document resume ed 384 775 ce 069 459 … integration of vocational and academic ... of vocational...

DOCUMENT RESUME

ED 384 775 CE 069 459

TITLE Integration of Vocational and Academic Learningthrough Tech Prep. Semi-Annual Performance Report.January 1, 1995-June 30, 1995.

INSTITUTION Valencia Community Coll., Orlando, Fla.

SPONS AGENCY Office of Vocational and Adult Education (ED),Washington, DC.

PUB DATE 30 Jun 95

CONTRACT V248A40126

NOTE 66p.; Small type in master plan will not reproducewell..

PUB TYPE Reports Descriptive (141)

EDRS PRICE MFO1 /PC03 Plus Postage.

DESCRIPTORS *Academic Education; *Articulation (Education);Curriculum Development; High Schools; *IntegratedCurriculum; Nontraditional Students; PostsecondaryEducation; *Program Development; ProgramEffectiveness; Program Evaluation; Publicity; StudentRecruitment; *Tech Prep; *Vocational Education

IDENTIFIERS Florida (Orange County); Florida (Osceola County)'Orange County Public.Schools FL; Osceola CountyPublic Schools FL

ABSTRACTThis document contains a performance report, a master

plan, objectives, and an evaluation plan for a project in which

Valencia Community College (Orlando, Florida) is to facilitate

increasing cooperation between vocational and academic departments

and move toward integrating vocational and academic courses in high

schools and postsecondary' institutions in Orange and Osceola counties

in Florida. During the 6-month reporting period of the project, a

total. of 43 vocational and academic faculty participated in at least

3 staff development activities related to academic-vocationalintegration. A total of 128 faculty members also participated in

educators-in-industry professional development activities. Progress

was made toward developing integrated curriculum strategies, new

secondary programs of study in public service and marketing and

integrating them into postsecondary programs, involving faculty in

tech prep workshops. In addition, public information was disseminated

through four 30-second and 2-minute videotapes (one each for parents

and one each for business and industry), and recruitment strategies

were being developed. Adults who were affected by military downsizing(n=200) were identified and mailed information about tech prepopportunities. Recruiting of nontraditional students also wascontinuing during this project reporting time. Evaluation activities

were being conducted continually. (KC)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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INTEGRATION OF VOCATIONAL ANDACADEMIC LEARNINGTHROUGH TECH PREP

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SEMI-ANNUAL PERFORMANCE REPORT

JANUARY 1, 1995 - JUNE 30, 1995

An integrated program which benefits students. . . industry . . . and the community.

BEST COPY AVAILABLE

SUBMITTED BY:

VALENCIA COMMUNITY COLLEGE

P.O. BOX 3028ORLANDO, FL 32802

2BEST COPY AVAILABLE:.

TABLE OF CONTENTS

Annual Performance Report 1-20

Master Plan 21-26

Objectives 27-29

Evaluation Plan 30-45

ADMINISTRATIVE

APPROVED GRANT CHANGES

There were no grant changes since January 1, 1995.

ADMINISTRATIVE CHANGES

Tom Runnels has filled the position previously held by Ron Froman, Co-Director of Orange CountyPostsecondary Education.

ADMINISTRATIVE MEETINGS (KEY PROJECT STAFF)

Joan Tiller, Grant Administrator and Project Co-Director of Valencia Community College, attended thefollowing conferences/workshops: 1) A presentation was delivered at the Florida State Tech PrepConference in Tampa, Florida on February 5-7, 1995. 2) A State Tech Prep Site Visit was conducted onFebruary 21, 1995. 3) A presentation was given at the University of Central Florida Doctorate ofEducation class by Joan Tiller and Gina Emery on March 30, 1995 in Orlando, Florida. The presentationwas entitled "Issues in Curriculum and Instruction". 4) An Integrated Learning through Tech Preppresentation was delivered to invited high school faculty on March 28-29, 1995 on the East Campus ofValencia Community College. 5) A Project Directors Meeting was attended in Minneapolis, Minnesota onApril 21, 1995. 6) A presentation was made at the School-to-Work Conference in Daytona Beach, Floridaon May 10-12, 1995. 7) A Project Manager's Site Visit was conducted on May 22-23, 1995. 8) Twopresentations were given by Joan Tiller and Gina Emery at the Integration of Academic and VocationalEducation Conference (Integrated Learning: School-to-Work Connection) in Beaver Creek, Colorado onJune 25-27, 1995. 9) Joan Tiller plans to attend the Florida Vocational Association Conference in HainesCity, Florida on July 30, 1995 August 2, 1995.

Mary Cantrell, Project Co-Director of Osceola County Secondary and Postsecondary Education, attended thefollowing conferences/workshops: 1) A presentation was delivered at the Florida State Tech PrepConference in Tatnpa, Florida on February 5-7, 1995. 2) A roundtable discussion was facilitated at theSchool-to-Work Conference in Daytona Beach, Florida on May 10-12, 1995. 3) A presentation was givenwith Gina Emery at the First Annual Criminal Justice Trainers and Educators Conference in Tampa, Floridaon May 24, 1995. The presentation was entitled "Integration of Vocational and Academic Learning throughTech Prep". 4) Mary Cantrell plans to attend the Florida Vocational Association Conference in Haines City,Florida on July 30, 1995 - August 2, 1995.

Richard Migliore, Project Co-Director of Orange County Secondary Education, attended the following:1) The Florida State Tech Prep Conference was conducted in Tampa, Florida on February 5-7, 1995. 2) AState Tech Prep Site Visit was conducted on February 21, 1995. 3) A School-to-Work Conference wasconducted in Daytona Beach, Florida on May 10-12, 1995. 4) The High Schools That Work Conferencewas conducted in Atlanta, Georgia on July 12-15, 1995. 5) Richard Miglore plans to attend the FloridaVocational Association Conference in Haines City, Florida on July 30, 1995 August 2, 1995.

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ADMINISTRATIVE MEETINGS (KEY PROJECT STAFF) CONTINUED

Tom Runnels, Project Co-Director of Orange County Postsecondary Education plans to attend the FloridaVocational Association Conference in Haines City, Florida on July 30, 1995 - August 2, 1995.

Dave Costner, Senior Administrator, Technical and Adult Education Service for Orange County PublicSchools attended the following conferences/workshops: 1) The Florida State Tech Prep Conference wasconducted in Tampa, Florida on February 5-7, 1995. 2) The Florida School-to-Work Conference wasconducted in Daytona Beach, Florida on May 10-12, 1995. 3) Dave Costner plans to attend the FloridaVocational Association Conference in Haines City, Floridaon July 30, 1995 - August 2, 1995.

Valerie Sommerville, Senior Administrator, Technical and Adult Education Service for Orange CountyPublic Schools attended the following conferences/workshops: 1) A presentation was given to Phi DeltaKappa on January 9, 1995 explaining the open entry and open exit opportunities in relation to traditionalscheduling and the articulation process between secondary and postsecondary institutions. 2) A presentationwas given to the Orange County Public Schools Teacher Education Council on February 7, 1995. Thepresentation included an overview of the transition from secondary to postsecondary schools and includedthe articulation process. 3) The Florida State Tech Prep Conference was conducted in Tampa, Florida onFebruary 5-7, 1995. 4) Valerie Sommerville plans to attend the Florida Vocational Association Conferencein Haines City, Florida on July 30, 1995 - August 2, 1995.

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BUDGET EXPENDITURES

The amount of $496,984 was approved for the Integration of Vocational and Academic Learning Through TechPrep grant for the 12-month period of January 1 to December 31, 1995. As of June 30, 1995, 45 percent of thegrant had been expended and the matching funds have been documented.

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MAJOR OBJECTIVES

A summary of the major objectives of the grant are described below. Included in each section is the plannedand accomplished activities. The Master Plan, a comprehensive time-phased plan, which coincides with eachobjective is found on page 21.

MAJOR OBJECTIVE 1

To increase cross departmental and inter-institutional faculty cooperation as demonstrated by theutilization of at least 30 postsecondary vocational and academic faculty and administrators in the design,modification, and implementation of postsecondary-level academic courses in the areas of science,mathematics, and communication. Increased faculty knowledge regarding the process and benefits ofsuch collaborative efforts will result in increased usage of "real world" applications in the modifiedcourses and ultimately will result in increased student achievement levels in targeted courses.

PROCESS OBJECTIVE 1.1) By August 31, 1994, a minimum of 30 vocational and academic faculty andadministrators at Valencia and the Orange and Osceola county technical centers will participate in at leastthree staff development activities which assist in the identification of needs and facilitate the development ofan action plan for the modification of science, mathematics, and communications curriculum at theirrespective institutions for the purpose of integrating academic and vocational competencies throughincreased usage of real-world applications in classroom instruction. Staff development activities will includelarge and small group workshops and presentations.

RESPONSE: This objective was met in 1994 with more than 3 staff development activities being developedand conducted in which over 30 faculty and administrators attended from the Orange/Osceola/ValenciaConsortium. Staff development activities included secondary and postsecondary faculty. This year theconsortium continues to train faculty and administrators through staff development activities related to theintegration of curriculum in science, mathematics and communications with vocational education. We are inthe process of developing 135 integrated learning strategies which will be disseminated in January, 1996, whichwill change the current curriculum (see Process Objective 1.3).

In Osceola County, 21 secondary and postsecondary teachers were trained in SCANS on January 2, 1995.Teachers learned methods of incorporating SCANS competencies into the curriculum.

An Applied Math Strategies Workshop was conducted in Osceola County at Gateway High School onJanuary 2, 1995. A total of 17 people attended this workshop.

Osceola County sent a representative to the School-to-Work Transition Workshop on January 19, 1995, inWest Palm Beach, Florida. ,

A Business Educator's Workshop was conducted by the Orange / Osceola/Valencia Consortium onJanuary 30-31, 1995, and February 1, 1995. Approximately 115 educators attended, which includedsecondary and postsecondary consortium members.

The Florida State Tech Prep Conference was held on February 5-7, 1995, in Tampa, Florida. A total of 94people from the consortium attended. Two presentations were made by the consortium entitled "Integrationof Vocational and Academic Learning through Tech Prep" and "Articulation". Secondary andpostsecondary consortium members attended the conference.

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PROCESS OBJECTIVE 1.1) CONTINUED

Several Career Action Planning (CAP) Workshops were conducted by Osceola County inFebruary - May, 1995, for a total of 14 hours. Topics included: Career Action Planning parent nights,course registration for eighth grade students as they prepare for high school and postsecondary education,and program modification and improvement.

Over 150 full-time administrators and technical instructors from the four Orange County Technical Centersattended a presentation on "Teaching Diverse Age Groups" by Chuck Yerger from Southeastern TrainingAssociates on February 17, 1995. The focus of the seminar was instructional strategies and classroommanagement dealing with the Tech Prep student or graduate.

40 local high school faculty were invited to attend "Project Success", sponsored by Valencia CommunityCollege on March 28, 1995. Joan Tiller and Gina Emery gave a presentation with an overview of IntegratedLearning through Tech Prep.

A representative from the Orange/Osceola/Valencia Consortium attended the State Technical Committee forBusiness Technology Education in Tampa, Florida, on April 18, 1995. Ideas and suggestions werediscussed and documented to enhance the articulation of Tech Prep at the secondary and postsecondarylevels.

Communications 2000 Workshop was conducted by Orange County on April 19, 1995. The Workshopfeatured Dr. Karen Love from Agency for Instructional Technology and Southwestern. The workshopfocused on how to utilize the applied curriculum in the classroom. A total of 42 people attended, whichincluded secondary and postsecondary consortium members.

The Southeastern Regional Apprenticeship Conference was held in Orlando, Florida on April 24-26, 1995.A total of 10 people attended from Osceola and Orange Counties.

Osceola Countosted a Center for Electronics Excellence Workshop at the Electronics Academy atOsceola High School on May 4-5, 1995. Topics included how to begin an Academy, successes, challenges,public relations, involving teachers and parents.

The School-to-Work Conference was held on May 10-12, 1995, in Daytona Beach, Florida. A total of 35attended from the Orange / Osceola/Valencia Consortium. Two presentations were made by the consortiumon "Integration of Vocational and Academic Learning through Tech Prep" and a roundtable was hosted bythe consortium on "Educators-In-Industry". Secondary and Postsecondary consortium members attended theconference.

A Staff Development Day was conducted on May 11, 1995, with Chuck Yerger. "Teaching the YoungLearner" provided hands-on training to 27 instructors and Curriculum Resource Teachers from the OrangeCounty Technical Centers. The training focused on developing curriculum which would reach the younglearner.


The Tech Prep Math Workshop was held on June 7, 1995, at Valencia Community College. The guestspeaker was Karen Sitren from Santa Fe Community College. The presentation was for the PostsecondaryAcademics Math subcommittee. The discussion was directed toward learning what was occurring at otherpostsecondary institutions throughout the state with the integration of math activities. A total of 14instructors attended from the consortium.

Gina Emery and Joan Tiller presented the Integration of Academic and Vocational Education Conference(Integrated Learning: School-to-Work connection) on June 25-27, 1995, in Beaver Creek, Colorado:

The High Schools That Work Conference will be held in Atlanta, Georgia on July 12-15, 1995.Approximately 41 people will be attending from Orange and Osceola Counties.

A Tech Prep Science Workshop will be held on July 17, 1995. Dr. Rick Ledbetter from Santa FeCommunity College gave a presentation to the Postsecondary Academics Science subcommittee. Secondaryand postsecondary consortium members were in attendance.

A Tech Prep Administrator's Roundtable for Orange and Osceola. Principals and Valencia Administrators isscheduled for July 28, 1995, in Orlando, Florida. Discussion will include: Number of Tech Prepcstudents ateach high school, percentage of Tech Prep students compared to 9-12 grades at each high school, how tocontinue increasing the number of Tech Prep students, the Joint Tech Prep Assessment results, resourcesavailable (videos, brochures, speakers), and staff development offered.

The Second Annual Florida Statewide Tech Prep Evaluation Workshop will be held in Orlando, Florida onJune 26-30, 1995. Secondary and postsecondary representatives from the consortium will be attending.

The Florida Vocational Association Conference will be held in Haines City, Florida onJuly 30, 1995 - August 2, 1995. Approximately 90 will be attending from the Orange/Osceola/Valenciaconsortium.

Impact '95 which will include business and industry representatives, educators from all three local educationagencies and government officials is scheduled for December, 1995. Emphasis will be focused on the needfor Integrated Learning through Tech Prep and the Impact of education on business and industry. Secondaryand postsecondary faculty will be in attendance.

PROCESS OBJECTIVE 1.2) By August 31, 1995, a minimum of 30 vocational and academic faculty andadministrators at Valencia and the Orange and Osceola county technical centers will participate in theEducators-In-Industry professional development component of the Tech Prep program, visiting job sites inthe local business community and job shadowing business representatives an average of once per month to'examine the relationship and application of their respective fields of study to actual occupations in industry.

RESPONSE: All activities for 1994 to move toward the achievement of this multi-year objective were metwith 85 people participating in Educators-In-Industry activities which were completed by December, 1994.Since January, 1994, a total of 128 people have participated in this program. The Educator-In-Industry activitiescontinue in 1995 to enable educators to gain an understanding of the needs of business and industry to facilitateintegration and modification of curriculum. The following activities in 1995 were completed successfully.

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In 1995 a total of 43 people have participated in the Educators-In-Industry program. The IntegratedLearning through Tech Prep grant has enabled a total of 128 people to participate in the Educators-In-Industry program since January, 1994.

Focus Groups will be conducted in September, 1995, by Drs. Patsy Agee and Warren Harrell. The FocusGroups will consist of representatives from Administration, Vocational Instructors, Mathematics Instructors,Science Instructors, and Communications Instructors from all three Local Education Agencies. The purposeof the Focus Group will determine the extent to which the visits made by educators to business sites enablededucators to examine the relationships and applications of their respective fields of study to actualoccupations.

PROCESS OBJECTIVE 1.3) By August 31,1996, participating vocational and academic faculty andadministrators at Valencia and the Orange and Osceola county technical centers will develop and implementmodified curriculum strategies which integrate vocational and academic learning in science, mathematics,and communications courses offered to Tech Prep students at the respective institutions. Correspondinginstructional materials will be designed through contracted services as needed.

RESPONSE: The Postsecondary Academic Committee conducted its first workshop on integrated learning andformed subcommittees in science, mathematics, and communications in September, 1994.. The subcommitteesworked from September through December, 1994 on learning how to develop integrated learning activities anddeveloped sample activities. The subcommittees had a joint workshop with Dr. Dale Parnell and presenteddeveloped learning activities in December, 1994. As an integral part of the Postsecondary AcademicsCommittee, the subcommittees in Math, Science, and Communications are working towards 45 integratedcurriculum strategies which will be disseminated in January, 1996. Currently, the Science subcommittee hasdeveloped 10 integrated curriculum strategies, the Communications subcommittee has developed 12 integratedcurriculum activities and the Mathematics subcommittee has developed 10 integrated curriculum strategies. All135 curriculum strategies are scheduled to be completed in December, 1995.

PROCESS OBJECTIVE 1.4) By August 31, 1996, consortium representatives will develop new secondarylevel Programs of Study which integrate academic and vocational competencies in the discipline areas ofPublic Service and Marketing and which articulate into postsecondary programs.

RESPONSE: The Marketing program of study and articulation were completed in August, 1994. Thearticulation for the Public Service program of study is scheduled to be completed in 1995. The consortium iscontinuing to incorporate new programs of study which articulate to the postsecondary level. All activitiesscheduled for 1995 to move toward achievement of this multi-year objective are detailed below:

Revised programs of study were completed in August, 1994. New areas which will be articulated with theTechnical Education Center of Osceola County are Electronics, Business and Health. The new areas will becompleted after the Technical Education Center of Osceola county is accredited by Southern Associationof Colleges and Schools (SACS).

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The Orange/Osceola/Valencia Consortium is developing a new Public Service program of study (to includearticulation agreements) which will be completed in 1995. Public Service will include: 1) Legal Assisting,2) Fire/Science, 3) Environmental Science, and 4) Criminal Justice. Each of these areas has been operatingas a subcommittee of the Public Service Committee. The Public Service Committee held a Joint-Assessment and Articulation meeting on June 14, 1995. The committee decided that six credits willarticulate to Valencia Community College for Criminal Justice. On June 29, 1995, the subcommittees willmeet with the Public Service Committee and finalize the program of study for each area.

PROCESS OBJECTIVE 1.5) By August 31, 1997, a minimum of 250 vocational and academic faculty andadministrators from the consortium will participate in professional development activities which facilitate theapplication of the integrated vocational and academic curriculum in the disciplines of health, business,agribusiness, technical/industrial, public service, and marketing. Staff development activities will be in theform of small and large group workshops and presentations.

RESPONSE: The first portion of this objective was met in April, 1994 when approximately 1,050 peopleattended the Integrated Learning through Tech Prep workshop where Dr. Willard Daggett presented informationon how education needs to be reformed to meet industry needs. Also, over 500 attended a workshop with Dr.Dale Parnell which addressed the need and activities to facilitate the application of integrated vocational andacademic learning. The demonstration of the later portion of this objective will be accomplished by a staffdevelopment analysis form, a staff development evaluation form and attitude surveys (see evaluation plan page33). The first attitude survey was designed in November and administered in December, 1994.

See comments under Process Objective 1.1 and 1.3 which also apply to this process objective.

MAJOR OBJECTIVE 2

To increase secondary and postsecondary student job placement opportunities by establishing apos..iecondary level internship/work experience component in the Orange-Osceola-Valencia Tech Prepprogram which builds upon apprenticeship program plans administered at the secondary level andincorporates courses which involve the integration of vocational and academic learning.

PROCESS OBJECTIVE 2.1) By December 31, 1994, a Tech Prep job development and internship committeewill be established and will develop an action plan for securing 10 private sector partners willing to sponsorsecondary and postsecondary student interns for professions which do not traditionally involveapprenticeships.

PROCESS OBJECTIVE 2.2) By December 31, 1996, 20 secondary and postsecondary Tech Prep studentswill be placed in the project-sponsored internships related to their program of study. The number ofparticipants will increase by five points each subsequent year.

RESPONSE: By December, 1994, Objective 2.1 was accomplished through the Workforce committee and anaction plan to secure 10 private sector partners for sponsoring student interns was developed. In Objective 2.2the consortium will follow the action plan developed to meet the December, 1996, deadline. In summary for1994, the following was accomplished: 1) The Workforce committee was formed and met for the first time, 2)Research results defining each internship/apprenticeship program was discussed, and 3) The field of Electronicswas selected for the model in the internship program. All activities scheduled for 1995 to move towardachievement of these multi-year, process objectives are detailed below:


In January, 1995, a subcommittee for-the Workforce committee met with teachers in theOrange/Osceola/Valencia consortium to develop a list of suggested advisory committee participants for theWorkforce committee. The subcommittee collected "best-practices" information from these teachers whoalready work with internships and apprenticeships.

The Program Committee, a subcommittee of the Workforce Committee, met June 19, 1995, and will bedeveloping curriculum and procedures June-August, 1995. The subcommittee will be presenting theproposed curriculum to the Business and Industry Advisory Committee in September, 1995.

MAJOR OBJECTIVE 3

To increase local, regional, and national knowledge of successful integrated curriculum and jobdevelopment strategies by disseminating information and materials regarding the Orange-Osceola-Valencia Tech Prep program.

PROCESS OBJECTIVE 3.1 t By August 31, 1994, to utilize the existing Tech Prep public relationscommittee to develop new promotional materials which specifically address the needs of special populations,displaced homemakers, single parents, single pregnant women, and dislocated workers in military relatedoccupations.

RESPONSE: This objective was met in December, 1994, with the completion of three new promotional videosfor high schools, educators and business and industry. A print piece to be used during presentations and fordissemination was developed in 1994 and was completed in January, 1995. Four new promotional videos arescheduled to be completed in August, 1995, which are designed for parents, business and community. The"How-to Design an Integrated Vocational and Academic Learning Program" video will be completed inDecember, 1995. All activities scheduled for 1995 are detailed below:

The new 30 second video was aired the first time on Valencia Television starting in January, 1995, and willbe aired on an ongoing basis.

The four videos include: a 30 second and 2 minute Integrated Learning video, one each for parents and oneeach for business and industry. Gecko will be filming "spots" for the videos on July 21, 1995, and editingon July 25, 1995.

PROCESS OBJECTIVE 3.2) By August 31, 1994, to utilize the existing Tech Prep guidance and counselingcommittee to develop new recruitment strategies which specifically focus on special populations, displacedhomemaker, single parents, single pregnant women, and dislocated workers in military related occupations.

RESPONSE: This objective was completed on August 31, 1994, when the Guidance and Counselingcommittee hosted a Counseling Day which included a presentation on the Guidance and Counseling Manual.The manual contained a new section entitled "special needs" for addressing opportunities for special needsstudents. Over 200 counselors in Orange and Osceola counties from all middle schools, high schools, technicalcenters and Valencia Community College attended. The following secondary activities provide a link withpostsecondary education and are designed to encourage students to continue into postsecondary education:


Orange and Osceola Counties have started several new academy programs for high school students. TheAcademies encourage students to take a more active part in developing their educational plan. Theseprograms are based at one location, but are open to the entire county through a magnet program concept.These programs are:

1) Business Education Lab -. This lab opened at Edgewater High School in the Fall of 1994. The lab isset up like an office and operates like a business. There are three groups within the lab working togetherto simulate a business setting. This program includes such classes as Business Applications, DesktopPublishing and Accounting I.

2) Center for Electronics Excellence - At Osceola High School, the electi onics program is structured tointegrate academic and vocational education in an effort to challenge and assist more students to achievehigher-level competencies in mathematics, science, and language arts through relevant application to acareer in electronics or a related field. Opportunities for success for all students will be enhancedthrough personalized learning situations. The students will gain technological insight, group processingskills, and acadmic knowledge and skills needed for both the workplace and postsecondary education.This model provides the avenue by which every student may become an analyst, evaluator, and user ofinformation.

3) Health Academy - At Apopka High School, the Health Academy is a magnet program for studentsinterested in medicine and related-health care fields. The academy offers real life application ofknowledge, career shadowing and clinical experiences in hospitals, cl:nics, and medical offices. Thisprogram offers immediate job entry into pre-professional careers in the medical field. Currently,interested and qualified eighth and ninth grade students throughout the Orange County School Districtare invited to apply. The Health Academy articulates with the Tech Prep program.

In Osceola County, Gateway High School is planning a Health Academy which will open in the1996-1997 school year. The Health Academy will articulate with the Tech Prep program of study.

Also, in Osceola County, St. Cloud High School is considering a Health Academy. Implementation maybe in the 1996-1997 school year.

4) New Technology Lab - At Jones High School, a second state-of-the-art technology lab openedin Fall, 1994. This lab demonstrates the latest uses of technology in a variety of applications. Theprogram at Jones High School is building upon principles originally piloted in the technology lab atApopka High School.

5) Travel and Tourism Academy - This academy is located at Colonial High School. This programis open to all students within Orange County and was articulated through Tech Prep this year. TheAcademy of Travel and Tourism started in 1994 with 20 juniors but will be expanding in 1995 toinclude grades 9 through 12. Some highlights of this program are an interdisciplinary curriculum, a paidsummer internship after grade 11, and a head start in accomplishing career goals.

In Osceola County, the Travel and Tourism Academy is located at Osceola High School. The Academybegan in 1994-1995 and will articulate with the Integrated Learning through Tech Prep program inNovember, 1995.

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6) Business Academy - The Business Academy at Apopka High School will be similar to the HealthAcademy that Apopka currently offers. Registration will commence in Spring, 1995, and students willbegin in Fall, 1995. The Academy will not be a magnet school but will cater to Tech Prep and pre-professional students. Programs offered will be Business Education, Diversified CooperativeTraining, Marketing, and Computer Science. Apopka will have a Business Education Laboratory similarto the lab at Edgewater High School.

7) Automotive Center of Emphasis - The Automotive Center of Emphasis is located at Colonial HighSchool in Orange County. This center opened in Fall, 1994. The center is not a magnet school but is adesignated training center which allows students to pursue their postsecondary education at the Mid-Florida Technical Center, part of the Orange / Osceola/Valencia Consortium.

8) Fine and Performing Arts Academy - Gateway High School and Osceola High School in OsceolaCounty are planning the Fine and Performing Arts Academy and will open the Academy in the1995-1996 school year. The Tech Prep Drama program of study will articulate with this Academy.

9) International Banking and Finance Academy - Osceola High School is implementing anInternational Banking and Finance Academy which will begin in the 1995-1996 school year.

University High School in Orange County will be implementing a Finance Academy in Fall, 1995. ThisAcademy will articulate with Integrated Learning through Tech Prep Program.

10) Law, Government, and Public Service Academy - West Orange High School will implement thisAcademy in Fall, 1995. The Academy is designed to help students be better prepared for employment inthe areas of fire fighting, law enforcement, government, and law/paralegal. This Academy willarticulate with Integrated Learning through Tech Prep.

See video production under process objective 3.1, which also applies to this process objective.

Orange County Public Schools and Valencia Community College Integrated Learning through Tech Prepdeveloped a Tech Prep Speaker's Bureau. The Tech Prep Speaker's Bureau was implemented in Fall, 1994.To pilot the program, Orange County Public Schools has trained 15 alumni now employed in,business whoare technical center graduates. In addition, Valencia has secured 10 alumni to join the Tech Prep Speaker'sBureau who are now in the workforce. Currently, students enrolled in classes at Valencia CommunityCollege are on the Tech Prep Speaker's Bureau. Valencia Alumni students will be trained and joining theSpeaker's Bureau in Fall, 1995. The students will be speaking at Orange and Osceola county high schoolsto emphasize the value of postsecondary education. This group effort will be jointly planned andimplemented in the high schools. High schools visited are listed above or in the Career Fairs section below.

PROCESS OBJECTIVE 3.3) By December 31, 1994, to identify a minimum of 200 adults who have beendislocated as a result of military downsizing and defense industry reductions and provide them withinformation about retraining opportunities through Tech Prep.

RESPONSE: The defense industry program and the military transition programs at Valencia CommunityCollege were contacted and made aware of the high technology education programs at Valencia CommunityCollege and the five technical centers within the Orange/Osceola/Valencia consortium on January 11, 1995.Two hundred individuals received mail-outs about postsecondary opportunities in March, 1995.

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PROCESS OBJECTIVE 3.4) By December 31, 1994, to identify and contact 100 percent of all high schoolstudents at targeted sites who are disabled and provide them with information regarding postsecondaryeducational opportunities through Tech Prep.

RESPONSE: This objective was in the process of being completed in December, 1994. At the counseling staffdevelopment workshop on August 31, 1994, presentations were made to address special needs students whichincluded individuals with disabilities. A special needs section was also added in the Counseling Manual forcounselors throughout the Orange / Osceola/Valencia consortium. A representative from Valencia CommunityCollege made presentations to students with disabilities at all four targeted sites in 1994. Both school districtsreported that this objective was completed in May, 1995.

The Orange/Osceola/Valencia Consortium contacted 100% of the appropriate students with disabilities attargeted sites and distributed information regarding the opportunities in the Integrated Learning throughTech Prep Program. Although the "disabilities" category also includes those who are mentally retarded andseverely emotionally handicapped, consortium members have agreed that it would be inappropriate for theconsortium to contact these students. All Osceola County students with disabilities in 8th grade werecontacted by May 8, 1995. A mail-out was sent to parents of all students with disabilities and some studentsalso received a specialized career assessment which provided information about postsecondaryopportunities. Orange County reported that all students with disabilities were contacted in May, 1995.

PROCESS OBJECTIVE 3.5) By December 31, 1994, to identify and contact, minimum of 50 percent of allspecial needs high school students (female, economically disadvantaged, educationally disadvantaged, andlimited English proficient) at targeted sites and provide them with information regarding postsecondaryeducational opportunities through Tech Prep.

RESPONSE: This process objective was in the process of being completed in December, 1994. In December,1994, appropriate Exceptional Student Education students were contacted at three targeted sites. In OsceolaCounty, all students in 9th-l1th grade and registering for Spring, 1994, received information on Tech Prep.Some 8th grade students in Osceola County, who attended orientation in Spring, 1994, also received Tech Prepinformation. Orange County reported that 50 percent of special needs students were contacted at targeted sites inMay, 1995. The consortium continues to provide recruitment activities on an ongoing basis for the IntegratedLearning through Tech Prep program to reach all students. The possibility of interfacing with alternativeeducation programs will continue to be researched. Both school districts reported that this objective wascompleted in May, 1995.

Met with Lee Herr, Coordinator of Alternative Education programs for Osceola county on January 20, 1995,to discuss the possibility of interfacing with some of the nine alternative education programs.

In Osceola County, all students in grades 9-11 registering for Spring, 1994, received a Tech Prep Newspaperpublished by Osceola High School students. Eighth grade students who attended orientation also received aTech Prep Newspaper.

Orange County reported that 50 percent of special needs students were contacted at targeted sites in May,1995.


Outreach student recruitment efforts have included information about the Integrated Learning through TechPrep program. These efforts are listed as follows: Malka Jacob (Outreach Recruiting - East Campus atValencia Community College) presented material addressing the Tech Prep and Integration program to: 1) aPACE Alternative Program student on January 13, 1995. 2) 48 Winter Park High School 10th and llthgrade COMPACT students on January 18, 1995. 3) GED students at. Winter Park High School onJanuary 18, 1995, and weekly thereafter through May, 1995. 4) 48 Florida Conservation Core students onJanuary 31, 1995, heard a presentation on "Self Esteem to Career". 5) 45 10th and llth grade students atUniversity High School on February 13, 1995 . 6) 100 Winter Park High School Film and Theater studentson February 13, 1995. 7) GED class presentation on "Self Esteem to Career" on March 7, 1995. 8) 100 at-risk students at Winter Park 9th Grade Center on March 23, 1995. 9) 2 alternative program students fromUniversity High School on March 27, 1995. 10) 27 Colonial High School students toured ValenciaCommunity College on April 19, 1995. 11) 25 University High School students toured Valencia CommunityCollege on April 20, 1995. 12) 8 Boone High School students toured Valencia Community College onApril 24, 1995. 13) 12 at-risk students toured Valencia Community College campus on April 26, 1995.14) 20 10th-12th grade Rollins College Talent Search students (the first family member ever to attendcollege program) toured Valencia Community College on May 4, 1995. 15) 25 10th-12th grade RollinsCollege Talent Search students toured Valencia Community College on May 25, 1995. 16) 33 10th-12thgrade Rollins College Talent Search students toured Valencia Community College on June 1, 1995. 17) 339th-1lth grade Oak Ridge Rollins College Talent Search students toured Valencia Community College onJune 15, 1995. 18) 120 Seminole County Private Industry Council students on June 22, 1995.

Outreach recruiting efforts have included information about the Integrated Learning through Tech Prepprogram. These efforts are listed as follows: Ivy Johnson (Outreach Recruiting - Osceola Campus atValencia Community College) contacted: 1) Students at Gateway and St. Cloud High Schools on April 25,1995. 2) COMPACT students at Poinciana and Osceola High Schools on May 2, 1995

Outreach recruiting efforts have included information about the Tech Prep and Integration program. CherylWilson (Outreach Recruiting - West Campus at Valencia Community College) presented materialaddressing the Tech Prep and Integration program to: 1) Career Day Education on February 28, 1995,involving all high schools in Orange and Osceola Counties. 2) 18 students from the Greater Oaks Village onMarch 29, 1995. 3) Display Table at South Lake High School in Clermont on March 30, 1995.4) 5 students from the Osceola County Alternative Education Center on April 4, 1995. 5) 25 B.E.T.A.students toured Valencia Community College's West Campus on April 20, 1995. 6) 18 juniors and seniorsfrom Leesburg involved in the Rollins College Talent Search Program toured Valencia Community Collegeon April 27, 1995 7) 20 students from the Walt Disney Challenge program on May 1, 1995 and May 8.1995. A tour of the campus was given to the students on May 16, 1995. 8) Career Fair Day on May 2,1995 at Oak Ridge High School. 9) Osceola County Alternative Education students toured ValenciaCommunity College on June 28, 1995.

PROCESS OB ECTIVE 3.5 CONTINUED

The Technical and Adult Education Centers in Orange County gave presentations to 191 high schooladministrators, technical and academic instructors, and counselors between January, 1995, and April, 1995,about their role in Tech Prep and how they could better serve students and graduates of the programs. Thefollowing were the results of these presentations:

7 of 13 high schools scheduled the Technical Centers to present to their faculties in Spring, 1995.3 of the high schools asked the Technical Centers to plan presentations in Fall, 1995.2 high schools asked the Technical Centers to attend curriculum fairs; several asked that theTechnical Centers facilitate career fairs in Fall, 1995.Conducted 31 Orlando Technical and Adult Education Center presentations to high school students.Distributed 330 information folders to high school administrators, faculty and staff.Distributed 1500 student handbooks to Tech Prep students.Assembled 100 student career folders for Colonial High School English students.

The Technical and Adult Education Centers of Orange County met with administrators to explain theTechnical Center's role in serving Tech Prep students and graduates at:

Boone High School 1/19/95Oak Ridge High School 1/20/95Cypress Creek High School 1/24/95Winter Park High School 1/26/95Colonial High School 2/2/95Dr. Phillips High School 2/3/95Apopka High School 2/15/95Edgewater High School 2/16/95University High School 2/21/95Jones High School 2/28/95West Orange High School 3/6/95Wymore Career Education Center 3/8/95Evans High School 3/13/95

Presentations to counselors and faculty to explain the Technical and Adult Education Centers of OrangeCounty's role with Tech Prep were given to:

Cypress Creek High Schbol 2/22/95Winter Park High School 3/1/95Colonial High School 3/15/95Edgewater High School 3/22/95University High School 3/29/95Jones High School 4/19/95Dr. Phillips High School 4/26/95


Student recruitment activities during career fairs or special workshops are another way theOrange/Osceola/Valencia Consortium reaches out to inform students. During these activities, students areinformed about the Integrated Learning through Tech Prep program and the opportunities that this programcan offer them. Contacts are listed below:

Career Day 2/20/95Apopka High School - students, parents 3/30/95Colonial High School - students 4/18/95

Project staff continue to communicate with school-based personnel and relay updated information on acontinuing basis. Schools that were visited and provided with updated information about the IntegratedLearning through Tech Prep program are listed below:

Parkway Middle School - Faculty presentation 1/5/95Cypress Creek 3/15/95Apopka High School 3/30/95Osceola High School - Drama class presentation 4/18/95Colonial High School 4/25/95Evans High School 4/27/95St. Cloud High School Spring 1995

PROCESS OBJECTIVE 3.6) By December 31, 1994, to identify and contact a minimum of 100 displacedhomemakers, single parents, single pregnant women, and potential female participants for technicaleducation programs leading to high wage, nontraditional careers and provide them with informationregarding postsecondary educations.,' opportunities through Tech Prep.

RESPONSE: This objective was completed in December 31, 1994:- Terry Rafter from Valencia CommunityCollege contacted and enrolled 111 members of this special population group. She also has a list of potentialcandidates who she will be contacting, as a part of an ongoing process through the next two years of the grant.All activities scheduled to move toward achievement of this objective were completed successfully.

Some of the alternative education programs in Orange and Osceola counties are addressed specifically tothis population. Targeting this population through interfacing with the already existing high school programswill continue to be examined.

PROCESS OBJECTIVE 3.7) By December 31, 1996, to utilize the existing Tech Prep public relationscommittee to develop a how-th-video and brochure aimed at providing educators with detailed instructionsregarding how to design, promote, administer, and evaluate a comprehensive Tech Prep program whichintegrates vocational and academic learning and offer the package to all state departments ofeducation.

RESPONSE: The Public Relations committee (in conjunction with Gecko Productions) developed threevideos. An Educators in Industry brochure was developed in September, 1994. The how-to video is scheduledto be completed in December, 1995. The completion of a print piece for educators was completed inJanuary, 1995. Four new promotional videos designed for parents, business and community are scheduled to becompleted in August, 1995. The "How-to Design an Integrated Vocational and Academic Learning Program"will be completed in December, 1995. All activities scheduled for 1995 to move toward achievement of thismulti-year objective are detailed below:

17

18


See video production comments in Process Objective 3.1.

See discussion on print piece for educators in Objective 3.1.

PROCESS OBJECTIVE 3.8) To attend a minimum of three national, regional, or state conferences eachyear to disseminate information and develop linkages with other programs with similar goals.

RESPONSE: The consortium met this objective and attended more than the three conferences planned in 1994.These conferences are listed in detail by Co-Directors and key administrators below. All activities scheduled for1995 are detailed below:

See meetings for all Co-Directors listed in "Administrative Meetings" on page 3, which also applies .:o thisprocess objective.

Paul Kinser, Provost of the West Campus at Valencia Community College and Chairman of thePostsecondary Integration of Vocational and Academics Committee: 1) attended the Florida State Tech PrepConference in Tampa, Florida on February 5-7, 1995 and made a presentation on Integrated Curriculum.2) gave a presentation to the Rotary Club of West Orlando about Postsecondary Education Opportunities onJanuary 12, 1995.

PROCESS OBJECTIVE 3.9) By December 31, 1997, to develop and sponsor a national conference inCentral Florida which will focus on Tech Prep and the integration of academic and vocational learningstrategies

RESPONSE: The consortium contacted the National Tech Prep Network again in May, 1995, and the networkinformed us that the conference would not be held in Orlando, Florida. The staff is discussing the possibility ofdissemination through another conference sponsored by the consortium.

PROCESS OBJECTIVE 3.10) By December 31, 1997, to complete a scientifically based rssearch studywhich documents the consortium's success and submit it to the U.S. Department of Education's ProgramEffectiveness panel.

RESPONSE: Compiling the required information for a scientifically-based research study will be an ongoingprocess over the next two and one-half years. Several processes are utilized to gather this data and are listed indetail below. Two external evaluators and one PEP Evaluator are consultants for this process. All activitiesscheduled for this year to move toward achievement of this multi-year objective are detailed below:

EVALUATION ACTIVITY

JANUARY 1995Met on January 5, 1995, with the district coordinators for the Orange/Osceola/Valencia Consortium and theSenior Manager of Program Testing and Evaluation in Orange County Schools to discuss assignments forareas in the evaluation plan.


The Orange/OsceolaNalencia Consortium developed a Integrated Learning through Tech Prep Master Planand an Objectives and Outcomes Schedule. The Integrated Learning through Tech Prep Evaluation Planwas completed January, 1995. The master schedule and evaluation plan are time phased for 1994 through1997 (see pages 21 and 30).

The student data collection system was utilized to establish a baseline for the consortium. The first initialcomputer run was conducted on January 17, 1995. The total number of signed student contracts for TechPrep in Orange County was 1,642 and the total number of signed student contracts for Tech Prep in OsceolaCounty was 785.

FEBRUARY 1995

The Florida Department of Education Tech Prep Site Visit was conducted on February 21, 1995. Receivedcommendations from the Florida Department of Education at the Site Evaluation for: Top levelAdministration Commitment, Communication - Networking with Agencies, Student Contracts, Diversity ofPrograms of Study, Marketing Material and Techniques, Emphasis of Economic Development, Utilizationof All Resources, Applied Infusion of College Courses, Educators in Industry, Business & IndustryScholarships, PEP Process & Outcome Base, Staff Development, Serving Special Population Students,Openness for Improvement Process.

Drs. Patsy Agee and Warren Harrell defined the suggested composition of the "focus groups" in theconsortium's evaluation plan.

MARCH 1995The Orange/OsceolaNalencia Consortium participated in the Florida School-to-Work Readiness Survey.

Drs. Patsy Agee and Warren Harrell designed an Educators-In-Industry survey which will evaluate howeffective the program is for teachers, administrators and counselors (pre- and post-). The results of thissurvey will document attitude/perception changes in those who have attended Educators-In-Industry. Thedesign of the survey was completed in March, 1995.

Drs. Patsy Agee and Warren Harrell designed an Educators In Industry survey to be utilized in businessesthat the teachers, administrators and counselors tour. The results of this survey will assess how effective theprogram is in business and will incorporate any needed changes into the program. This survey wascompleted in March, 1995.

MAY 1995The Project Manager Site Visit for the Integration of Vocational and Academic Learning program from theU.S. Department of Education was conducted on May 21-22, 1995.

JUNE 1995Results were received for the Counselors, Educators and Administrators survey which was conducted inDecember, 1994 from Dr. Marcus Lieberman, P.E.P. Evaluator.

The designed parent survey is being designed by Dr. Lieberman and will be completed by June, 1995.


The second scheduled data collection computer run was June 15, 1995. Total number of signed studentcontracts for the Orange/Osceola/Valencia Consortium is 4,368. The total number of eligible Tech Prepstudents who have taken Tech Prep applied classes is 4,436. The total number of signed contracts forOrange County is 3,255 and the total number of signed contracts for Osceola County is 1,113 students.Total eligible applied students for Orange County is 3,279 and for Osceola County is 1,157. Total numberof studeitts at the postsecondary level is 734. The total number of Tech Prep students for theOrange/Osceola/Valencia consortium is 9,538.

The Educator-In-Industry survey designed by Drs. Patsy Agee and Warren Harrell was piloted inJune, 1995.

JULY 1995The designed student survey will be completed by Dr. Marcus Lieberman in July, 1995.

Submission of Semi-Annual Performance Report to Washington, D.C. on July 31, 1995.

JULY 1995-SEPTEMBER 1995Dr. Lieberman is assisting with analyzing the results of the Postsecondary Academics Attitude Survey.

Drs. Patsy Agee and Warren Harrell will conduct the first Focus Groups in September, 1995.

CONCERNS

We do not have any concerns with the progress of the objectives of this multi-year project.

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25

303E

ST

31r

(Revised 1195)

MAJOR OBJECTIVE I

To increase cross departmental and inter-institutional faculty cooperation as demonstrated by the utilizationof at least 30 postsecondary vocational and academic faculty and administrators in the design, modification,and implementation of postsecondary-level academic courses in the areas of science, mathematics, andcommunication. Increased faculty knowledge regarding the process and benefits of such collaborative effortswill result in increased usage of "real world" applications in the modified courses and ultimately will resultin increased student achievement levels in targeted courses.

PROCESS OBJECTIVES

1.1 By Aueust 31, 1994. a minimum of 30 vocational and academicfaculty and administrators at Valencia and the Orange andOsceola county technical centers will participate in at least threestaff development activities which assist in the identification ofneeds and facilitate the development of an action plan for themodification of science. mathematics. and communicationscurriculum at their respective institutions for the purpose ofintegrating academic and vocational competencies throughincreased usage of real-world applications in classroominstruction. Staff development activities will include large andsn.all group workshops and presentations.

1.2 By August 31. 1995. a minimum of 30 vocational and academicfaculty and administrators at Valencia and the Orange andOsceola county technical centers will participate in theEducators-In-Industry professional development component ofthe Tech Prep program, visiting job sites in the local businesscommunity and job shadowing business representatives anaverage of once per month to examine the relationship andapplication of their respective fields of study to actualoccupations in industry.

1.3 By August 31, 1996. participating vocational and academicfaculty and administrators at Valencia and the Orange andOsceola county technical centers will develop and implementmodified curriculum strategies which integrate vocational andacademic learning in science. mathematics, and communicationscourses offered to Tech Prep students at the respectiveinstitutions. Corresponding instructional materials will bedesigned through contracted services as needed.

1.4 By August 31, 1996. consortium representatives will developnew secondary level Programs of Study which integrateacademic and vocational competencies in the discipline areas ofPublic Service and Marketing and which articulate intopostsecondary programs.

1.5 By August 31, 1997, a minimum of 250 vocational andacademic faculty and administrators from the consortium willparticipate in professional development activities whiChfacilitate the application of the integrated vocational andacademic curriculum in the disciplines of health. business.agribusiness. technical/industrial, public service, and marketing.Staff development activities will be in the form of small andlarge group workshops and presentations.

OUTCOMES

1.A Throughout the four year grant period, post-secondary science.mathematics, and communication faculty will demonstrateincreased understanding of the content and techniquesassociated with integrated vocational and academic learningthrough:

.a development and increased utilization of classroomlessons involving real world applications of subjectmatter;

.b documented attitude changes as measured by pre- andpost-activity assessment instruments;

.c expressed willingness to continue working relationshipswith technical faculty (established during the grantperiod) regarding potential curriculum modifications inthe futdre.

1.B The average performance of targeted A.S. and two yearvocational certificate program students in science, mathematics,and communication integrated learning courses in 1997 will befive points higher than the 1994 baseline data.

1.0 The average completion rate of targeted A.S. and two yearvocational certificate program students in science, mathematics.and communication integrated learning courses in 1997 will befive points higher than the 1994 baseline data.

1.D The average performance of targeted high school Tech Prepstudents applied science, applied mathematics, appliedcommunication integrated learning courses in 1997 will be 10points higher than 1990 baseline data.

1.E The average completion rate of targeted high school Tech Prepstudents in 1997 will he 10 points higher than the 1990baseline data.

32

27BEST COPY AVAILABLE

(Revised [MS)

MAJOR OBJECTIVE II

To increase secondary and postsecondary student job placement opportunities by establishing a postsecondarylevel internship/work experience component in the Orange-Osceola-Valencia Tech Prep program which buildsupon apprenticeship program plans administered at the secondary level and incorporates courses whichinvolve the integration of vocational and academic learning.

PROCESS OBJECTIVES

2.1 By December 31, 1994, a Tech Prep job development andinternship committee will be established and will develop anaction plan for securing 10 private sector partners willing tosponsor secondary and postsecondary student interns forprofessions which do not traditionally involve apprenticeships.

2.2 By December 31, 1996, 20 secondary and postsecondary TechPrep students will be placed in the project-sponsoredinternships related to their program of study. The number ofparticipants will increase by five points each subsequent year.

OUTCOMES

2.A Success in the internship work component will be demonstratedby:

.a continuous and consistent participation rates of 90percent for business and industry sponsors;

.b willingness of 70 percent of participating businesses tocontinue to sponsor students who chose to progress fromthe secondary to the postsecondary level;

.c willingness of 70 percent of participating students whochose to continue their education at the postsecondarylevel to continue their participation at the postsecondarylevel;

2.B Average placement rates for completers of targeted A.S. andtwo-year vocational certificate programs will remain at orabove the 90 percent level throughout the four-year grantperiod.

(Revised t(95)

MAJOR OBJECTIVE III

To increase local, regional, and national knowledge of successful integrated curriculum and job developmentstrategies by disseminating information and materials regarding the Orange-Osceola-Valencia Tech Prepprogram.

PROCESS OBJECTIVES OUTCOMES3.1 By August 31. 1994. to utilize the existing Tech Prep public 3.A In 1997, the number of special needs participants enrolled in the

relations committee to develop new promotional materials which Integrated Learning Tech Prep program at the secondery andspecifically address the needs of special populations, displaced postsecondary levels will increase as follows:homemakers, single parents, single pregnant women, anddislocated workers in military related occupations. .a The number of educationally and economically disadvan-

taged participants will increase by 30 points at thesecondary level when compared to 1990 baseline data;3.2 By August 31, 1994. to utilize the existing Tech Prep guidance

and counseling committee to develop new recruitment strategieswhich specifically focus on special populations. displacedhomemaker, single parents, single pregnant women. anddislocated workers in military related occupations.

3.3 By December 31, 1994, to identify a minimum of 200 adults whohave been dislocated as a result of military downsizing anddefense industry reductions and provide them with informationabout retraining opportunities through Tech Prep.

3.4 By December 31, 1994, to identify and contact 100 percent of allhigh school students at targeted sites who are disabled and providethem with information regarding postsecondary educationalopportunities through Tech Prep.

3.5 By December 31, 1994, to identify and contact a minimum of 50percent of all special needs high school students (female,economically disadvantaged, educationally disadvantaged, andlimited English proficient) at targeted sites and provide them withinformation regarding postsecondary educational opportunitiesthrough Tech Prep.

3.6 By December 31. 1994, to identify and contact a minimum of 100displaced homemakers, single parents. single pregnant women,and potential female participants for technical education programsleading to high wage, nontraditional careers and provide themwith information regarding postsecondary educationalopportunities through Tech Prep.

3.7 By December 31, 1996, to utilize the existing Tech Prep publicrelations committee to develop a how-to-video and brochureaimed at providing educators with detailed instructions regardinghow to design. promote, administer, and evaluate a comprehensiveTech Prep program which integrates vocational and academiclearning and offer the package to all state departments ofeducation.

3.8 To attend a minimum of three national, regional. or stateconferences each year to disseminate information and developlinkages with other programs with similar goals.

3.9 By December 31. 1997. to develop and sponsor a nationalconference in Central Florida which will focus on Tech Prep andthe integration of academic and vocational learning strategies.

3.10 By December 31. 1997. to complete a scientifically basedresearch study which documents the consortium's success andsubmit it to the U.S. Department of Education's ProgramEffectiveness panel.

.b The number of educationally and economically disadvan-taged participants choosing to pursue postsecondary levelstudies will increase by 20 points when compared to 1990baseline data;

.c The number of displaced homemakers. single parents, addsingle pregnant women pursuing targeted postsecondarylevel programs will increase by 5 points when compared to1994 baseline data;

.d The number of disabled participants will increase by 20points at thesecondary level when compared with 1990baseline data;

.e The number of disabled participants choosing to pursuepostsecondary level studies will increase by 10 points whencompared to the 1990 baseline data:

.t' The number of limited English proficient participants willincrease by 20 points at the secondary level when comparedto 1990 baseline data;

.g The number of limited English proficient participantschoosing to pursue postsecondary level studies willincrease by 10 points when compared to 1990 baselinedata.

3.B By 1997, a minimum of 200 media kits will be shared nationally.

3.0 By 1997, a minimum of 12 presentations will be made at national,regional, or state conferences.

3.D By 1997, written documentation will verify a minimum of twomajor linkages with related programs, established for the purposeof participating in information sharing and receiving input fromgeographically diverse programs.

3.E In 1997, 500 secondary and postsecondary educators fromthroughout the nation will attend a consortium sponsoredconference held in Central Florida.

3.F In 1998, the U.S. Department of Education's Program Effectivenesspanel will accept the consortium's research study in the NationalDiffusion Network and expand the nationwide availability ofprogram information.

29 34

7/10

/95

TE

CH

PR

EP

AN

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TE

GR

AT

ION

EV

ALU

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PLA

N

MA

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athe

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41

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3) P

ortfo

lios

Till

erD

rosi

nJo

nes

Mos

ley

Em

ery

Han

son

Ols

onA

gee

Har

rell

01.1

11M

MM

amer

Till

erD

rosi

nJo

nes

Mos

ley

Em

ery

Han

son

Ols

onA

gee

Har

rell 42

MM

.. ..

EV

ALU

AT

ION

QU

ES

TIO

NS

Pro

cess

Obj

ectiv

e 1.

4

a) H

ave

new

sec

onda

ry le

vel p

rogr

ams

ofst

udy

whi

ch a

rtic

ulat

e w

ith p

osts

econ

dary

been

dev

elop

ed in

Pub

lic S

ervi

ce a

nd

Mar

ketin

g?

a) H

ave

new

sec

onda

ry le

vel p

rogr

ams

ofst

udy

whi

ch in

tegr

ate

acad

emic

and

voca

tiona

l com

pete

ncie

s be

en d

evel

oped

in P

ublic

Ser

vice

and

Mar

ketin

g?

Pro

cess

Obj

ectiv

e 1.

5

a) H

ow m

any

facu

lty m

embe

rs p

artic

ipat

edin

sta

ff de

velo

pmen

t act

iviti

es?

Sta

ndar

d/B

ench

mar

ks

By

Aug

31,

199

6 at

leas

ton

e ne

w s

econ

dary

pro

gram

of s

tudy

whi

ch a

rtic

ulat

esw

ith p

osts

econ

dary

has

been

dev

elop

ed in

Pub

licS

ervi

ce a

nd M

arke

ting?

141.

4.0.

10

By

Aug

31,

199

6 at

leas

ton

e ne

w s

econ

dary

pro

gram

of s

tudy

was

dev

elop

edw

here

aca

dem

ic a

ndvo

catio

nal w

orke

d to

geth

erto

dev

elop

pro

gram

s of

stu

dyin

Pub

lic S

ervi

ce a

nd

Mar

ketin

g?

By

Aug

31,

199

7 a

min

imum

of 2

50 fa

culty

have

par

ticip

ated

in s

taff

deve

lopm

ent.

b) D

id th

e st

aff d

evel

opm

ent a

ctiv

ity fa

cilit

ate

By

Aug

31,

199

7 a

the

appl

icat

ion

of in

tegr

atio

n?m

ajor

ity o

f par

ticip

ants

have

indi

cate

d po

sitiv

eat

titud

es to

war

d ap

plyi

ngth

e in

tegr

atio

n co

ncep

t.

Dat

aC

olle

ctio

n D

ata

Ele

men

ts

Aug

31,

96

Num

ber

of n

ewse

cond

ary

prog

ram

s of

stud

y w

hich

hav

e be

ende

velo

ped

in P

ublic

Ser

vice

& M

arke

ting.

Dec

95

Aug

94

Aug

31,

96

Num

ber

of n

ewse

cond

ary

prog

ram

s of

stud

y w

hich

hav

e be

ende

velo

ped

in P

ublic

Ser

vice

& M

arke

ting

and

mee

t the

crit

eria

for

proc

ess

obje

ctiv

e 1.

4

Lead

&D

ata

Sou

rce.

Met

hod

Ass

oc.

Art

icul

atio

n ag

reem

ents

.E

mer

yH

anso

nO

lson

Mar

ketin

g-A

ug 9

4

Pro

gram

dev

elop

men

tE

mer

yre

port

sH

anso

nO

lson

Aug

31,

97

Agg

rega

te n

umbe

r of

Sta

ff de

velo

pmen

tpa

rtic

ipan

ts in

sta

ffro

ster

.

deve

lopm

ent.

Aug

31,

97

Num

ber

of fa

culty

that

chan

ged

curr

icul

umfo

rmat

inte

grat

ing

acad

emic

& v

ocat

iona

lin

the

clas

sroo

m.

43es

t.

1) S

taff

deve

lopm

ent

anal

ysis

form

.2)

Sta

ff de

velo

pmen

tev

alua

tion

form

.

3) A

ttitu

de s

urve

ys

Com

plet

ion

Dat

e

Em

ery

Apr

94

Han

son

Ols

on

Till

erC

antr

ell

Mig

liore

Em

ery

Han

son

Ols

onT

hom

asW

oodc

ock

44

EV

ALU

AT

ION

QU

ES

TIO

NS

*Out

com

e 1.

A

Thr

ough

out t

he fo

ur y

ear

perio

d, d

idpo

stse

cond

ary

scie

nce,

mat

h an

dco

mm

unic

atio

ns fa

culty

dem

onst

rate

incr

ease

d un

ders

tand

ing

of th

e co

nten

t and

tech

niqu

es a

ssoc

iate

d w

ith v

ocat

iona

l and

acad

emic

lear

ning

thro

ugh:

a) In

crea

sed

utili

zatio

n in

volv

ing

real

wor

ld

appl

icat

ions

?

b) A

ttitu

de c

hang

es d

ocum

ente

d by

pre

-an

d po

st-a

sses

smen

ts?

Sta

ndar

d/B

ench

mar

ks

By

Aug

31,

199

7 in

crea

sed

utili

zatio

n ha

s be

ende

mon

stra

ted

over

res

ults

obta

ined

in A

ug 1

996

as

requ

ired

by P

roce

ssO

bjec

tive

1.3

By

Aug

31,

199

7 po

sitiv

ech

ange

s ha

ve b

een

docu

men

ted.

c) W

illin

gnes

s to

con

tinue

wor

king

rela

tions

hips

est

ablis

hed

durin

g gr

ant

perio

d?

45

By

Aug

31,

199

7ac

adem

ic fa

culty

hav

e

expr

esse

d w

illin

gnes

s to

cont

inue

wor

king

rela

tions

hips

with

voc

atio

nal/

tech

nica

l fac

ulty

reg

ardi

ngpo

tent

ial c

urric

ulum

mod

ifica

tions

.

Dat

aLe

ad &

Com

plet

ion

Col

lect

ion

Dat

a E

lem

ents

Dat

a S

ourc

e, M

etho

dA

ssoc

.

Aug

31,

97

Num

ber

of s

trat

egie

sim

plem

ente

d in

sci

ence

,m

ath,

com

mun

icat

ions

cour

ses

at:

Val

enci

a

Ora

nge

coun

tyO

sceo

la c

ount

y

Aug

31,

97

The

mea

n de

finin

g th

eat

titud

e of

all

resp

onde

nts

to a

ll ite

ms

on th

e at

titud

e sc

ale

for

both

pre

- an

d po

st-

asse

ssm

ents

.

Aug

31,

97

1) D

ocum

ente

d po

sitiv

eat

titud

es.

2) P

revi

ous

coop

erat

ive

wor

king

rel

atio

nshi

ps.

3) F

acul

ty s

tate

men

ts o

fin

tent

to c

ontin

ue

wor

king

rel

atio

nshi

ps.

35

1) S

urve

y of

teac

hers

2) F

ocus

gro

ups

3) P

ortfo

lios

Pre

- an

d po

st-

attit

ude

surv

eys.

1) A

ttitu

de s

urve

y2)

Por

tfolio

of a

ctiv

ities

.

3) F

ocus

gro

ups

4) F

acul

ty s

urve

y

Till

erC

antr

ell

Mig

liore

Dro

sin

Jone

s

Mos

ley

Em

ery

Han

son

Ols

onT

hom

asW

oodc

ock

Age

eH

arre

ll

Woo

dcoc

kT

hom

as

Till

erC

antr

ell

Mig

liore

Em

ery

Han

son

Ols

onT

hom

asW

oodc

ock

46

EV

ALU

AT

ION

QU

ES

TIO

NS

'Out

com

e 1.

B

Was

the

aver

age

perf

orm

ance

of t

arge

ted

post

seco

ndar

y st

uden

ts in

199

7 in

sci

ence

,m

ath,

and

com

mun

icat

ions

five

poi

nts

high

er th

an th

e 19

94 b

asel

ine?

'Out

com

e 1.

0

Sta

ndar

d/B

ench

mar

ks

Was

the

aver

age

com

plet

ion

rate

of

targ

eted

pos

tsec

onda

ry s

tude

nts

in 1

997

five

poin

ts h

ighe

r th

an th

e 19

94ba

selin

e?

The

re h

as b

een

a m

inim

umof

a 5

poi

nt in

crea

se in

perf

orm

ance

of t

arge

ted

post

seco

ndar

y st

uden

tsin

199

7 ov

er 1

994

base

line.

The

re h

as b

een

a m

inim

umof

a 5

poi

nt in

crea

se in

the

aver

age

com

plet

ion

rate

of t

arge

ted

post

seco

ndar

y st

uden

ts in

1997

ove

r 19

94 b

asel

ine.

47

Dat

aC

olle

ctio

n D

ata

lem

ents

Dec

31,

97A

ug 3

1,97

1) 1

994

base

line

data

-av

erag

e sc

ores

for

all .

A.S

. deg

ree

stud

ents

and

Ave

rage

sco

res

for

all p

osts

econ

dary

voca

tiona

l cer

tific

ate

stud

ents

in:

Sci

ence

Mat

hC

omm

unic

atio

ns2)

199

7 da

ta-

Ave

rage

scor

es o

f all

targ

eted

A.S

. deg

ree

stud

ents

and

Ave

rage

sco

res

ofal

l tar

gete

dpo

stse

cond

ary

voca

tiona

l cer

tific

ate

stud

ents

in:

Sci

ence

Mat

hC

omm

unic

atio

ns

Dec

31,

97

1) 1

994

base

line

data

-

Aug

31,

com

plet

ion

rate

s of

A.S

. deg

ree

and

2 ye

arvo

catio

nal c

ertif

icat

est

uden

ts.

2) 1

997

com

plet

ion

rate

sfo

r ta

rget

edpo

stse

cond

ary

stud

ents

.

36

Lead

&C

ompl

etio

nD

ata

Sou

rce.

Met

hod

Ass

oc.

1) A

SS

ET

test

res

ults

2) A

CT

test

(re

plac

esA

SS

ET

)3)

Sci

ence

per

form

ance

asse

ssm

ent.

Com

plet

ion

rate

rec

ords

(Com

mitt

ee o

fP

ract

ition

ers

Rep

ort

form

ula)

.

Woo

dcoc

kE

mer

yH

anso

nO

lson

Tho

mas

Woo

dcoc

kE

mer

yH

anso

nO

lson

Tho

mas

48

EV

ALU

AT

ION

QU

ES

TIO

NS

*Out

com

e 1.

D

Was

the

aver

age

perf

orm

ance

of t

arge

ted

high

sch

ool T

ech

Pre

p st

uden

ts in

app

lied

cour

ses

in 1

997

ten

poin

ts h

ighe

rth

an th

e 19

94 b

asel

ine?

Sta

ndar

d/B

ench

mar

ks

The

re h

as b

een

a m

inim

umof

a 1

0 po

int i

ncre

ase

inth

e av

erag

e pe

rfor

man

ceof

targ

eted

hig

h sc

hool

Tec

h P

rep

stud

ents

inap

plie

d co

urse

s ov

er19

94 b

asel

ine.

*Out

com

e 1.

E

Was

the

aver

age

com

plet

ion

rate

of

targ

eted

Hig

h S

choo

l Tec

h P

rep

stud

ents

in 1

997

ten

poin

ts h

ighe

r th

anth

e 19

94-9

5 ba

selin

e? 49

The

re h

as b

een

a m

inim

umof

a 1

0 po

int i

ncre

ase

inth

e av

erag

e co

mpl

etio

nra

te o

f tar

gete

d hi

ghsc

hool

Tec

h P

rep

stud

ents

in 1

997

over

the

1994

-95

base

line.

Dat

aC

olle

ctio

n D

ata

Ele

men

ts

Dec

31,

97

1) 1

994

base

line

data

-A

ug 3

1, 9

7sc

ores

in s

cien

ce,

mat

h an

dco

mm

unic

atio

ns.

2) 1

997

data

- s

core

s of

targ

eted

hig

h sc

hool

Tec

h P

rep

stud

ents

insc

ienc

e, m

ath,

and

com

mun

icat

ions

.

Dec

31,

97

The

199

4-95

bas

elin

eA

ug 3

1, 9

7 da

ta a

nd 1

997

data

of

com

plet

ion

rate

s fo

rta

rget

ed h

igh

scho

olT

ech

Pre

p st

uden

ts.

37

Dat

a S

ourc

e. M

etho

d

Hig

h sc

hool

stan

dard

ized

mea

sure

s.

Com

plet

ion

rate

rec

ords

(Com

mitt

ee o

fP

ras)

titio

ners

Rep

ort

form

ula)

.

50

Lead

&C

ompl

etio

nA

ssoc

.D

ate

Woo

dcoc

kE

mer

yH

anso

nO

lson

Tho

mas

Woo

dcoc

kE

mer

yH

anso

nO

lson

Tho

mas

MA

JOR

OB

JEC

TIV

E 2

- T

o in

crea

se s

econ

dary

and

pos

tsec

onda

ry s

tude

nt jo

b pl

acem

ento

ppor

tuni

ties

by e

stab

lishi

ng a

pos

tsec

onda

ry le

vel i

nter

nshi

p/

wor

k ex

perie

nce

com

pone

nt in

the

Ora

nge

/Osc

eola

/Val

enci

a T

ech

Pre

p pr

ogra

mw

hich

bui

lds

upon

app

rent

ices

hip

prog

ram

pla

ns a

dmin

iste

red

at

the

seco

ndar

y le

vel a

nd in

corp

orat

es c

ours

es w

hich

invo

lve

the

inte

grat

ion,

of v

ocat

iona

l and

aca

dem

ic le

arni

ng.

EV

ALU

AT

ION

QU

ES

TIO

NS

Pro

cess

Obj

ectiv

e 2.

1

a) W

as a

job

deve

lopm

ent a

nd in

tern

ship

com

mitt

ee e

stab

lishe

d?

b) W

as a

n ac

tion

plan

dev

elop

ed ?

Pro

cess

Obj

ectiv

e 2.

2

a) W

ere

20 T

ech

Pre

p st

uden

ts p

lace

din

proj

ect s

pons

ored

inte

rnsh

ips

rela

ted

toth

eir

prog

ram

s of

stu

dy?

b) D

id th

e nu

mbe

r of

par

ticip

ants

incr

ease

by 5

poi

nts

each

sub

sequ

ent y

ear?

51

Sta

ndar

d/B

ench

mar

ks

By

Dec

31,

94

a co

mm

ittee

was

est

ablis

hed.

By

Dec

31,

94

an a

ctio

npl

an w

as d

evel

oped

tose

cure

ten

priv

ate

sect

or

part

ners

.

By

Dec

31,

96,

at l

east

20

seco

ndar

y &

pos

tsec

onda

ryT

ech

Pre

p st

uden

ts h

ave

been

pla

ced

in in

tern

ship

spr

ovid

ed b

y at

leas

t 10

priv

ate

sect

or p

artn

ers.

Uat

aLe

ad &

Com

pC

olle

ctio

n D

ata

Ele

men

tsD

ata

Sou

rce.

Met

hoa

Ass

oc.

D.

Dec

31,

94

Com

mitt

ee m

embe

rshi

pC

omm

ittee

sel

ectio

ncr

iteria

pro

cess

rec

ords

Han

son

Em

ery

Jun

Ols

on

Dec

31,

94

Com

plet

ed a

ctio

n pl

an.

Act

ion

plan

form

at &

reco

rds.

Han

son

Em

ery

Dec

9

Ols

on

The

re h

as b

een

anin

crea

se o

f at l

east

5po

ints

in th

e nu

mbe

rof

par

ticip

ants

eac

h

subs

eque

nt y

ear.

Dec

31,

96

1) N

umbe

r of

Tec

h P

rep

stud

ents

pla

ced

in

proj

ect s

pons

ored

inte

rnsh

ips.

2) N

umbe

r of

priv

ate

sect

or p

artn

ers.

Dec

31,

97

Num

ber

of T

ech

Pre

pA

ug 3

1, 9

7 st

uden

t par

ticip

ants

each

yea

r.

38

BE

ST C

OPY

AV

AIL

AB

LE

1) S

tude

nt p

rogr

ess

mon

itorin

g re

cord

s.

2) In

tern

ship

spo

nsor

agre

emen

ts.

Stu

dent

pro

gres

sm

onito

ring

reco

rds.

Han

son

Em

ery

Ols

on

Han

son

Em

ery

Ols

on 52

EV

ALU

AT

ION

QU

ES

TIO

NS

Out

com

e 2.

A

Thr

ough

out t

he 4

yea

r gr

ant p

erio

d, w

assu

cces

s in

the

inte

rnsh

ip w

ork

com

pone

ntde

mon

stra

ted

by:

a) C

ontin

uous

and

con

sist

ent p

artic

ipat

ion

rate

s of

bus

ines

s sp

onso

rs?

Sta

ndar

d/B

ench

mar

ks

The

ann

ual p

artic

ipat

ion

rate

of a

t lea

st 9

0% h

asbe

en m

aint

aine

d by

busi

ness

spo

nsor

s.

b) A

will

ingn

ess

of b

usin

esse

s to

con

tinue

spon

sorin

g st

uden

ts fr

om s

econ

dary

topo

stse

cond

ary

leve

ls?

c) W

illin

gnes

s of

sec

onda

ry, s

tude

nts

who

choo

se to

con

tinue

on

to p

osts

econ

dary

educ

atio

n to

als

o co

ntin

ue p

artic

ipat

ing

in in

tern

ship

pro

gram

?

*Out

com

e 2.

B

Bus

ines

ses

have

bee

nw

illin

g to

con

tinue

spon

sorin

g at

an

annu

alra

te o

f 70%

or

abov

e,st

uden

ts w

ho m

ove

from

seco

ndar

y to

post

seco

ndar

y ed

ucat

ion.

Stu

dent

s w

ho m

ove

from

seco

ndar

y to

post

seco

ndar

y ed

ucat

ion

have

bee

n w

illin

g to

cont

inue

thei

rpa

rtic

ipat

ion

in th

ein

tern

ship

pro

gram

at a

nan

nual

rat

e of

70%

or

abov

e.

Did

the

aver

age

plac

emen

t rat

es fo

rco

mpl

eter

s of

targ

eted

A.S

. deg

ree

and

2 yr

voca

tiona

l cer

tific

ates

pro

gram

s re

mai

n at

the

desi

red

leve

l thr

ough

out t

he 4

yea

r gr

ant

perio

d?

Ann

ual a

vera

ge p

lace

men

tra

tes

for

com

plet

ers

of

targ

eted

pro

gram

s ha

vere

mai

ned

at o

r ab

ove

90%

.

Jo

Dat

aC

olle

ctio

n D

ata

Ele

men

ts

Dec

31,

97

Num

ber

of s

pons

ors

Aug

31,

97

prov

idin

g co

ntin

uous

part

icip

atio

n.

Dec

31,

97

Num

ber

of b

usin

esse

sA

ug 3

1, 9

7 co

ntin

uing

to s

pons

orre

cord

sst

uden

ts w

ho m

ove

from

seco

ndar

y to

post

seco

ndar

y ed

ucat

ion.

Lead

&C

ompl

eti

Dat

a S

ourc

e, M

etho

dA

ssoc

.D

_Big

Inte

rnsh

ip s

pons

orag

reem

ents

Inte

rnsh

ip r

enew

al

Dec

31,

97

Aug

31,

97

Num

ber

of s

econ

dary

stud

ents

who

cho

ose

reco

rds.

to c

ontin

ue p

artic

ipat

ing

in in

tern

ship

pro

gram

whe

n th

ey m

ove

to

post

seco

ndar

yed

ucat

ion.

Inte

rnsh

ip r

enew

al

Dec

31,

97

Num

ber

plac

emen

ts fo

rA

ug 3

1, 9

7 th

e co

mpl

eter

s of

targ

eted

pro

gram

s.

39

1

Han

son

Em

ery

Ols

on

Han

son

Em

ery

Ols

on

Han

son

Em

ery

Ols

on

Ann

ual p

lace

men

t rec

ords

.H

anso

n

Em

ery

Ols

on J4

MA

JOR

OB

JEC

TIV

E 3

- T

o in

crea

se lo

cal,

regi

onal

, and

nat

iona

l kno

wle

dge

of s

ucce

ssfu

l int

egra

ted

curr

icul

um a

nd jo

b de

velo

pmen

t str

ateg

ies

bydi

ssem

inat

ing

info

rmat

ion

and

mat

eria

ls r

egar

ding

the

Ora

nge/

Osc

eola

Nal

enci

a-T

ech

Pp

prog

ram

.

EV

ALU

AT

ION

QU

ES

TIO

NS

Pro

cess

Obj

ectiv

e 3.

1

Wer

e ne

w p

rom

otio

nal m

ater

ials

dev

elop

edto

incl

ude

the

need

s of

the

spec

ial

grou

ps li

sted

in th

e P

roce

ss O

bjec

tive

3.1?

.0,1

1P

roce

ss O

bjec

tive

3.2

Wer

e ne

w r

ecru

itmen

t str

ateg

ies

deve

lope

dw

hich

incl

ude

the

popu

latio

ngr

oups

list

ed in

Pro

cess

Obj

ectiv

e 3.

2?

Pro

cess

Obj

ectiv

e 3.

3

a) W

ere

adul

ts id

entif

ied

who

had

bee

ndi

sloc

ated

as

a re

sult

of m

ilita

ry o

rde

fens

e ad

just

men

ts?

b) W

ere

thes

e ad

ults

pro

vide

d w

ithin

form

atio

n ab

out r

etra

inin

g op

port

uniti

es?

55

Sta

ndar

d/B

ench

mar

ks

By

Aug

31,

199

4, n

ewpr

omot

iona

l mat

eria

ls h

adbe

en d

evel

oped

to in

clud

eth

e ne

eds

of th

e gr

oups

liste

d in

Pro

cess

Obj

ectiv

e3.

1.

By

Aug

31,

199

4, n

ewre

crui

tmen

t str

ateg

ies

had

been

dev

elop

ed w

hich

incl

ude

the

popu

latio

ngr

oups

list

ed in

Pro

cess

Obj

ectiv

e 3.

2.

By

Dec

31,

199

4, a

min

imum

of 2

00 a

dults

who

Feb

95

adul

ts id

entif

ied.

had

been

dis

loca

ted

had

been

iden

tifie

d.

Dat

aC

olle

ctio

n D

ata

Ele

men

ts

Aug

31,

94

Num

ber

of n

ew m

ater

ials

deve

lope

d to

incl

ude

the

need

s gr

oups

list

ed.

Aug

31,

94

Num

ber

of n

ewre

crui

tmen

t str

ateg

ies

deve

lope

d to

incl

ude

grou

ps li

sted

.

Dec

31,

94

Num

ber

of d

islo

cate

d

By

Dec

31,

199

4, th

eid

entif

ied

adul

ts h

ad b

een

prov

ided

with

info

rmat

ion

abou

t ret

rain

ing

oppo

rtun

ities

.

Dec

31,

94

Num

ber

of id

entif

ied

Feb

95

adul

ts p

rovi

ded

with

info

rmat

ion.

40

Lead

&C

ompl

etio

nD

ata

Sou

rce.

Met

hod

Ass

oc,

Pat

e

Pro

mot

iona

l mat

eria

lsE

mer

yD

ec 9

4de

velo

ped

to in

clud

eH

anso

nth

e ne

eds

of g

roup

s-

Ols

onlis

ted.

0....

..1*

Rec

ruitm

ent s

trat

egie

sde

velo

ped

to in

clud

eth

e gr

oups

list

ed.

Till

erA

ug 9

4E

mer

yH

anso

nO

lson

1) L

ist o

f ide

ntifi

ed a

dults

.T

iller

May

95

2) In

form

atio

nal m

emo.

Em

ery

1) R

ecor

ds o

f inf

orm

atio

nT

iller

May

95

dist

ribut

ed.

Em

ery

2) M

etho

ds o

f dis

trib

utio

n.

EV

ALU

AT

ION

QU

ES

TIO

NS

Pro

cess

Obj

ectiv

e 3.

4

Wer

e al

l hig

h sc

hool

stu

dent

s w

ithdi

sabi

litie

s at

targ

eted

site

s id

entif

ied,

cont

acte

d an

d pr

ovid

ed in

form

atio

n?

Pro

cess

Obj

ectiv

e 3

5

Wer

e sp

ecia

l nee

ds h

igh

scho

ol s

tude

nts

at ta

rget

ed s

ites

iden

tifie

d, c

onta

cted

,an

d pr

ovid

ed in

form

atio

n?

Pro

cess

Obj

ectiv

e 3.

6

Wer

e th

e sp

ecia

l gro

ups

liste

d in

pro

cess

Obj

ectiv

e 3.

6 id

entif

ied,

con

tact

ed, a

ndpr

ovid

ed in

form

atio

n re

lativ

e to

hig

h w

age

nont

radi

tiona

l car

eers

?

Sta

ndar

d/B

ench

mar

ks

By

Dec

31,

199

4, 1

00%

of

all h

igh

scho

ol s

tude

nts

with

dis

abili

ties

at ta

rget

edsi

tes

had

been

iden

tifie

d,co

ntac

ted

and

prov

ided

-info

rmat

ion.

By

Dec

31,

199

4, a

t lea

st50

% o

f spe

cial

nee

ds h

igh

scho

ol s

tude

nts

at ta

rget

edsi

tes

had

been

iden

tifie

d,co

ntac

ted,

and

pro

vide

d w

ithin

form

atio

n.

By

Dec

31,

199

4, a

min

imum

of 1

00 m

embe

rsof

the

spec

ial g

roup

s lis

ted

in P

roce

ss O

bjec

tive

3.6

had

iden

tifie

d, c

onta

cted

, and

prov

ided

with

info

rmat

ion

rega

rdin

g po

stse

cond

ary

educ

atio

n op

port

uniti

esth

roug

h T

ech

Pre

p.

Pro

cess

Obj

ectiv

e 3.

7

a) W

ere

the

how

-to-

vide

o an

d br

ochu

rere

late

d to

pro

duci

ng a

com

preh

ensi

vean

d in

tegr

ated

Tec

h P

rep

prog

ram

deve

lope

d?

Dat

aC

olle

ctio

n D

ata

Ele

men

ts

Dec

31,

94

1) N

umbe

r of

hig

h sc

hool

Feb

95

stud

ents

with

dis

abili

ties

at e

ach

targ

eted

site

.2)

Num

ber

and

% o

fst

uden

ts w

ith d

isab

ilitie

sco

ntac

ted

and

prov

ided

info

rmat

ion.

Dec

31,

94

1) N

umbe

r of

spe

cial

Feb

95

need

s hi

gh s

choo

lst

uden

ts a

t eac

hta

rget

ed s

ite.

2) N

umbe

r an

d %

of

.

spec

ial n

eeds

stu

dent

sco

ntac

ted

and

prov

ided

info

rmat

ion.

Dec

31,

94

1) N

umbe

r of

per

sons

iden

tifie

d.2)

Num

ber

of id

entif

ied

pers

ons

cont

acte

d an

dpr

ovid

ed in

form

atio

n.

By

Dec

31,

199

6, a

vid

eo,

and

broc

hure

hav

e be

ende

velo

ped.

AM

*

Dec

31,

96

How

-to-

vide

o an

dD

ec 9

5ac

com

pany

ing

broc

hure

.

41

BE

ST C

OPY

AV

AIL

AB

LE

Lead

&C

ompl

etio

nD

ata

Sou

rce.

Met

hod

Ass

oc.

1) L

ist o

f all

stud

ents

with

dis

abili

ties

atta

rget

ed s

ites.

2) L

ist o

f stu

dent

sw

ith d

isab

ilitie

sco

ntac

ted

and

prov

ided

info

rmat

ion.

3) M

etho

ds u

sed

topr

ovid

e in

form

atio

n.

1) L

ist o

f all

spec

ial n

eeds

stud

ents

at t

arge

ted

site

s.2)

Lis

t of s

peci

al n

eeds

stud

ents

con

tact

ed a

ndpr

ovid

ed in

form

atio

n.3)

Met

hods

use

d to

prov

ide

info

rmat

ion.

Ols

onM

ay 9

5E

mer

yH

anso

n

Ols

onM

ay 9

5E

mer

yH

anso

n

1) L

ist o

f per

sons

iden

tifie

d.2)

Lis

t of p

erso

nsco

ntac

ted

and

prov

ided

info

rmat

ion.

3) M

etho

ds u

sed

topr

ovid

e in

form

atio

n.

Pro

duct

s pr

oduc

ed.

Em

ery

Dec

31,

94

Han

son

Ols

onR

afte

r

Woo

dcoc

kE

mer

yH

enke

l

.58

EV

ALU

AT

ION

QU

ES

TIO

NS

Pro

cess

Obj

ectiv

e 3.

7con

tinue

d

b) W

as th

e pa

ckag

e of

fere

d to

all

stat

ede

part

men

ts o

f edu

catio

n?

Sta

ndar

d/B

ench

mar

ks

By

Dec

31,

199

6, th

epa

ckag

e ha

s be

en o

ffere

dto

all

stat

e de

part

men

ts o

fed

ucat

ion.

Dat

aC

olle

ctio

n D

ata

Ele

men

ts

Dec

31,

96

1) N

umbe

r of

offe

rs.

2) N

umbe

r of

pac

kage

sde

liver

ed.

Pro

cess

Obj

ectiv

e 3.

8

Wer

e na

tiona

l, re

gion

al, o

r st

ate

conf

eren

ces

atte

nded

eac

h ye

ar to

diss

emin

ate

info

rmat

ion

and

deve

lop

linka

ges

with

oth

er p

rogr

ams

havi

ngsi

mila

r go

als?

A m

inim

um o

f 3 n

atio

nal,

regi

onal

, or

stat

eco

nfer

ence

s ha

ve b

een

atte

nded

ann

ually

in o

rder

to d

isse

min

ate

info

rmat

ion

and

deve

lop

linka

ges

with

prog

ram

s ha

ving

sim

ilar

goal

s.

Dec

31,

97

1) N

umbe

r an

d ty

pes

Aug

31,

97

of c

onfe

renc

es a

ttend

ed

annu

ally

.2)

Typ

es o

f inf

orm

atio

ndi

ssem

inat

ed.

3) N

umbe

r an

d ty

pes

of li

nkag

es m

ade

with

othe

r pr

ogra

mre

pres

enta

tives

.

Pro

cess

Obj

ectiv

e 3.

9

Did

the

proj

ect s

taff

deve

lop

and

spon

sor

a na

tiona

l con

fere

nce

that

focu

sed

onT

ech

Pre

p an

d in

tegr

atio

n of

aca

dem

ican

d vo

catio

nal l

earn

ing

stra

tegi

es?

Pro

cess

Obj

ectiv

e 3.

10

a) W

as a

sci

entif

ical

ly b

ased

res

earc

hst

udy

whi

ch d

ocum

ente

d th

eco

nsor

tium

's s

ucce

ss c

ompl

eted

?

b) W

as th

e co

mpl

eted

stu

dy s

ubm

itted

toth

e U

.S. D

ept o

f Edu

catio

n P

rogr

amE

ffect

iven

ess

Pan

el? 59

By

Dec

31,

199

7, a

natio

nal c

onfe

renc

e ha

sbe

en h

eld

in C

entr

al F

lorid

aw

ith a

focu

s on

Tec

h P

rep

and

the

inte

grat

edcu

rric

ulum

.

By

Dec

31,

199

7, th

ere

sear

ch s

tudy

has

bee

n

com

plet

ed.

Dec

31,

97

1) N

umbe

r of

per

sons

1996

in a

ttend

ance

.

2) S

tate

s re

pres

ente

d.3)

Con

fere

nce

topi

cs.

Dec

31,

97

Doc

umen

ted

ON

GO

ING

sci

entif

ical

ly b

ased

rese

arch

stu

dy.

By

Dec

31,

199

7, th

e st

udy

Dec

31,

97

Ack

now

ledg

men

t by

has

been

sub

mitt

ed to

PE

P.

ON

GO

ING

PE

P o

f rec

eipt

of s

tudy

.

42

Lead

&C

ompl

etio

nD

ata

Sou

rce.

Met

hod

Ass

oc.

pate

1) E

vide

nce

of p

rodu

ctpr

omot

ion.

2) D

istr

ibut

ion

reco

rds.

Em

ery

Han

son

Ols

on

1) A

ttend

ance

rec

ords

.2)

Dis

sem

inat

ion

reco

rds.

& c

onfe

renc

e ag

enda

s.3)

Con

fere

nces

not

es.

4) F

ollo

w-u

p co

ntac

ts.

Till

erC

antr

ell

Mig

liore

Em

ery

Han

son

Ols

onT

hom

asW

oodc

ock

1) A

ttend

ance

rec

ords

.T

iller

2) C

onfe

renc

e pr

ogra

m.

Can

trel

l

Mig

liore

Em

ery

Han

son

Ols

on

Info

rmat

ion

rela

ted

toW

oodc

ock

achi

evem

ent o

f pro

ject

Tho

mas

obje

ctiv

es.

Res

pons

e fr

om P

EP

.W

oodc

ock

Tho

mas

60

EV

ALU

AT

ION

QU

ES

TIO

NS

,

Out

com

e 3.

A

Did

the

num

ber

of s

peci

al n

eeds

part

icip

ants

enr

olle

d in

the

Inte

grat

edLe

arni

ng T

ech

Pre

p pr

ogra

m in

crea

seas

follo

ws:

a) E

duca

tiona

lly a

nd e

cono

mic

ally

disa

dvan

tage

d pa

rtic

ipan

ts a

t the

seco

ndar

y le

vel b

y 30

poi

nts

over

199

4 ba

selin

e da

ta?

Sta

ndar

d/B

ench

mar

ks

In 1

997,

num

ber

of ta

rget

edpa

rtic

ipan

ts h

as in

crea

sed

by a

t lea

st 3

0 po

ints

over

199

4 ba

selin

e.

b) E

duca

tiona

lly a

nd e

cono

mic

ally

disa

dvan

tage

d pa

rtic

ipan

ts c

hoos

ing

to p

ursu

e po

stse

cond

ary

educ

atio

n,by

20

poin

ts o

ver

1994

bas

elin

eda

ta?

c) D

ispl

aced

hom

emak

ers,

sin

gle

pare

nts

& s

ingl

e pr

egna

nt w

omen

purs

uing

targ

eted

pos

tsec

onda

rypr

ogra

ms

by 5

poi

nts

over

1994

bas

elin

e da

ta?

d) D

isab

led

part

icip

ants

at t

he s

econ

dary

leve

l by

20 p

oint

s ov

er 1

994

base

line

data

?

61.

In 1

997,

num

ber

of ta

rget

edpa

rtic

ipan

ts c

hoos

ing

topu

rsue

pos

tsec

onda

ryed

ucat

ion

has

incr

ease

d at

leas

t 20

poin

ts o

ver

1994

base

line.

In 1

997,

num

ber

of ta

rget

edgr

oup

purs

uing

targ

eted

post

seco

ndar

y pr

ogra

ms

has

incr

ease

d by

at l

east

5 po

ints

ove

r 19

94 b

asel

ine.

In 1

997,

num

ber

ofse

cond

ary

disa

bled

stu

dent

sha

s in

crea

sed

by a

t lea

st20

poi

nts

over

199

4ba

selin

e.

Dat

aC

olle

ctio

n D

ata

Ele

men

ts

Dec

31,

97

Num

ber

of e

duca

tiona

llyA

ug 3

1, 9

7 an

d ec

onom

ical

lydi

sadv

anta

ged

seco

ndar

y pa

rtic

ipan

tsin

199

4 an

d-19

97.

Dec

31,

97A

ug 3

1,97

1) N

umbe

r of

educ

atio

nally

and

econ

omic

ally

disa

dvan

tage

dpa

rtic

ipan

ts w

hoco

mpl

eted

sec

onda

ryT

ech

Pre

p pr

ogra

ms

in19

94 a

nd 1

997.

2) N

umbe

r of

targ

eted

seco

ndar

y T

ech

Pre

pco

mpl

eter

s ch

oosi

ng to

purs

ue p

osts

econ

dary

educ

atio

n in

199

4 an

d19

97.

Dec

31,

97

Num

ber

of ta

rget

edA

ug 3

1, 9

7 gr

oup

enro

lled

inta

rget

ed p

osts

econ

dary

prog

ram

s in

199

4 an

d19

97.

.111

.110

4.1.

.01

Dec

31,

97

Num

ber

of d

isab

led

Aug

31,

97

seco

ndar

y st

uden

tpa

rtic

ipan

ts in

199

4 &

1997

.

43

Lead

&C

ompl

etio

nD

ata

Sou

rce.

Met

hod

Ass

oc.

Dat

e

Sec

onda

ry s

tude

nten

rollm

ent r

ecor

ds.

Ols

onH

anso

n

1) S

econ

dary

stu

dent

reco

rds.

2) P

osts

econ

dary

stu

dent

reco

rds.

Pos

tsec

onda

ry v

ocat

iona

lan

d po

stse

cond

ary

voca

tiona

l adu

lt st

uden

tsen

rollm

ent r

ecor

ds.

Sec

onda

ry s

tude

nten

rollm

ent r

ecor

ds.

Ols

onH

anso

nE

mer

y

Em

ery

Han

son

Ols

on

Ols

onH

anso

n

62

EV

ALU

AT

ION

QU

ES

TIO

NS

Out

com

e 3.

A c

ontin

ued

Did

the

num

ber

of s

peci

al n

eeds

part

icip

ants

enr

olle

d in

the

Inte

grat

ed

Lear

ning

Tec

h P

rep

prog

ram

incr

ease

as fo

llow

s:

e) D

isab

led

part

icip

ants

cho

osin

g to

purs

ue p

osts

econ

dary

edu

catio

nby

10

poin

ts o

ver

1994

base

line

data

?

Sta

ndar

d/B

ench

mar

ks

In 1

997,

num

ber

of d

isab

led

-

part

icip

ants

cho

osin

g to

purs

ue p

osts

econ

day

educ

atio

n ha

s in

crea

sed

byat

leas

t 10

poin

ts o

ver

1994

bas

elin

e.

f) L

imite

d E

nglis

h P

rofic

ient

(LE

P)

seco

ndar

y le

vel p

artic

ipan

ts b

y 20

poin

ts o

ver

1994

-95

base

line

data

?

In 1

997,

num

ber

of

seco

ndar

y LE

P p

artic

ipan

tsha

s in

crea

sed

by a

t lea

st20

poi

nts

over

199

4-95

base

line.

g) L

EP

par

ticip

ants

cho

osin

g to

pur

sue

post

seco

ndar

y ed

ucat

ion

by 1

0po

ints

ove

r 19

94-9

5 ba

selin

eda

ta?

Out

com

e 3.

B

Wer

e m

edia

kits

sha

red

natio

nally

?

63

In 1

997,

num

ber

of L

EP

part

icip

ants

cho

osin

g to

purs

ue p

osts

econ

dary

educ

atio

n ha

s in

crea

sed

byat

leas

t 10

poin

ts o

ver

1994

-95.

By

1997

, at l

east

200

med

iaki

ts h

ave

been

sha

red

natio

nally

.

Dat

aLe

ad &

Com

plet

ion

Col

lect

ion

Dat

a E

lem

ents

Dec

31,

97

Aug

31,

97N

umbe

r of

dis

able

dpa

rtic

ipan

ts w

ho

com

plet

ed s

econ

dary

Tec

h P

rep

prog

ram

san

d ar

e ch

oosi

ng to

purs

ue p

osts

econ

dary

educ

atio

n in

199

4 an

d19

97.

Dec

31,

97

Num

ber

of s

econ

dary

Aug

31,

97

LEP

par

ticip

ants

in19

94-9

5 an

d 19

97.

Dec

31,

97

1) N

umbe

r of

sec

onda

ryA

ug 3

1, 9

7LE

P T

ech

Pre

p pr

ogra

mco

mpl

eter

s in

199

4-95

and

1997

.

2) N

umbe

r of

targ

eted

seco

ndar

y co

mpl

eter

sch

oosi

ng to

pur

sue

post

seco

ndar

yed

ucat

ion

in 1

994-

95an

d 19

97.

Dec

31,

97

1) N

umbe

r of

kits

Aug

31,

97

dist

ribut

ed.

2) D

emog

raph

ics

of e

ach

part

icip

ant.

44

Dat

a S

ourc

e. M

etho

dA

ssoc

.

1) S

econ

dary

stu

dent

Ols

onen

rollm

ent r

ecor

ds.

Han

son

2) P

osts

econ

dary

stu

dent

enro

llmen

t rec

ords

.

Sec

onda

ry s

tude

nten

rollm

ent r

ecor

ds.

Ols

onH

anso

n

1) S

econ

dary

stu

dent

enro

llmen

t rec

ords

.

2) P

osts

econ

dary

stu

dent

enro

llmen

t rec

ords

.

Ols

onH

anso

n

Em

ery

Dis

trib

utio

n re

cord

s.E

mer

yO

lson

Han

son

64

EV

ALU

AT

ION

QU

ES

TIO

NS

Out

com

eAQ

Wer

e pr

esen

tatio

ns m

ade

at n

atio

nal,

regi

onal

, sta

te c

onfe

renc

es?

Sta

ndar

d/B

ench

mar

ks

By

1997

, a m

inim

um o

f at

leas

t 12

pres

enta

tions

hav

ebe

en m

ade

at n

atio

nal,

regi

onal

, or

stat

e co

nfer

ence

s.

outc

ome

3.D

Was

writ

ten

docu

men

tatio

n pr

ovid

ed to

verif

y th

at m

ajor

link

ages

wer

e es

tabl

ishe

dw

ith r

elat

ed p

rogr

ams

in o

rder

to s

hare

info

rmat

ion

and

rece

ive

inpu

t fro

mge

ogra

phic

ally

div

erse

pro

gram

s?

By

1997

, a m

inim

um o

f at

leas

t 2 m

ajor

link

ages

with

rela

ted

prog

ram

s ha

ve b

een

verif

ied

thro

ugh

writ

ten

docu

men

tatio

n.

Out

com

e 3.

E

Did

sec

onda

ry a

nd p

osts

econ

dary

educ

ator

s fr

om th

roug

hout

the

natio

nat

tend

a c

onso

rtiu

m s

pons

ored

conf

eren

ce in

Cen

tral

Flo

rida?

Out

com

e 3.

F

Did

PE

P a

ccep

t the

con

sort

ium

'sre

sear

ch s

tudy

in th

e N

atio

nal

Diff

usio

n N

etw

ork?

In 1

997,

at l

east

500

seco

ndar

y an

dpo

stse

cond

ary

educ

ator

sfr

om th

roug

hout

the

natio

nha

ve a

ttend

ed a

con

fere

nce

in C

entr

al F

lorid

a sp

onso

red

by th

e co

nsor

tium

.

In 1

998,

PE

P h

as a

ccep

ted

the

cons

ortiu

m's

res

earc

hst

udy

in th

e N

atio

nal

Diff

usio

n N

etw

ork.

Dat

aC

olle

ctio

n D

ata

Ele

men

ts

Dec

31,

97

Aug

31,

97

For

eac

h co

nfer

ence

:-T

hem

e-G

eog.

leve

l-S

ubje

ct o

fpr

esen

tatio

ns.

-Num

ber

ofpr

esen

tatio

ns.

Dec

31,

97

Aug

31,

97

1) T

ypes

of p

rodu

cts

and

info

rmat

ion

sent

and

rece

ived

.2)

Loc

atio

ns o

f lin

kage

activ

ities

.3)

Fre

quen

cy o

fco

mm

unic

atio

nac

tiviti

es.

Dat

a S

ourc

e. M

etho

d

Con

fere

nce

prog

ram

s.

Lead

&C

ompl

etio

nA

ssoc

.12

sitt

Till

erC

antr

ell

Mig

liore

Em

ery

Han

son

Ols

on

1) D

istr

ibut

ion

reco

rds.

2) L

ette

rs s

ent

& r

ecei

ved.

3) fo

llow

-up

cont

act

reco

rds.

4) V

isita

tion

repo

rts.

Till

erC

antr

ell

Mig

liore

Em

ery

Han

son

Ols

on

Dec

31,

97

1) N

umbe

r of

sec

onda

ry1)

Con

fere

nce

regi

stra

tion

Aug

31,

97

and

post

seco

ndar

yre

cord

s.ed

ucat

ors

in a

ttend

ance

. 2)

Con

fere

nce

prog

ram

.2)

Num

ber

of ty

pes

ofot

her

part

icip

ants

.3)

Nam

es o

f sta

tes

repr

esen

ted.

4) L

ocat

ion

ofco

nfer

ence

.

Till

erC

antr

ell

Mig

liore

Em

ery

Han

son

Ols

on

Jan

31, 9

8 D

ocum

enta

tion

ofU

.S. D

ept o

f Edu

catio

nW

oodc

ock

acce

ptan

ce b

y P

.E.P

.T

hom

as

*Des

igna

tes

Pro

gram

Effe

ctiv

enes

s P

anel

(P

.E.P

.) c

laim

type

NO

TE

: Bol

ded

date

s in

dica

te F

eder

al d

ate,

oth

er d

ates

are

Inte

rnal

dat

es.

45

6566

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