program effectiveness.

Progress 06/01/23 to 05/31/24

Outputs
Target Audience:Our vision in this project is to empower landscape and lawn care workers and high school students in the Greater Houston Area with industry-accepted credentials through the Texas Nursery and Landscape Association (TNLA) - Texas Certified Landscape Associate (TCLA) and/or Texas Certified Landscape Professional (TCLP). By equipping workers and students with these credentials, we aim to foster a more skilled and competent workforce, ultimately contributing to the overall growth and quality of the industry. During this reporting period, our primary target audience was landscape workers in the Greater Houston Area, including both English-speaking and bilingual (mostly English/Spanish) workers. These workers are often economically disadvantaged and have limited access to formal education opportunities, making them a crucial focus for our efforts. The economic barriers faced by these workers are significant, and our program aims to bridge this gap by providing accessible and relevant educational opportunities that can lead to better job prospects and economic stability. The barriers to certification for landscape workers are significant. TNLA landscape certifications are typically attained through independent study of manuals and online testing, which poses substantial challenges for many of the targeted workers. Their work demands, e.g., long hours of physical labor in hot weather, do not accommodate such learning formats, and many lack computer literacy. Additionally, the certification programs are offered only in English, which poses a challenge for many workers who are more comfortable with the Spanish language. This language barrier significantly hinders their ability to pursue certification. To address these issues, we extensively tried to reach landscape workers through extension and outreach to local landscaping businesses, particularly those providing commercial landscaping services. Our outreach strategy included engaging with company owners and managers to emphasize the benefits of certification for their employees and their businesses. We organized informational sessions to explain the certification process and the support available to workers through our program. This proactive approach helped garner interest and participation from the target audience. HCC held two in-person formal classroom instruction sessions supported by hands-on laboratory instruction at Houston Community College--Katy Campus (HCC). These sessions were designed to cater to the learning preferences of our target audience, providing practical and engaging educational experiences. The classroom sessions covered theoretical aspects of the certification, while the laboratory sessions provided hands-on practice in real-world scenarios. This combination of theoretical and practical learning ensured a comprehensive understanding of the subject matter and better preparation for the certification exams. Our program emphasized experiential learning, providing workers with the opportunity to engage in practical, hands-on activities that mirrored their daily work experiences. This approach made the learning process more relevant and engaging and ensured that the skills and knowledge gained were directly applicable to their jobs. In this reporting period, we supported a few Spanish-speaking bilingual students with modest English skills, helping them overcome language barriers to gain valuable industry credentials. Tailored instructional methods, including translation bilingual support and simplified explanations, were employed to ensure these students could effectively participate and benefit from the certification programs. As proposed in the grant, HCC provided instruction for the TCLA certificate in year one. Although the project aims to train both English and Spanish-speaking landscape workers and high school students, the target audience during this reporting period was landscape workers, including English-only speaking and bilingual individuals who spoke English and Spanish. The instruction was delivered only in English. No Spanish class took place. This decision was based on the availability of resources and the initial focus on establishing a robust foundation for the program. Future iterations of the program will aim to include Spanish-language instruction to cater to a broader audience. Looking ahead, we plan to recruit more workers by increasing our outreach to include a broader range of landscaping companies and workers, ensuring that more individuals can benefit from our certification programs. We also intend to expand our model to six urban counties in Texas, reaching a larger audience and making our programs accessible to more workers. Additionally, in future reporting periods, we will focus on including high school students in our target audience. This will involve tailoring our programs to meet their specific needs and collaborating with schools to facilitate participation. Partnerships with local high schools will be established to integrate our certification programs into their curriculum, providing students with early exposure to industry standards and career opportunities. The efforts during this reporting period have laid a strong foundation for achieving our vision of empowering landscape workers with industry-recognized certifications. By addressing the unique barriers our target audience faces and providing tailored, hands-on learning experiences, we are making significant strides towards our goal of inclusivity and accessibility in landscape certification. We are committed to continuing these efforts and expanding our reach to ensure that all landscape workers and students in the Greater Houston Area have the opportunity to enhance their skills and advance their careers through our programs. In conclusion, our program's success during this reporting period has demonstrated the importance and effectiveness of providing accessible and relevant educational opportunities to landscape workers. By addressing the unique challenges faced by our target audience and providing comprehensive support, we have made significant progress toward empowering these workers with industry-recognized certifications. Our commitment to inclusivity and accessibility will continue to guide our efforts as we expand our reach and impact in the coming years. Changes/Problems:Major Changes and Problems in Approach: During the current reporting period, some challenges and changes were encountered that required adjustments to our approach. These changes were necessary to ensure that we continue to meet our program's goals and objectives effectively. Engagement of High School Students: Challenges and Adjustments: There is a scarcity of high schools offering Horticulture tracks compared to Agricultural Science tracks, which further limits student participation in our programs. The Texas Certified Landscape Professional (TCLP) certificate is not recognized by the Texas Education Agency (TEA) as a workforce credential, unlike the Texas Certified Landscape Associate (TCLA) certificate. Strategic Responses: To address these challenges, we have shifted our focus to high schools that are already offering the TCLA class, providing additional support such as seminars, experiential learning opportunities, and resources to help students successfully obtain the TCLA certification. We are also actively collaborating with organizations like the National FFA and 4-H Youth Development to increase awareness of both TCLA and TCLP among high school students. We are adjusting class schedules to better align with student availability, including offering courses during after-school hours or on weekends. Class Scheduling Conflicts: Problems Encountered: We faced scheduling conflicts when offering classes for landscape workers during their peak season, resulting in lower-than-expected attendance and engagement. Adjustments Made: In response, we have decided to adhere to the recommended class periods from October to March for future sessions. This adjustment is expected to improve participation and ensure that classes are scheduled during times that are more convenient for our target audience. Language Barriers: Identified Issues: A critical issue identified was the need for Spanish-language instruction, as a significant portion of our participants are more comfortable with Spanish. This language barrier was impeding the effectiveness of the program and limiting access to the certification process. Solutions Implemented: To overcome this barrier, we have translated key materials into Spanish and hired a bilingual instructor and translator. This will enhance the accessibility of the program and ensure that language is not a limiting factor for our participants. Instructor Availability and Hiring: Challenges and Resolutions: We experienced difficulty offering a class multiple times due to a lack of additional instructors. The hiring of a second instructor was only completed in June 2024, after the first year of the grant. Future Plans: With the addition of this instructor, we are now better positioned to expand our course offerings, improve class availability, and ensure that we can meet our certification goals moving forward. We are confident that we will meet our objectives with this plan. What opportunities for training and professional development has the project provided?The TCLA (Texas Certified Landscape Associate) classes offered by Houston Community College (HCC) in collaboration with Texas A&M AgriLife Extension and funded by a USDA-NIFA grant provided extensive training and professional development opportunities for individuals in the urban green industry. These classes aimed to enhance workforce development in the landscape sector by covering a comprehensive range of topics essential for landscape professionals who work or aspire to work in urban environments. The training sessions included in-depth lectures on various subjects, including First Aid Safety, Landscape Design and Plan Reading, Soil Properties, Turfgrass Selection, and Sustainable Landscape Maintenance. Additionally, participants also learned about plant materials from the Best of Texas Landscape Guide, which covers 359 species, including trees, palms, shrubs, succulents, and ground covers. The classes were structured to provide a thorough understanding of these topics, ensuring participants gained the knowledge needed for professional certification. It is held three times a week on Mondays, Wednesdays, and Fridays from 3-6 PM. The November-December 2023 class consisted of 11 sessions totaling 33 hours of instruction over 3 weeks. The January-February 2024 class had 10 sessions totaling 30 hours over 3 weeks. This schedule allowed for a deep dive into each subject, providing ample time for participants to absorb the material and prepare for certification exams. Participants underwent rigorous testing, including a general knowledge exam and identification and characteristics tests. The majority of participants successfully passed these exams, earning their TCLA certification. Pre- and post-tests were administered to measure the effectiveness of the training, showing significant knowledge gains across various topics. Electronic evaluations further helped assess the quality of each lecture topic, ensuring continuous improvement in the training program. The classes were inclusive, attracting participants from diverse backgrounds. For instance, the November-December 2023 class had 57% Hispanic participants and 48% female participants. The January-February 2024 class saw even higher diversity, with 80% Hispanic participants and 40% female participants. This inclusivity helped address the needs of underrepresented groups in the landscape industry, providing them with valuable certification opportunities. Feedback from participants was actively incorporated to enhance the training program. Suggestions included addressing contradictory information in quizzes, updating the curriculum to reflect current industry practices, and considering hybrid class options for future sessions. This feedback loop ensured that the program remained relevant and effective in meeting the needs of its participants. In addition to the structured classes, the project team engaged in various professional development activities. To promote the program, one-on-one meetings were held with teachers at the Agriculture Teacher Association of Texas (ATAT). This engagement with educators helped disseminate information about the program and explore opportunities for integrating the certification into high school curriculums. Training activities also extended beyond the classroom. Students from the Yellowstone Commercial Landscaping Company who attended and passed the first class acted as mentors for their coworkers attending the second class. This peer-mentoring approach enhanced the learning experience and provided additional support to new participants, fostering a collaborative learning environment. Participation in industry events also provided professional development opportunities. Students from both classes attended monthly TNLA Region 2 meetings, which offered Continuing Education Units (CEUs) for certified members. These meetings allowed students to network with industry professionals, stay updated on industry trends, and continue their professional growth. The TCLA classes provided substantial training and professional development opportunities, helping participants attain greater proficiency and certification in the landscape industry. The program successfully equipped landscape professionals with the skills and knowledge needed for their careers by offering a well-rounded curriculum, inclusive environment, and continuous improvement mechanisms. How have the results been disseminated to communities of interest?The results of our project have been disseminated to communities of interest through a variety of strategic outreach activities designed to enhance public understanding and increase interest in learning and careers in the landscape industry. Below is a detailed description of our dissemination efforts: Reports to TNLA Leadership: Summary reports of each class were sent to the TNLA President and CEO, Amy Graham. These reports were then shared with the TNLA Board. This ensured that key industry stakeholders were informed of the project's progress and outcomes, fostering more support and collaboration. Engagement with Educators: One-on-one meetings were held with teachers at the Agriculture Teacher Association of Texas (ATAT) to promote the program. This engagement helped disseminate information about the certification program to educators and explored opportunities for integrating the certification into high school curriculums. We aimed to inspire and prepare the next generation of landscape professionals by reaching out to teachers. Presentations to Community Leaders: Grant project activities were presented at the HCC Northwest College President's Business Community Steering Committee. This platform allowed us to communicate our project's results to community leaders and influential business stakeholders, raising awareness and garnering support from the broader community. Communication with Landscape Companies: Project results were communicated directly to landscape companies. This outreach included detailing the benefits of certification for their employees and encouraging companies to support their workers in pursuing these credentials. By engaging with employers, the aim was to create a ripple effect that would extend the reach and impact of the program. Collaboration with School Districts: We actively communicated project results with school districts and high school agriculture/horticulture teachers. This effort aimed to encourage schools to adopt our certification programs and integrate them into their educational offerings. By doing so, we sought to increase student exposure to career opportunities in the landscape industry. Professional Development Activities: In addition to the structured classes, the project team engaged in various professional development activities. These activities provided additional training opportunities and served as a platform for disseminating project outcomes and best practices to a wider audience within the industry. Mentorship Programs: Students from the Yellowstone Commercial Landscaping Company who attended and passed the first class acted as mentors for their coworkers attending the second class. This peer-mentoring approach helped disseminate knowledge and foster a supportive learning environment, extending our training efforts' reach. Participation in TNLA Meetings: Students from both classes attended monthly TNLA Region 2 meetings. These meetings provided Continuing Education Units (CEUs) for certified members and served as an additional platform for disseminating project results and networking with industry professionals. Texas A&M AgriLife Extension Service activities: Texas A&M AgriLife Extension Service disseminates results through targeted bulk emails to volunteers, community groups, Program Area Committees, and external stakeholders. Additionally, information is distributed via flyers at events and announced during staff meetings and conferences. Through these varied dissemination strategies, we have successfully communicated the results of our project to a broad range of stakeholders, including industry leaders, educators, employers, and students. Our efforts have not only raised awareness of the certification programs but also fostered greater interest in careers in the landscape industry. We will continue to build on these outreach activities to ensure the sustained impact and growth of the project. What do you plan to do during the next reporting period to accomplish the goals?Planned Activities for the Next Reporting Period To achieve the goals and objectives outlined in the project, we have devised a comprehensive plan for the next reporting period. Our focus will be on both the certification of landscape workers and the engagement of high school students. We will address the challenges encountered in the current reporting period by implementing the following strategies: 1. Certification of Landscape Workers: A. Schedule Optimization: We plan to offer three sections of the Texas Certified Landscape Associate (TCLA) course during the fall semester of 2024 and four sessions in the spring semester. Two of the four spring sessions will be taught in Spanish to accommodate the availability of landscape workers. This decision is based on industry professionals' feedback suggesting avoiding the peak work period from March to September. We plan to offer one session of the Texas Certified Landscape Professional (TCLP) in the fall of 2024 and one in the spring of 2025. These decisions were based on industry professionals' feedback suggesting avoiding the peak work period from March to September. The classes will be conducted from October to March, the optimal period for landscape workers to attend training sessions. B. Bilingual Instruction: Recognizing the significant demand for Spanish-language instruction, we have translated the TCLA manual and tests into Spanish. This will enable us to more effectively cater to Spanish-speaking landscape workers. We have hired a bilingual instructor to conduct the TCLA courses in English and Spanish. This instructor will also engage in team teaching with the Co-Principal Investigator (Co-PI) to ensure the best practices are shared and implemented. C. Targeted Certification Goals: Our objective is to certify 100 landscape workers in English-language and Spanish-language TCLA courses. The Spanish version of the TCLA course will be introduced in early 2025 to expand our reach. Leveraging the TCLA experience, we have already begun adapting the Texas Certified Landscape Professional (TCLP) certificate. The aim is to offer it in English initially, certify 24 landscape workers, and then offer a Spanish version in the project's third year. 2. Engagement of High School Students: A. Addressing Challenges: One major challenge is that the TCLP certificate is not currently approved by the Texas Education Agency (TEA) as a workforce credential, unlike the TCLA certificate. Additionally, fewer high schools offer Horticulture tracks than agricultural science tracks. Another challenge is the dual-credit system in Greater Houston high schools, which primarily offer credit-bearing workforce classes through community colleges. This presents an obstacle since TCLA and TCLP are offered as Continuing Education (CE) classes at Houston Community College (HCC). B. Strategic Initiatives: We will identify high schools that currently offer the TCLA class and support them with seminars, experiential learning opportunities, and resources to help students pass the TCLA certification. We will engage with the National FFA Organization and 4-H Youth Development organizations to promote awareness of the TCLA and TCLP certificates among high school students. Our goal is to schedule classes at times that align with the student's availability, potentially during after-school hours or on weekends. C. Summer Programs: Although we considered offering the TCLA class during the summer, concerns were raised about students' commitment to a rigorous summer schedule. Instead, we will investigate alternative scheduling options that align better with students' academic and extracurricular commitments. Addressing Issues from the Current Reporting Period 1. Class Scheduling Conflicts: We faced challenges scheduling classes for landscape workers during the peak season. To tackle this, we will follow the recommended period from October to March for upcoming classes. 2. Language Barriers: The need for Spanish-language instruction was highlighted. By translating materials and hiring a bilingual instructor and translator, we aim to make the certification process more accessible. 3. Hiring Additional Instructors: The hiring of a second instructor was completed in June 2024, after the first year of the grant. This addition will enable us to offer more classes and meet our certification targets better. Conclusion Through these planned actions, we are confident in our ability to overcome the challenges faced in the current reporting period and make significant progress towards achieving our project goals. Our strategies are designed to optimize class schedules, expand bilingual offerings, and enhance high school engagement, ensuring that we meet our certification targets and support the professional growth of landscape workers and high school students alike.

Impacts
What was accomplished under these goals? During the reporting period, significant progress was made towards achieving the major goals of the project, which aims to provide landscape and lawn care workers (workers) and high school students (students) in the urban Greater Houston Area with industry-accepted credentials through the Texas Nursery and Landscape Association (TNLA). The project's primary focus is to improve and expand the Texas Certified Landscape Associate (TCLA) and Texas Certified Landscape Professional (TCLP) certifications, which are currently only attainable through independent study of manuals and online testing. Our goal is to offer these certifications in person, both in English and Spanish, with ample hands-on laboratory and field learning experiences at the Houston Community College-Katy Campus (HCC) and to expand this model to six urban counties in Texas. project has eight key objectives over a four-year period: Adapt the TCLA independent study and online testing program for in-person delivery. Award TCLA certificates to 168 landscape workers. Award TCLA certificates to 100 Spanish-speaking landscape workers. Award TCLA certificates to 70 high school students. Adapt the TCLP independent study and online testing program for in-person delivery. Award TCLP certificates to 72 landscape workers. Award TCLP certificates to 36 Spanish-speaking landscape workers. Award TCLP certificates to 30 high school students. Under these goals, the following accomplishments have been made: The project timeline indicated that the TCLA certification and online testing would be adapted for in-person delivery in year one. With the support of two co-PIs and the TNLA, we successfully adapted the TCLA certification for in-person delivery, albeit only for English classes up to now. This adaptation included modifying the course structure to include in-person lectures, hands-on laboratory sessions, and field learning experiences, making the certification more accessible and engaging for landscape workers. To further enhance accessibility, both the TCLA and TCLP manuals have been translated into Spanish. This crucial step helps us meet our goal of certifying Spanish-speaking landscape workers by overcoming the language barriers that previously impeded their certification. Two TCLA classes were conducted in November/December 2023 and January/February 2024, resulting in the certification of 37 landscape workers. Several of these certified individuals were bilingual (English-Spanish) employees, demonstrating our progress in reaching non-English-speaking workers. These classes combined theoretical knowledge with practical, hands-on experiences, ensuring that the workers were well-prepared for the certification exams and their professional roles. Several management team meetings were held throughout the reporting period to coordinate the project's activities and ensure alignment with our goals. Additionally, three Project Advisory Committee (PAC) meetings were conducted to gather feedback, discuss challenges, and refine our strategies. These meetings have been instrumental in maintaining project momentum and fostering collaboration among stakeholders. Initial work also commenced on adapting the TCLP independent study and online testing program for in-person delivery. This foundational work involves reviewing and restructuring the TCLP curriculum to include interactive, in-person elements similar to those developed for the TCLA program. Although this objective is in its early stages, the groundwork laid during this reporting period is critical for successfully implementing in-person TCLP certification in subsequent years. We contacted school districts to discuss the possibility of teaching TCLA at high schools. The project management team and PAC also discussed how to offer TCLA certification in high schools. These discussions are pivotal in integrating these certifications into high school curricula, providing students with early exposure to industry standards and career opportunities in the landscape and lawn care industry. In summary, the project has made significant strides in adapting the TCLA certification for in-person delivery, translating certification manuals into Spanish, and certifying landscape workers through new, interactive classes. The management team and PAC meetings have provided valuable guidance and support, and initial steps have been taken to adapt the TCLP certification program. These accomplishments mark important progress towards our overarching goal of equipping landscape workers and high school students in the Greater Houston Area with industry-recognized credentials, enhancing their professional skills and career opportunities.

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