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ED 041 126 TITLE INSTITUTION PUB DATE NOTE EDRS PRICE DESCRIPTORS DOCUMENT RESUME VT 011 269 Vocational-Technical Education Program Development for Persons with Special Needs by States. Progress Report. Office of Education (DHEW) , Washington, D.C. Div. of Vocational and Technical Education. 28 Feb 69 336p. EDRS Price MF-$1.25 HC-$16.90 Enrollment Projections, Expenditures, Instructional Programs, *Program Descriptions, *Program Development, School Construction, *State Programs, Tables (Data) , Teacher Supply and Demand, *Vocational Education ABSTRACT To assess the status and show the progress of vocational education for persons with special needs since the 1968 report, each state, the District of Columbia, Guam, Puerto Rico, and the Virgin Islands submitted reports of their vocational education plans and accomplishments. A significant change since the 1968 report is the increase of states, from 17 to 22, which have full-time supervisors of programs for persons with special needs. There was a decrease from 23 to 17 in the numbrl,r of states having part-time supervisors. The amount of funds for vocational education from state and local sources increased from 74.5 percent in 1968 to 78.2 percent in 1969. States report a total of 101,389 continuing instructional programs, 9,209 programs to be expanded, and 4,129 new programs. Regular or comprehensive high schools comprise 92 percent of the total number of schools, and junior colleges comprise 2.6 percent. Enrollment is expected to increase from 8,259,782 to 11,605,461 in the fiscal years 1969-1973. The document includes summaries of the state report. Data tables summarizing major program developments and directories of state officials, state directors, and executive officers are appended. (SB) PROGRESS REPORT OF VOCATIONAL-TECHNICAL EDUCATION PROGRAM DEVELOPMENT For PERSONS WITH SPECIAL NEEDS BY STATES Under the Vocational Education Act of 1963 Section 4(a) (4) - P. L. 88-210 U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Robert H. Finch, Secretary OFFICE OF EDUCATION Peter P. Muirhead, Acting Commissioner DEVELOPMENT BRANCH DIVISION OF VOCATIONAL AND TECHNICAL EDUCATION BUREAU OF ADULT, VOCATIONAL, AND LIBRAPY PROGRAMS 1 p MI 4) (NJ r4 PROGRESS REPORT O aftit VOCATIONAL-TECHNICAL EDUCATION PROGRAM DEVELOPMENT O FOR PERSONS WITH SPECIAL NEEDS BY STATES Vocational Education Act of 1963 Section 4(a) (4)--P. L. 88-210 U.S. Department of Health, Education, and Welfare Robert H. Finch, Secretary Office of Education Peter P. Nuirhead, Acting_ Commissioner Bureau of Adult, Vocational, and Library Programs Grant Venn, Associate Commissioner Division of Vocational and Technical Education Leon P. Minear, Director Development Branch Edwin L. Rumpf, Chief Special Needs Unit Barbara H. Kemp Albert L. DeMond Hal L. Young U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECES- SARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY. February 28,1969 This Progress Report was prepared by the follow- ing Committee, working under the Special Needs Unit of the Development Branch, Division of Vocational and Technical Education, Bureau of Adult, Vocational, and Library Programs of the Office of Education, Department of Health, Education, and Welfare: Albert L. DeMond John Calvin Dupree Charles Jaymes Barbara H. Kemp Elmer L. Schick James W. Warren, Jr. Hal L. Young February 28, 1969 PROGRESS REPOT VOCATIONAL-TECHNICAL EDUCATION PROGRAM DEVELOPMENT FOR PERSONS WITH SPECIAL NEEDS BY STATES CONTENTS Page I. Introduction 1 II. Summary 6 III. state Activities Reported 16 IV. Appendix 298 Table I Employment Demand and Supply of Trained Personnel Table II Summary of Vocational Education Instructional Programs Table III a. Number of Schools by Type b. Estimated Enrollment by Type of Institution c. Allocation of Federal Funds by Type of Institution Table IV Status of Area Vocational School Constuction Table V State Administrative Staff and Teacher Education Table VI Estimate of Enrollment,, Fiscal Year 1969-1973 Table VII Estimate of Total Expenditures for Vocational Education, Fiscal Years.1969-1973 Table VIII Estimate of Total Expenditures for Vocational Education, Fiscal Year 1969 Table IX Estimate of Federal Expenditures under the Vocational Education Act of 1963, by purpose Fiscal Year 1969 Summary of Major Points, Program Development for Special Needs Directory of State Officials with Reponsibilities for Programs of Vocational Education for Persons with Special NEeds. Directory of Executive Officer, State Board for Vocational Education, and State Directors of Vocational Education. INTRODUCTION This Progress Report has a dual purpose. It is intended to give an accurate picture of the status of vocational education for persons with special needs, at a given time. It also endeavors to show) the progress made in the one year interval since the last annual Progress Report of February 1, 1968. It is expected to be a valuable source of information to administrators and supervisors who are working in this area of vocational education. It may also be used as a working tool for the initiation and operation of improved programs for the disadvantaged and the handicapped. In educational enterprises no entirely satisfactory accounting system has been devised to serve the complete needs of educational administration. There are annual reports, statistical, financial, and descriptive, which purport to describe educational activities, expenditures and sources and uses of funds. Efforts intended to show compliance with legislation and rules and regulations which are aimed at specific educational services, progress in meeting educational needs of specific groups and the development of improved methods and techniques of serving the needs of these groups are revealed through annual or special reports. No uniform system of cost-benefit records which can be checked against statistical educational achievement during a given period such as the fiscal year has yet been put to use. To compensate in part, for the deficiency, this annual progress report is being developed. By means of the Annual Progress Report, each State puts into the record the plans and accomplishments in the State Vocational Education program for persons with special needs. Like the balance sheet, this report reveals the actual state of affairs during the current fiscaa year. Comparison may be made with the report of the previous year to reveal the progress made in each State in the area of vocational education for persons with handicaps preventing them from succeeding in the regular vocational education program. 1 Another important purpose is served. Exemplary programs, innovative and productive techniques for the improvement of instruction in this area are recorded. These may be used as models or departures from conventional programs in operation in States which want to be more responsive to the conditions and demands of the times. Many new ideas, some excellent, some good and others with good prospects of success, which have been put to use in various parts of the country in carrying out the mission of vocational education for the disadvantaged and the handicapped are reported for all to see and to use as the occasion and circumstances permit. The Vocational Education Act of 1963 was very specific in its charge to educators for adequate service to a large, neglected or ill-served component of the population. A reading of the Declaration of Purpose of P.L. 88-210 shows quite definitely the scope and purpose of the Act. The direction of emphasis is to maintain, extend and improve existing programs of vocational education, and to provide part-time employment for youths who need the earnings from such employment to continue their vocational training on a full-time basis, so that persons of all ages in all communities in the State - those in high school, those who have completed or discontinued their formal education and are preparing to enter the labor market, those who have already entered the labor market but need to upgrade their skills or learn new ones, and those with spectal educational handicaps will have ready access to vocational training or retraining which is of high quality, which is realistic in the light of actual or anticipated opportunities for gainful employment, and which is suited to their needs, interests and ability to benefit from such training. This is indeed a clear directive to establish, maintain, extend and improve an effective vocational educational program which will serve the needs of all, with special emphasis on serving the needs of a large segment of the population which was not being served satis- factorily at the time of the 1963 Act. The 1963 Act is very specific in Section 4 (a) (4), which un- equivocally states that a State's allotment of vocational education funds may be spent for "---- persons who have academic, socioeco- nomic, or other handicaps that prevent them from succeeding in the regular vocational education program." Despite this crystal-clear directive, there has been much misunderstanding, many delays and many excuses for the failure to get programs moving in the direction of more attention and service to these "persons with special needs." While many States have been slow to implement the Vocational Education Act of 1963 in regard to persons with special needs, much prokress has been reported in a number of States which increases each year. AB this is the last year in which a Progress Report is being compiled under P.L. 88-210, this report is significantly important. In the Congressional hearings preceeding the passage of P.L. 90-576, the Vocational Education Amendments of 1968, there was much criticism and expressed dissatisfaction with the results which came from imple- mentation of P.L. 88 -210^ especially in regard to Section 4 (a) (4). The new Act was written in much stronger language with the same directives. However, a new element emerged in the specific language of Section 122 on the uses of Federal funds. In addition to a mandate to provide vocational education for persons who have academic, socio- economic, or other handicaps that prevent them from succeeding in the regular vocational education programs, there is a specific definition and provision for vocational education for handicapped persons who because of their handicapping condition cannot succeed in the regular vocational education program without special educational assistance or who require a modified vocational education program. The Act further provides that at least 25% of that portion of each State's allotment of funds appropriated under section 102(a) for any fiscal year beginning after June 30, 1969, which is in excess of its base allotment shall be used only for the purpose set forth in para- graph 4 A of subsection (a): Provided that for any such fiscal year the amount used, for such purpose shall not be less than 15% of the total allotment of such funds for each State, except as any require- ments undear this paragraph may be waived for any State by the Commis- sioner upoll his finding that the requirement imposes a hardship or is impractical in its application. The 1968 Act further requires that not less than 10% of each State's allotment of funds appropriated under section 102(a), shall be used only for the purpose of vocational education for handicapped persons who because of their handicapping condition cannot succeed in the regular vocational education program without special educational assistance or who require a modified vocational education program. There is no waiver in this requirement. This means that special attention is again directed to the service of vocational education for persons with special needs - the handicapped and the disadvantaged. If categorical funds amount- ing to 15% for the disadvantaged and 10% for the handicapped have been set aside for this special use, it is clear that a large increase in activities in this area is indicated. 3 0 The Progress Report of 1969 then has special significance in that it will record the status as well as the progress of vocational education for persons with special needs at the time of a base year, the year of departure for a new expanded program operated with cate- gorical or set-aside funds. Many States which operated without the services of a full-time supervisor for Special Needs will be expected to appoint an adequate State staff for this important work. States which have insisted that all necessary provisions for vocational education for persons with special needs be taken care of in the on-going occupational programs may then establish and maintain extensive programs and services especially designed for persons with special needs. Many things were learned with the production of the first annual progress report in 1968. Most important was that successful programs were found in States where there was a dedicated commitment and a will- ingness to serve this segment of the population on the part of all vo- cational-teachnical educators as well as the top administrative and supervisory staff. With new duties, powers and responsibilities placed in the hands of a new, independent State-and.national advisory council, charged with the responsibility of evaluation of State Vocational Education programs, there is further assurance that the area of special needs will not be subject to oversight or neglect. The Progress Report of 1969 also reinforces another finding of the 1968 report in that a great variety of useful methods and techniques for education .of the handicapped and the disadvantaged were found. Exper- imental approaches, new tools of instruction and curriculum innovations continue to proliferate. The efforts described in the following pages illustrate the responses of the various States to the mandate of Congress, expressed in the Vocational Education Act of 1963. Also shown, is the condition of affairs in each State in special needs education which will serve as a point of departure for the new and expanded programs made possible by the Vocational Education Ammend- ments of 1968, through the use of set-aside funds of 10% and 15%. A word is necessary regarding the method of constructing this in- formal report which is not required by legislation, regulations, State Plans or Guidelines. Information was sent to the Special Needs Unit of the Development Branch of the Division of Vocational and Technical Education, Office of Education in a voluntary, informal manner. Regional representatives assisted in collecting information in many instances. The initial contact and source of data was the State Supervisor for Vocational Education for persons with special needs. In States which had no State Supervisor, the State Director or a person designated to handle matters related to special needs was approached. We are pleased to report 100% cooperation from all of the States in this effort. All of the information in this report is considered to be not official and is to be distributed only to regional staff officers of the Office of Education, responsible personnel in the State De- partments of Vocational and Technical Education, program supervisors and administrators on the State and local level and the National and State Advisory Councils. Edwin Rumpf, Chief, Development Branch A. L. DeMond Barbara H. Kemp Hal Young SUMMARY A review of the reports from the States shows that many changes have occurred in the period ending February 1, 1969. Some of these changes reflected considerable expansion and improvement in vocational education for persons with special needs. One significant change is noted in the number of States which now have full time State Supervisors for Programs for Persons with Special Needs. States With Full-time Part-time State Director of V.E. Supervisors SukellvisororamsSuervision February 1, 1968 17 23 February 1, 196. 17 1)4. 15 The number of States with full-time supervisors of programs for persons with special needs has increased to twenty-two compared to seven- teen last year. The State of New Jersey is unique in that it now has two State Supervisors who devote full-time to work in vocational education for the disadvantaged and the handicapped. A discouraging note was observed, however, in the turnover of the part-time supervisors. This may indicate that this work in some cases is passed around to State staff persons who happen to have available time rather than on the basis of ability, interest, and dedicated commitment. The following table shows the ten leading States ranked by projected expenditures for Vocational Education in Fiscal Year 1969. The amount of Federal funds received and the expenditures of each State for special heeds programs is shown State Projected Program Activities - Fiscal Year 1969 (000 omitted) Projected Total Expenditures Federal Share Projected amount % spent for Voc. Ed. for Special Needs for S.N. New York 0.48,300 16,800 2,450 14.0 Pennsylvania 103,294 13,940 365 2.7 Claifornia 69,862 18,000 448 3.0 Texas 64,702 15/393 1,315 8.67 North Carolina 53,663 8,901 25 .29 Florida 53,160 7,351 197 2.68 Ohio 50,417 12,470 37 .29 Illinois 45,224 11,078 498 4.49 Iowa 40,473 4,2( 75 1.88 Michigan 39,614 9,875 68 .69 6 Projected Program Activities, All States, Fiscal Year 1969 (000 omitted) Special Needs ',/1 Spentl for S.N. Total Expenditures 1...1111............111...Almminwmr Federal Share Total of All State FY 1969 $1,236,322 243,417 Total of All States FY 1968 1,008,693 225,343 Increase in FY 1969 227,729 18,074 91368 3.9 81366 3.7 1,002 .2 Measured in terms of Federal dollars applied to Vocational Education for persons with special needs, the following table gives a different picture of the rank of States in this effort. Ten leading States are listed, showing the estimated expenditures for the six purposes of Vocational Education under the 1963 Act. A complete table of all states is given in the appendix. As in the case of ten leading States the percentage of Federal funds applied to Vocational Education for persons with special needs fails to approach the percentages which will be required in the Vocational Education Amendments of 1968. Tables 8,9 Projected Program Activities, Fiscal Year 1969 Analysis and Reporting, February 1,1969 U.S. Office of Education 7 co Projected Program Activities Estimated Expenditures Under Vocational Education. Act of 1963 Fiscal Year 1969* (000 omitted) Rank State Secondary Post Secondary Adult Construction Ancillary Service Special of Special Needs Needs Total 1 New York $41700. $1, 500. $1, 500. $5,000. $1, 650. $2,450. 14. $16,800. 2 Texas 31013. 3,651. 706. 3,429. 3/053. 1,315. 8.67 15,167. 3 New Jersey 9,013. 400. 1,687. 61000. 1,045. 600. 3.2 18,745. 4 Georgia 1,400. 3,086. 300. 750. 1,000. 500. 6.8 7,036. 5 Illinois 782. 3,440. 60. 5,000. 920. 498. 4.49 10,700. 6 o California 5,072. 4,475. 1,193. 746. 2,983. 448. 3. 14,917. 7 Pennsylvania 1,378. 1,260. 572. 6,208. 3/739. 365. 2.7 13,522. 8 Indiana 1,868. 328. 308. 1,195. 830. 252. .527 4,782. 9 Connecticut 1,302. 587. 29. - 521. 219. 8.34 2,659. 10 Louisiana 1,550. 1,800. 350. - 700. 200. 4.35 41600 All States Percent by six purposes 29.3 21.1 6.0 25.2 14.5 0 100 * Table 9, Projected Program Activities, Fiscal Year 1969 U.S. Office of Education, Analysis and Reporting, February, 1969 Aside from the statistical comparisons drawn from the Projected Program Activities for Fiscal Year 1969 submitted to the Office of Education by the States, there are some encouraging developments in the area of Special Needs in the various states. Some of these are listed as follows: States with full-time Supervisors of programs for Special Needs Arizona Connecticut Colorado District of Columbia Florida Georgia Illinois Iowa Kentucky Louisiana Michigan Minnesota Mississippi New Jersey New Mexico North Carolina Ohio Oklahoma Tennessee Virginia New Jersey has appointed two full-time supervisors who are working on extensive plans for development of special needs programs in 1969. Other States have plans for the appointment of full-time supervisors, or will relieve the present part-time persons of other assignments in 1970. There are still fifteen States which at present are retaining the responsibility for the development and supervision of programs for special needs in the hands of the State Director for Vocational Education. The amount of funds (projected expenditures) for vocational education from State and local sources increased from 74.5% in 1968 to 78.2;4J in 1969, from a total of $1,008,693 in 1968 to $1,236,322 in 1969.1- On the strength of this trend and in anticipation of the emphasis directed by the 1968 Amendments 1 Table 8 Program Projected Activities, Fiscal Year 1969, Estimated Total Expenditures, Vocational Education. U.S. Office of Education Analysis and Reporting - February, 1969. to the Vocational Education Act of 1963, many States have already undertaken plans to increase the amount of funds to be made available by the State for vocational education. This is especially true of the State of Wisconsin, which is developing proposals for the State to increase substantially, State appropriations for vocational education. Plans have been drafted for maximum use of State funds amounting to $11 million for vocational education in the biennium of 1969-1971. Ohio The innovative programs for special needs were cited as outstanding in 1968. In 1969 it continues to expand, with two residential Vocational centers serving the State, three vocational opportunity centers and other innovative practices reported here. A new movement in the State seeks reforms in financing and organization. The goal is to remedy deficiencies in the educational system which it is claimed, fails to reach 75% of the students.1 Recommended is a massive recognition of the proper status and role of vocational and technical education; a broad expansion of opportu- nities for employment - oriented education so that vocational education facilities are available to students 18 hours a day and 300 days a year; a change in laws governing employment of minors to encourage students to get work experience under school jurisdiction a change in teacher certification so that qualified persons with technical, trade, and indus- trial background may be used in vocational teaching with a minimum of formal teacher training. To finance the improvements, new State - levied gross retail receipts tax of 1% earmarked for education, a boost in the average public utility tax from 3% to 4%, an increase in minimum school operating tax millage required to qualify for State aid from 17.5 mills to at least 25 mills. The State Department of Vocational Education plans to reproduce the very successful Center for Rehabilitation and Job Training in Cincinnati in every major City of the State. The establishment of a Rehabilitation Evaluation Service Unit in cooperation with the Penta County Joint Vocational School District was for the purpose of finding the answer to the problems encountered at Mahoning Valley Residential Center in an effort to solve the problems before the students drop out. This plan of prevention is to be expanded to other areas. 1 Education U.S.A., January 27, 1967, page 117 10 Geor is A high school with wide selection of vocational courses available to every high school student in Georgia is the goal sought by the new 14aster Plan Project for Vocational-Technical Education. This project was completed in December 1968 by the Division of Vocational Education, Georgia Department of Education and its Advisory Committee. This comprehensive plan is very timely as it includes provisions for deve- loping vocational programs for 30,000 educationally deprived students, makes provisions for basic education, for the development of attitudes, and forlearning vocational skills; develops plans for non-high school graduates to complete G.E.D. requirements. It establishes criteria for determining special needs programs for 60,000 students in grades 7-12 who are unable to benefit from existing vocational programs, and to identify the specLal competence needed by teachers in these programs. It also contains provisions for recruiting more high school dropouts into area vocational schools; develop procedures for recruiting un- employed and underemployed adults and for providing them with adequate counseling. The Master Plan also has provisions for improving the qual- ity and quantity of vocational guidance available to potential vocational students and to students in vocational programs. Other points included in the Plan are plans and procedures for providing vocational programs for 100,000 handicapped persons needing them; work in conjunction with other divisions within the Georgia Department of Education; and plans for providing adequate curriculum materials to all 3,700 vocational teachers in the State. Comprehensive plans for vocational education include the junior high school with orientation service to 20,000 dropouts per year, as well as to potential dropouts, serving adults needing consumer educa- tion; and preparing vocational special needs teachers and teacher aides. Maryland The State of Maryland has been working on a Master Plan for Voca-' tional Education. The Council on Higher Education has just completed a comprehensive report which recommends substantial policy changes for improvement of vocational education, with special emphasis on special needs programs. 11 Minnesota The development of Vocational- Technical education in Minnesota has long been a major interest. In addition to outstanding achievements such as the Work Opportunity Center in Minneapolis, this year Governor Harold LeVander is convening the Third Annual Governor's Conference on Vocational-Technical Education in Saint Paul, on Monday, February 24, 1969. This year's theme is "Vocational- Technical Education and the Rural Renaissance." Participation of leaders from industry, business, labor, education and representatives from State and local governments to assure the success of this renaissance in the State with discussions of plans for ,implementation of the 1968 Amendments to the Vocational Education Act is structured into the conference. Minnesota Indians served by local educational agencies on eleven reservations and three urban areas rely heavily on supplementary projects initiated by the Indian Community. In cooperation with Federal, State and local School districts, Indian groups handle serious educational problems of cultural barriers, limited parent involvement, low academic achievement and high dropout rates. Plans are being developed to serve this minority group in Minnesota. Indiana An excellent project for coordination of several occupational disciplines for special needs vocational education has been developed at Hagerstown, Indiana. Business and Office education, distributive education, trades and industry and technical education have been com- bined. A corporation was formed to take over the patents and manu- facture a railway inspection car to be sold in domestic and foreign markets. Vocational Education Act funds put ibp $10,000 to start the project. Manufacturing is handled by technical education students, sales and distribution by distributive education, records, accounts and foreign exchange, by office education and crating and shipping by trades and industry students. Students with special needs are employed in the project which is now in operation. Tennessee A Teachers Guide for Vocational Education for Special Needs has been prepared by the Vocational Education Division, Tennessee State Department of Education. It has been distributed throughout the State to teachers, supervisors, and administrators for special needs programs. 12 New Jersey New Jersey is the only State with two full-time supervisors for special needs programs. Beginning July 1, 1968, Warren Jochem and William Sarantoulias have been giving new impetus and direction to the special needs program. An outcome of the Program of Simulated Work and Basic Skills Training, developed by Thomas McNulty and John R. Wyllie under the direction of Robert M. Worthington, State Director of Vocational Education, pilot programs in occupational education for persons with special needs have been developed. These feature employment orientation, basic skill training and a Work-Study program with special funding. Also developed was a comprehensive cooperative industrial occupational training program. This affords an opportunity to supplement existing educational programs by pro- viding supervised on-the-job vocational preparatory training in approved industrial occupations. Another outstanding accomplishment is the use of industrial training units which travel about the State in mobile trailers. Designed to provide exposure, training and evaluation for students with special needs, adults and school dropouts, a transition is provided for students from school to work by learning new skills and work habits. The mobile units are 60 feet long and 10 feet wide. They are fully equipped with the latest educational equipment, instructional aids and materials and projection equipment. The training is conducted by one teacher-coordinator and one assistant. During the school year the unit travels to ten different school dis- tricts, with one trailer for industrial assembly line occupations, one for office occupations and one for counseling and gitdance activities. Each trailer unit serves as many as thirty-six individuals at each location for a period, of two weeks. The mobile units are also used for migratory workers where complete vocational programs are not available. Florida A pilot program for persons with special needs was developed at the Polk County Agriculture Teachers Clinic in July 1968. This is designed to meet the needs of junior high school students of Polk County, who have been identified as potential dropouts. Special consideration was given to the selection and training of teachers. A special curriculum was developed for use in schools serving rural areas. A Vocational- Technical and Adult Educators Conference was held in Jacksonville, August 4-8, 1968 for development plans for special needs programs in Florida in 1969. The conference had a capacity attendance. Pensacola 338-173 0 - 69 - 2 13 0 a High School has developed a special needs program for junior high students who are not achieving in the regula7: program. It is to serve 100 students in special classes with eo, Diversified Mechanics program related to employment opportunities in Escambia County. Pinellas County, through Federal funds under P.L. 89-10, Title III, is engaged in a Research project comprised of the ten Florida counties enrolling 50,000 or more students. This is called"Project Ideals in Action." It will set up a pilot demonstration center for grades 7,8, and 9. It plans to reduce the dropout rate in these grades by providing an integrated approach to academic and pre-vocational studies and a new pattern of learning in preps, ation for the world of work. Tennessee A high school"vocational special needs program was developed for four comprehensive high schools in Memphis with vocational, education funds. Each school was staffed by one remedial related education teacher, becoming a functional part of the trade and industrial teams. Class size was restricted to 15. A total of 710 students were screened, resulting in a selected enrollment of 255 in the special needs classes. This represented 36% of the Trades and Industrial population. A con- trol group (non-vocational) was tested for evaluation. The program was a qualified success. Kentucky The State Division of Vocational Education has developed a Teachers Guide for Vocational Education for Students with Special Needs. Kentucky has also developed some very interesting and effective public relations materials for special needs programs. Texas The State of Texas has developed a most comprehensive program for vocational education for persons with special needs. This is called the Coordinated Vocational-Academic Education Program. It is especially aimed at the serious dropout problem. The retention power of the schools is improved by providing practical instruction in which dis- advantaged and handicapped persons are assured of success. 1 E The program is a flexible combination of occupational skill training and a modified ungraded academic curriculum which includes remediation With special attention to communication and computational proficiency. Students are provided witil occupational training which, prepares them for entrance into regular vocational education programs on seconday!y or post-secondary levels, or to equip them for work with salable knowledge and skills if school careers are terminated ',prior to graduation. Seventy school districts are now participating in the propjram throughout the State, with 7,500 students enrolled and 240 teachers. This is the fifth year of operation and many refinements have been made which are working out well, including provisions for teacher training and recruitment and the development of curricula and teaching materials. 15 ALABAMA Persons with special needs are seen as those who have limited capacities and abilities. It is the philosophy of the Alabama Department of Education that these persons be kept with other students and there receive special help or an adjustment of the curriculum in order to avoid any stigma which may be attached to a special class solely for the disadvantaged. Futhermore, this helps prevent all of Vocational Education from being thought of as education strictly for the disadvantaged in the society. In the state vocational technical schools there will be added some 75 or more teachers to better serve special needs persons. It is projected that several additional personnel will be provided in each school. There will be teachers for communications skills, mathematics and science, and a vocational counselor. This is being done in order that these persons with lower levels of education achievement may be admitted and brought up to an educational level necessary to pursue successfully the training for the occupation chosen. In some instances it may be found that some studentd abilities indicate limitations such that they should be trained as operator's helpers or to work in a limited area of an occupation. Courses will be adjusted to meet these needs. There are 27 vocational technical schools serving the persons with special needs. In some instances there may be only one or a few disadvantaged persons enrolled in a class. They are given special help and, if necessary remedial instruction is provided. In other instances an entire class may be disadvantaged youth. The State Rehabilitation Service maintains close cooperation with these program: so that physically handicapped persons can be accepted and trained. The State Schools for the Deaf provides vocational education. One vocational technical school operates to provide vocational education for the state's prison inmates. Alabama recognizes her need to expand programs for youths with special needs and is planning for expansion in this area. De2gEsphicpalqa, Unemployment Projected labor force in the state, 1970 Unemployed in the State, 1967 Unemployment rate for the State, 1967 1,392,000 56,000 4.4 *U.S. Office of Education, Office of Programs for the Disadvantaged January, 1969 16 7 Population and Labor Force Projections 1. 1960-1970 per cent change Total population Non-white Total labor force Non-white 2. 1970-1980 per cent Total population Non-white Total labor force Non-white change State Population Estimated resident population, 1966 Estimated non- white, 1956 (30.4%) 15.1 19.1 21 4 9 23.2 16.1 20.2 19.2 19.3 3,511,000 1, 058, ow 'Educational Attainment (1960 Census) 1,650,000 Total Adults over 25 years old Adults with less than 5 yrs. of school completed 273,000 16.3% Adults with less than 8 yrs. of school completed 643,000 38.5% Non-white adults over 25 years old 438,000 Non-white adults, less than 5 years of school completed 157,000 36.0% Non-white adults, less thmm 8 years of school completed 277,766 63.3% 17 uctio The Division of Vocational Education in aka is almo con *mad with special needs programs Special attention is to persons living in rurally isolated section, American Indians and other natives, and youth and adults in correctional institutions. There are only three relatively major metropolitan areas within. the Stave. For this reason a majority of the programs in Vocational Technical education, when geared to area needs, invariably turn into a "Special Needs" situation. Thirty percent of all seecondarry programs are located in rural areas described by the U.S. Census as socioeconomic disadvantaged. Training for these persons were provided in the following training areas, serving 700 enrollees: 10 Home Economics Programs 24 Office Occupations Programs 3 Distributive Education Programs 4 Small Engine Repair 2 Fishing Technology 3 Carpentry 2 Electronics 4 Drafting Several Statewide adult programs have been created to meet the needs of these disadvantaged: Business College Program 200 enrollees Fishing Technology 400 enrollees Lumbering 45 enrollees The Division has effectively cooperated with the following agencies in identifying trainees and programs: Alaska Department of Labor - Employment Security Alaska Department of Health and Welfare Alaska Division of Corrections Alaska Housing Authority 18 Bureau of Commercial Fisheries Departhment off" Education-Ouidanee-S Association of Retarded Children Vocationcl Rehabilitation cation programs were initiated with the Department of Corrections: Logging 15 enrollees Cooks and Bakers 3.0 enrollees With the mental= of the 1968 Vocational. Education Amendments," Alaska plans on inoluding a spe lel section in its State Plan for training related to the disadvantaged. The Division also plans on strengthening its staff to allay for supervision of vocational, education for those with special needs. A gainful home economics program for persons appr caching release in penal institutions was started October 27, 1968 at the Juneau State Jail. Six students are being trained as cooks in classes meeting for 26 weeks, eight hours a day, five days a week. The course includes basic principles of food preparation, related English and mathematics, safety operations, and technical training. The course is being offered through the Axneau - Douglas Community College. Three new post-secondary vocational education courses were started in October in Kodick,, Bethel, and. JULeau. The programs are tailored to give adults additional vocational training needed for economic independence, and, to provide trained Alaskan personnel for positions Which are not being filled due to lack of qualified applicants. Total enrollment for State-operated, district, private and denominational, and Bureau of Indian Affairs schools was 760930 students in 1967-68. This figure includes the public school students from rural Alaska who attend the Bureau of Indian Affairs schools in Chemava, Oregon and. Chilocco, Oklahoma. The nuMber of native students enrolled was 1908241 representing 25.8% of the total number of students enrolled. Seven thousand seven hundred and thirty students of native extraction or more attended district schools. Seven hundred eight were in private or denominational schools. There were 3,623 awl 7,582 native students enrolled in the state- operated and Bureau of Indian Affairs schools respectively. High school diplomas were awarded to 1,085 native students who completed their high school work in the spring of 1968. 19 In roles* these f es, Cliff of Education for they State of Alaska emphas o of Vocational Edu oa tic Programs tailored to meet tJae reed of native students "Since 25% of our total enrollment in publics education is weed of native students, we must continue to be vigilant concerning experiences in school for these students that will best suit their needs in this period of cultural transition." 20 I on ARIZONA has eded the original expenditure predict the on epee. Needs. The Arizona State partment of Vocat tonal ucs Lion cooperating with other state services in providing vocational training for people with special needs in all levels of education. ApTroximately $4o0, 000 has been budgeted for special needs programs in fiscal year 1968 out of a total expenditure of $6,399,674. This is at the rate of 6.25% for special needs oo erat Arizona Vocational Education and Speciai Education are jointly providing programs involving training in multi-areas of work exper- iences and training in six different school districts involving slow learners and similar special needs students. The training involves across the board vocational department services and is meeting the needs of approximately 1,650 students throughout our high school. Trade and Industrial Vocational training is being conducted at the Arizona State Prison in cooperation with Vocational Rehabilitation, offering training to both men and women in four different training areas. Vocational training is also being provided in two other correctional institutions. The Good Shepherd School for delinquent girls is offering skill training for 60 youth in four areas of vocational education, and a boys industrial school, Fort Grant, is providing some 60 boys an opportunity to achieve a job entry skill in seven different vocational areas. A special pilot program has been completed for out-patients of the state mental hospital providing vocational orientation for twenty trainees in preparation for work trained in Vocational Rehabilitation. A second program is now being conducted and expanded on to achieve further progress in the area of special needs. 21 zone State Department of Vocational Education has an on -going project, (WIN), Work Incentive, contracted with Arizona State Employment Service to provide A.D.C. mothers orientation and job entry type training. The Home Economics division of Vocational Education is providing a self-improvement orientation for 1,200 trainees, while the Business Office, Health Occupations and Dis- tributive Areas are providing training for 640 individuals. Arizona is also providing members of minority groups an opportunity to learn a skill in the garment industry in a simulated shop training course developed in conjunction with the garment industry. The Vocational Agriculture Division is currently conducting training programs for five reservation schools with plans for a sixth to start in the near future. These schools are comprised of 90% Indian enrollment with the remainder of the enrollees being comprised of dependents of teachers, administrators and personnel. Teacher Educstio Special Needs' requirements and developments were presented at various workshops throughout the state as part of the in-service teacher trainer program. State staff explored the area of special needs at its annual meeting and organized a committee to help in development of these programs. Colleges and universities are currently establishing courses and programs dealing with the area of special needs. Plans for the Future In future planning for fiscal year 1969, programs are now being discussed in the areas of nursing. Plans for four nurse- aide programs are now under development. Vocational training for the mentally retarded is being investigated at one of the live-in institutions for mentally retarded children. A job evaluation and placement type program is being proposed to provide vocational training and evaluation from grades seven through twelve in cooperation with Special Education. Further development of training for A.D.C. mothers on Indian reserva- tions is anticipated as well as other vocational training courses in Home Economics, Trade and Industrial, and Agri- culture Edudation. 22 Enrollment figures for programs and training for people of speical needs is being compiled at the present time and the pre- liminary figures indicate some 2,685 trainees are being served by the State Department of Vocational Education. In addition to the programs indicated in the above report, the State Department of Vocational Education is also co-spon- soring M.D.T.A. programs throughout the state as well as co- operating with the Concentrated Employment Program (C.E.P.), the Leadership and Education for the Advancement of Phoenix (L.E.A.P.), and other agencies serving the disadvantaged youth and adults. ARKANSAS The vocational education 'programs for persons with special needs are under the supervision of each vocational service State Director, The entire program is under the direction of the State Director of Vocational Education. Within the last year the Arkansas programs have rapidly expanded, the enrollment figures have jumped from 136 to 1,886. Although steps have been taken to better identify students with special needs, the state realizes that there are unmet needs in the field of vocational education for disadvantaged persons. Funding continues to be a problem in the expansion of services. Eighty students are enrolled in ungraded classes in which in- struction was designed for the disadvantaged for who employability seemed to be only a vague possibility. These students were given job opportunities and limited basic skill training for available jobs. In the central portion of the State two programs in furniture upholstery and cabinet making were added for persons special needs. Home economics teachers, with help from the state staff, developed curriculum material and conducted five pilot classes in "Preparation for the World of Work." Fifty four students were enrolled in these classes. Occupational training in food service preparation was provided for 28 girls in the Training School (girls correctional institution). In adult classes 381 were enrolled fn food service preparation and 372 in classes for housekeeping aides. The Westack Junior College offered an office occupations course for students in anearlay Neighborhood Youth Corps project. Thirty-two persons were enrolled. The programs at the Arkansas School for the Deaf were expanded and now include: cleaning and pressing, upholstery, commercial art, and body and fender repair. Ten thousand dollars has just been spent for a green house and other facilities needed for the horticulture offering at the School for the Deaf. Vocational Agriculture teachers provided job orientation and basic skill instruction to 30 secondary students in 33 classes at 30 locations. Three distri- butive education programs were added for the disadvantaged. Two were traditional type programs, and one was designed specifically for service station attendants. Approximately 70 additional teachers will be needed, however, 50 of these will be part-time. Teachers will be working in the following areas: Agriculture (basic skills, ornamental horti- culture, farm mechanics technology, and occupational technology), 34; Home Economics (food service preparation, wage earning); 1 Distributive Education, 2; Office Occupations, 2; and Basic Adult Education, 11. The 50 part time instructors will work under the supervision of the vocational agriculture instructors to give training in basic skills. An additional fifty agricul- ture teachers will spend a fraction of their time working with students with special needs. The Agricultural, Mechanical and Normal College at Pine Bluff will continue to sponsor courses at the post-secondary level in ornamental horticulture, farm mechanic technology, and occupational technology. Office occupa- tions.courses are offered at two community colleges for students in the Neighborhood Youth Corps. Deena te2,2hic Data Unemployment Projected labor force in the State, 1970 Unemployment in the State, 1967 Unemployment rate for the State, 1967 Population and Labor Force Projections 1. 1960-1970 percent change Total population Non-white Total Labor force Non-white 756,000 32,000 4.5 15.7 15.2 25.2 22.3 2. 1970-1980 percent change Total population 11.3 non-white 18.6 Total Labor Force 16.4 Non-white 21.4 State population 1966 Estimated resident population Estimated non-white population, 1965 25 1,956,000 374,000 Percent change; non-white population, Educational Attainment (1960 Census) Total Adults over 25 years old A ats with less than 5 years of school Adults with less than 8 years of school Non-white Adults over 25 years old Non-white Adults with less than 5 years Non-white Adults with less than 8 years 26 4.4 completed completed school completed school completed 964, 000 148,000 331,000 178,000 64,000 113,539 15.4% 34,4% 36,3% 63.8% .... CALIFORNIA Introduction A review of our program designed for persons with special needs reveals very little change in statements made in materials forwarded last year. Statistically, 25,407 individuals and $2,182,381 in expenditures represented the identifiable data. Again, we know this in no way reflects what is actually being done for individuals with physical, mental, or socioeconomically handicaps. A further review of last year's report reveals a resume of special programs in this area. These programs have been continued in most instances and what follows is a resume of new programs. Office Occu 0: tional Pro ams for Continuation Hi :h Lehool Students This program at Reid Continuation High School in the Long Beach Unified School District is designed to provide instruction in related theory for an office occupational program for continuation high school students. This project will help students who have academic, socio- economic, or other handicaps which have prevented them from succeeding in the regular high school program, and who, in the majority of cases, come from homes which are economically and culturally deprived. Vocational Education Instruction Project--Clerk-Typist and General Clerk. The training period was for one year. It included one year of advanced typewriting and one year of an expanded office procedures class to be taken in the twelfth grade.' Special instructional materials, textbooks, and equipment were ordered to provide for individual differences and abilities of this heterogeneous student group. The work experience coordinator provided for part-time jobs and will assist in placement for those desiring full-time employment upon completion. 27 Clerical, Clerk-Typist Especially for Mexican-Americans The program is designed to prepare bilingual adults for job entry and employment in the, business community of El Monte Union High School District and surrounding areas. Local businesses have expressed a desire and a need for well-trained help, especially from the minority group which is rapidly becoming the majority in this area. Experimental Project to Train Mexican-American Students An experimental program to train Mexican-American students of the El Rancho Unified School District for employment in the entry-level positions of clerk-typist, general clerk, receptionist, stenographer, and related fields through the use of special materials and an audio laboratory. Districtwide Program in Business Education This program provides Negroes of the Compton High School District with job entry skills in the field of general business production as it relates to the hotel, motel, and restaurant industry and other hospi- tality services in an actual office setup for the student operated school restaurant. Medical TranscriAtion Training for Unemployed Adults--Most of Whom Will be Currently on Welfare or Unemployment Rolls -- Seeking to Master a Vocational Skill Of the 60 students who enrolled in this program in the Sacramento City Unified School District, 36 completed the 17 week program and were certified as being qualified to be employed as medical transcriptionists. Requests for graduates came from as far away as Los Angeles and every indication is that each student will have his choice of jobs. At the close of the graduation ceremony, it was announced that a new section would begin in 14 days. The California Department of Employment esti- mates that there will be at least another 500 applicants for the program. A survey of the service area from which these people come indicates that there will be enough job openings 17 weeks from now to absorb all quali- fied graduates. Santa Rosa Latin American Center This is the first bi-lingual educational and vocational adult public school in the United States. The main location is the Santa Rosa Catholic School facility on the grounds of the Santa Rosa Parish in San Fernando, California. This program has been organized and developed through a 28 4' community advisory council under the direction of Father Luis Valbuena, Pastor of the Santa Rosa Parish. The Council represents afferent federal, state, and city departments related to the school. It also represents private, civic, and business associations and corporations. The Council obtains the full cooperation and assistance of public and private employment agencies and business corporations in order that the students might have adequate employment opportunities relating to their respective talents. Immediate pals concentrate on: (1) Increased educational opportunity for all Latin Americans; (2) Acceleration of acculturation of all Latin Americans; (3) The raising of intellectual, social, and economic levels of all Latin Americans. In a short period of three months, the school now enrolls nearly 1,500 students. It has been so successful that a second center is being planned for the East Los Angeles area. The Inner City Cultural Center This is a recently approved proposal for a special training program in the Los Angeles Unified School District designed to provide access for persons of minority backgrounds and residents of poverty areas to employment in the area of theater arts and communications with emphasis on technical, administrative, and production skills. The objectives are to build a model program for the training of persons of minority back- grounds and residents of poverty areas which will enable them to parti- cipate in the expanding job market. Landscape Aide Training Program The purpose of this program at Contra Costa County Boys Ranch School is to train boys to enter occupations in gardening, landscaping, and nursery services. The training includes planning, design, identi- fication, and care of the elements in the area of landscape and gardening and the selection, maintenance, and safety aspects of tools and equipment. Training for Gainful Employment in the Intermountain Area The major objective of this project in the Fall River Joint Unified High School District is to train students for gainful employment in the Intermountain Area. This is done by offering an intensified program in Farm Construction and Farm Machinery Operation and Repair along with the regular Agriculture program. Most of the students are from medium to low income families and are in the lower part of their class academically. These boys have no intentions of continuing their formal education beyond high school or junior college, so they must learn a trade or skill if they are to be employed in the future. 338-173 0 - 69 - 3 29 Landscape Nurseryman, Aide Work erience Pro am The purpose of this program offered at the Oakland Unified School District is to train educable mentally retarded youth and low ability youth as landscape and nurseryman aides. The work experience approach combined with small group instruction, was developed as the method of training. Livestock Ranch Worker This course in the Madera Unified School District is planned for the under-achiever (mentally handicapped or educationally handicapped) who will definitely be a farm hand. The mental ability of many of these students will limit the type of farm work they will be able to perform. Through this course, students who fit into this ability grouping will have an incentive to remain in school until they have acquired marketable skills. This area of learning will not only be encouraging and challeng- ing to them, but will also give them an opportunity to become useful citizens. Occupational ca ed This program conducted by the San Louis Obispo County Office of Education provides for the training of mentally retarded youth for gain- ful employment in the field of horticulture such as nursery aide, land- scape assistant, groundsman aide, or turf management aide. This is accomplished through in-school training, on-campus work experience, and off-campus work experience. Throughout the program, student, employer, and teacher evaluations were made concerning the degree of satisfactory adjustment to work. Occupations Centers The West Valley Occupational Preparation Center in San Fernando Valley has a large enrollment of boys and girls in business and office occupations. This includes 60% of the 5,000 enrollees in such occupations as grocery clerks, retail salespersons, clerk-typist, key punch operators and stenographer. The Occupational Skill Centers in Watts and Pacoima enroll many disadvantaged Negroes and Mexican-Americans in a variety of entry-level skills combined with basic and remedial education. 30 Other special programs are in operation at the John Glenn High School, Burbank High School and Duarte High School where "spin-off" programs for clusters of office Jobs for persons with special needs are being developed under a flexible curriculum. Teacher Education Many institutions of higher education continue to offer pre-service and in-service courses suitable for teachers of vocational education for persons with special needs. Conferences and work-shops for teachers of persons with special needs are held at frequent intervals in many parts of the State. 31 tive Enrollments in Vocational Education in California FY 1968* Program 1963-64 1964-65 1965-66 1966-67 1967-68 Agriculture 15,429 17,684 Distributive 47,870 107,360 Health 9,859 8,170 uo Homemaking 163,467 121,012 tv Office nja 36,914 Technical 70,210 67,264 55, 267 65,214 44,705 Trade & Industrial 1+,510 142, 3.0,672 236,726 TOTAL 451,345 501,375 749,416 943,755 1,028,166* 21,171 23,504 27,986 117,492 124,392 130,793 11,495 19,473 21,281 1k2,455 197,434 235,588 237,717 315,066 331,087 * All 1968 figures are estimates until final audit. COLORADO Introduction Considerable attention was given during the latter part of the year to extend program offerings for persons with special needs. A Supervisor of Special Needs Programs was named to provide the lead- ership in coordinating programs operating within the service areas and to plan programs which cut across lines of the traditional service areas. Many of the programs in this state are continuous and are expansions of programs that were initiated early in 1968. The numbers involved are the actual enrollments in these programs at the end of fiscal year 1968. At the present time, we are very active in the development of a State Plan for Persons with Special Needs and in program ideas that can be implemented during the next year. We are anticipating the development of several programs in accordance with the Vocational Amendments Ac=t of 1968.. OREVEVAALNERaLs. Three inter-related cooperative programs were. planned prior to the end of the fiscal year to begin operating July 1, 1968. One pre-apprenticeship program was implemented early in June for youths who had left school prior to graduation or who mad graduated and were employed. All of those completing the program (14) were placed in apprenticeship programs or other types of related employment. Auto body and fender repair, bookkeeping, general clerical, and secretarial science were occupational training fields introduced in 1967 and assembly line worker, bakers helper, busboy, car hop, carpet layers helpers, custodians helpers, file clerk, gardener, maintenance balper, ornamental horticulture, and stock boy are additional occupations projected for 1 In all jobs areas the number of programs for persons with special needs were increased. In the field of Agriculture the number of programs went from one to four and the student enroll- ment increased to 124 with 82 of these in agriculture production, 33 30 in Agriculture Mechanics, and 12 in Horticulture. Eight programs in Business and Office Education were in operation during the past year, an increase of two over the previous year. These new programs were conducted at West Denver High School and, at Mt. View Girls Schools. The special needs programs provided vocational business training for 745 persons having academic or other handicaps that prevented them from participating in a regular program. Six train- ing programs were offered for persons with special needs to prepare them for work in the food. industry. Th209211sqioneeas Programs for persons with special needs were following areas during flecal.year 1968: Agriculture Distributive Education Home Economics Office Occupations Trades and Industry Special Needs Technical conducted in the Number of Number of programs, Students 8 76 2 298 6 47 9 398 15 585 6 348 1 24 Programs for persons with special needs are being the following areas during fiscal year 1969: Number of Programs Agriculture 8 Distributive Education 2 Home Economics 5 Office Occupations 11 Trades and Industry 14 Special Needs 8 conducted in Projected Number of Students 76 40 225 350 746 250 Cooperation with Other Agencies One program at Mount View Girls School was initiated to provide girls entry level skills in Food Service. This program was divided into two paets consisting of instruction for one hour and practical experience for four hours daily. Some were to be paroled at that time and the executive director of the Colorado - Wyoming Restaurant Association, who serves on the advisory board, helps the girls find employment upon their return to the Community. There were 124 students who received the equivalent of 120 hours each in food service training. An additional effort must be exerted in this area with the high school teachers working specifically on an individual' basis to make their students employable. New Home Economics programs operated for special needs groups included Mount View Girls School, Colorado School for the Deaf and Blind, and three Denver high schools. In addition, homemaking classes for persons with special needs operated at the Florence Crittendon Home in Denver enrolling 207 students, the Head Start program in Denver and Trinidad with 920 students, and 56 enrollees at the National Jewish Hospital in Denver. The program at Colorado School for the Deaf and Blind was for deaf girls in preparation for seamstress work. Ten students were trained. These students must leave the school when they are 21 but their sewing abilities will give them earning power. Denver added only one new program at West High School rather than two as anticipated in the spring of 10. All pupils in the Denver programs are considered potential dropouts. The program in one school is diversified and included work in personal improvement, clothing repairs and alteration, laundry and ironing, and child care. In another school the training emphasizes soda fountain train- ing and housekeeping skills. A total of 49 students were trained. Me Colorado School for the Deaf and Blind added dry cleaning and auto body and fender repair to their existing curriculum offerings of drafting, printing, piano tuning, and baking. Lookout Mountain School for Boys at Golden, Colorado added custodial training to their curriculum offerings. The institution also offers service station mechanics and printing courses. The cosmetology program at Mt:View School for girls and the bench assembler program for 35 the trainable in Denver continue to function effectively. With the opening of the area vocational-technical schools at Trinidad and Boulder in September 1968, additional programs will be available for persons who have academic, socio-economic, or Other baidicaps that prevent them from succeeding in the regular education programs., gumgag and Improving_Vocational-Technical Education for Persons AttIPS.2:ailL122.112. Agriculture There are programs at the State Penitentiary for farm hands, dairymen, farm implement mechanics, slaughterhouse workers, and meat cutters. At the Colorado School for Deaf and Blind there is an ornamental horticulture program. At the State Reformatory there is a production farm hand program. At ookout Mountain School for boys there is an agriculture production program. Business and Office Occupations There are Special Needs programs at Colorado School for Deaf and Blind, with a possible program being developed in using a braille typewriter. There are programs in correctional institutions, homes for unwed mothers, high schools, and community colleges. There is cooperative planning with the State Department of Education and with the State Department of Rehabilitation. Distributive Education There are six new programs in this area. These are concerned primarily with food service preparation programs. Home Economics There are Special Needs programs in four Denver high schools for the potential dropouts and the disadvantaged. These programs are concerned with developing skills, self confidence, and dependability needed for job entry. There are programs in various state institu- tions which have been developed through cooperation with various agencies. 36 Trades and Industry There are ten programs at the State Penitentiary, ten programs at the State Reformatory, and four programs at the Lookout Mountain School for Boys and the Mount View School for Girls. These programs are in addition to the various programs at high schools and area vocational schools throughout the state. There is considerable cooperation in the metropolitan area in developing programs in various agencies for the various groups. The Special Needs programs have been designed to prepare people for work or to be successful in vocational education programs. These programs are aimed at people who are the socioeconomic8 14 disadvantaged, potential dropouts, and in some ins =does, the handicapped. There are many similarities in the programs, yet each program is designed to meet the specific needs of that particular group. There have been workshops held On January 29 and 30, 1969, we are erative Efforts of Business and the Education for the Disadvantaged." with the Special Needs teachers. boating a "Conference on Coop- Schools to Provide Job-Oriented CONNECTICUT Introduction The "Special Needs" programs for the current fiscal year has developed according to the anticipated plan with but one notable exception. Due to the extreme limitations of funds, it was decided to postpone the development of two additional Occupational Training Centers and to spread the available funds more widely in less con- centrated programs. Particular focus has been upon the critical and pressing needs of the urban communities. In a small state, where the income scale is relatively high and the employment level relatively sophisticated, it is understandable that the "college-bound" academic curricula has received the major attention of high school educators. However, the radical change of population that has come over the urban communities and the increased concern for the socioeconomic disadvantaged students has literally forced serious rethinking on the part of urban educators. Among the many other problems that became apparent when social unrest erupted in the large cities was the fact that provision of a meaningful ed- ucation for many of ou' youth had been neglected and overlooked by local school administrators. It had been assumed by most high school educators that a "watered-down" version of a college-bound curriculum MS satisfactory for those who would not enter college. Riots, fires, parent protests disproportioned non-attendance forced adjustments in this thinking. Curricula revision to provide voca- tional programs for students with special needs became a pressing concern and educational administrators turned to the State Department of Education for assistance. The following thrusts were made to meet the critical needs: 1. The Consultant for Vocational Programs for Students with Special Needs was assigned to work specifically as a program developer for the seven large urban communities in the State. 2. A concerted effort was made to provide summer education activities. Occupational training opportunities, work experience, and work-study programs were expanded in the cities in an effort to reduce the crises of a "long hot summer." 3. Business, Industry, and Labor were involved in efforts to provide cooperative job training opportunities for "dis- advantaged" youth. High schools opened up new and mean- 38 ingful courses to meet the critical situation. Released time schedules to permit on-the-job training was adopted by many heretofore provincial schools. Trade and Indus- trial Programs increased by more than 200% from 13 to 29. Student trade and industrial enrollment on the previously academic high schools increased from 775 to 1740* young men and women. 4. The increase of attention on vocational education and the updating of Business and Office Education with data processing and similar modern equipment attracted an additional 2478 students in the high schools of the State. Several "salvage" programs for students who are unable to master typing in the usual course have been developed. These special students are usually academically disadvantaged and need specialized attention. 5. Distributive Education increased by 5 programs, from 35 to 40. Enrollment increased from 2009 to 2530. 6. Health Services Programs increased from 8 to 13 with enrollment increasing from 156 to 264. 7. Gainful Home Economics Programs increased from 15 to 16 but enrollment nearly doubled from 347 to 748. This has been a year of critical evaluation and consolidation of gains. Teams composed of a Program Developer and Subject Area Specialists constructively evaluated all "Special Needs" programs to determine if they were: (a) meeting their stated objectives and (b) functioning on a reasonably efficient level. Because of the limitations imposed this year by the unavail- ability of funds, the major thrust of activtiy by the State Depart- ment of Education, Vocational Division, has been to concentrate on consultative services for the development and improvement of pro- grams. The concentration of Ptogram Evaluation and increased con- sultative services has resulted in some decided improvements; notably: more active local Vocational Advisory Committees; better identification of students; more effective curricula and teaching techniques; and finally economically more efficient programs. *While these figures, and those that follow, are figures for all the local school disticts of the State, it should be noted that the major increases were in the urban communities and primarily "Special Needs." At the instigation of the Director of the Vocational Division of the State Department of Education a top level meeting of Directors of other Divisions of the State Department of. Education was called to consider how the efforts of all Divisions and Bureaus could be coor- dinated in a concerted approach to meeting the vocational needs of the "disadvantaged" population of the State. Out of this has come a Joint Action Committee which is currently structuring an organized approach to meeting the vocational needs of the physically and mentally handicapped, the socially, economically, and academically disadvantaged, both youth and adults. DELAWARE Introduction Programs in Delaware for persons with special needs were expanded during the year, facilities and faculties were increased, and enroll- ments were enlarged. It is the philosophy of the Education Department to make opportunities as open - ended as possible. Emphasis is placed on encouraging each one to reach his potential. The rapidly expanding service fields offer considerable opportunity lb /. employment, for those with somewhat limited educational abilities or goals, as well as offering substantial remuneration for the reliable well trained employee. Exploration is being made in those area in terms of job opportunities for both boys and girls. Occupational Areas Three schools operate for the trainable mentally retarded in the state, and have reimbursed programs for students learning saleable skills. A correctional school for girls receives supervision in Home Economic, including vocational courses; to train girls in the areas of food, clothing, dry cleaning, and laundry establishments. There are also special classes in the regular high schools to meet the needs of the academically disadvantaged youth who are taught by the Home Economics teacher. Many other classes for the socio- economically handicapped operate through special funds made avail- able from State and other services. A number of experimental and pilot projects for persons with special needs have been developed throughout the year in the local school district through the leader- ship of the Research Coordinating Unit. These programs are expected to be put into action during the remainder of FY 1969. Under the Rehabilitation Service 730 persons Imre rehabilitated during the year. Two very large schools have developed projects for socio-economically disadvantaged youth (IL an occupational orientation nature, based on the State Department and University of Delammefederal supported plan for demonstration classes for teachers of rural low achieving disadvantaged junior high school youth. Both projects have been funded under Elementary and Secondary Act funds, Title I and III respectively. In addition, special summer programs were provided for vocational students need- ing help in developing their skills and abilities. In the field of Vocational Agriculture a half-time supervisor has been employed to carry out the state work-study program. All Distributive Education instructors are being assisted to adapt their methods to persons with special intellectual needs and talents. Cooperative work programs are geared to helping those with financial needs. A plan is underway to explore the potential of under-achievers and include them in the Medical Assistant's program. The Manpower Development and Training programs will continue to focus on special needs and consultants will be employed to assist with in-service education for teachers of students with special needs. Planning is underwa; to provide industrial orientation for boys and girls in seventh, eighth, and ninth grades who are potential dropouts. They will enter a program at a common centers be trained in related basic skills will be provided special motivational opportunities, and released for entry into a regular vocational program at the tenth grade level. Under Research Coordinating Unit sponsorship, a series of)Alotprojects are being proposed to provide occupational orientation, remediation, and work experience as a means of motivating students with special needs. The majority of these proposals call for at least one additional teacher. A neighborhood Youth Corps project has been funded to provide half-time supervisory service in conjuction with the work -study program to serve 100 needy in-school youth in Kent and Sussex Counties. At least two coordinators will be needed for this work. During the summer of 1967, 740 pre-school and elementary migrant children were served, in eight centers under 0E0, Title III grant of $116,469 in a comprehensive program of health, soiaal services, education, and cultural enrichment. This summer pre-school programs also operated during July and August 1968, under 0E0 funding. Staff needs include a coordinator, seven nursery school teachers, four social workers, four nurses, fourteen day care workers and fourteen child care aides training under Manpovw, a possibility exists that some adult classes may need to be staffed for adult migrant population. A series of proposals for pilot and experimented programs have been developed under the sponsorship of the Research Coordinating Unit. All are occupationally oriented and deal with programs for persons with special needs. Means of funding them for the coming year are now being explored. Emphasis will be placed on improving teaching aides and specialized experiences such as field trips with occupational purposes. and Adult Education At the Kent Vocational-Technical Center, near Woodside, the adult enrollment (persona with special needs) has increased from 135 (end of FY 1968) to approximatgay 300 as of this date. Last week (January 1969) twelve new adult courses commenced and are reflected in the increased enrollment above. They are as follows: 42 Blue Print Reading, Machinist Commercial Art Advanced Data Processing Advanced Electronics Interior Design Plumbing and Heating Printing Refrigeration Advanced Welding Furniture Finishing Bookkeeper, Small. Business Refresher, Shorthand In addition, since September of 1968, the adult enrollment at the Sussex County Vocational-Technical Center has increased (adults with special needs) from 120 to approximately 168. This is as a result of three additional programs as follow: Auto Mechanics Health Aides (Gatby Cut-Off) Pipe Fitters Apprentice A number of new programs have been commenced at the Southern Branch of the Delaware Technical Community College. They are as follows: A "general studies" program has been started with 118 students in September of 1968. This could be referred to as a pre-technical engineering program for youth who either have or have not completed high school. The objective is to upgrade verbal, mathematics and physical science skills through programmed instruction. Part of the screening is through the DAT series. Known weaknesses are also considered. Twenty-five (25) of the 118 have qualified for and are now participating in and have advanced to the Business and. Engineer- ing Technical Curriculum. A program,"Learning or Writing Laboratory" with two possible routes Technical Business Writing or Engineering Technical Report Writing have commenced with approximately 120 students. In addition an information oriented library technician program has recently commenced with such program having two options; (1) educ- tional (2) institutional. Those completing the program would be capable of serving as librarian technicians either in educational facilities or institutional (other than education) facilities. Forty- three (13) students are now enrolled. 43 A Nord Processing Laboratory" which includes instruction in typical reproduction equipment (Muiti-lith, Mimeograph, Xerox, Ditto, etc.) an4 instruction in the use of the Magnetic Tape Selectric Typewriter with Magnetic Memory Systems is now part of the Delware Technical and Community College curriculum. This program started in December of 1968 and is serving approximately 55 special needs students. Research Activi A. Materials developed n Delaware under Vocational Education - Special Needs 1. Resource Papers on the Disadvantaged, (a) distributed to all school administrators and guidance counselors during the year, (b) used as background papers in three county Leadership Workshops on programs for persons with special needs and (c) provided for county workshops for Title I ESEA teachers and aides. Organizational Forms for In -Plant Training Needs - Dr. Fred Finsterback ORCU. Occupational Information in the Elementary School. 4. Understanding Cultural Values Series - (Expected by the Research Coordinating Unit) Series 1 - 2 - 3 - 4 . 5 Distributed to all school administrators and counselors used in: the three special needs workshops and the three county Title I ESEA workshops, 5. Excerpts from a presentation by Congressman Augustus F. Hawkins, (California) to the National Workshop on Vocational Education for Persons with Special Needs. 6. Orientation Conferences: The Cultural Values and Special Needs of Disadvantaged Persons. 7. Reproduction of Pre-Vocational Material - Occupational Education - a set of ten - developed by teachers and junior high school youth under a 4-c grant, in an Institute on Rural Low Achieving Disadvantaged Junior High School Youth. Materials used for migrans children and pre-vocational classes. Special Innovative Programs Developed and Funded. 1. A Building and Grounds Training Program for Low Achieving Students at the Kent County Vocational-Technical 2. A Program for Custodial Training for Special Class Students at the DeLa Warr High School, New Castle, Delaware A Program for Vocational Traininag Training of Educable Mentally Retarded Children at the Brandywine Springs Junior High School in the Area of Food Service With Emphasis on Curriculum Development. Elimination or Reduction of Dropouts by Providing a Curriculum Involving a Cooperative and an Exploratory Work-Study Program to Fit the Needs of the Non-Academic Student - School and Work Experience Program (SWEP) - Junior High School level. Migrant Education - 1. Progress Report on Migrant Education - 1961 - 1967. 2. A Directory of Services Available to Seasonal Agricultural Workers in Delaware. 3. A Demographic Study of Farm Migrants in Delaware. 4. An Approach to Migrant Bilingual Education. 5. Our Young Visitors - The Story of Delaware's Educational Program for Children c Migrant Agricultural Workers. D. Other Materials Secured and Blissenimated - for educational purposes: Three special needs workshops Three ESEA Title I summer workshops. Fieldman, Marvin J., Makin g. Education Relevant, New York. The Ford Foundation 338-173 0 - 69 - 4 1+5 Ford Foundation, Thra2otetY0 the tets. New York 1965 Kemp, Barbara, Y t e W n't Department of Heath, ucationa of Education. Washingto and Welfare, U.S Office National Outlook Conference on Rural Youth. Four Parts Reports - Health Services, Employment Education, Migration, Environment. Conference cooperatively. Sponsored by: Department of Agriculture Department of Interior Department of Labor Health, Education and Welfare Office of Economic Opportunity Presidents Council on Youth Opportunity New Jersey Education Association. pag_pladmIllastasalla LPro _ffixJ,ArAE_._tion. Trenton Page, Ray, Count. aebLnfLEci....3osl.promu....k. Springfield, Illinois Curriculum Program. Research Report. 1967. University of the State of New York and the State Education Department, Bureau of School and Cultural Research. TheEductionofDisaddreival. A Survey of The iterature. bany. 19 7. U. S. Department of Health Education and Welfare. Educating Children in the Middle Grades. Washington E. Adult Education Programs and Services - Adult Education programs operated in the extended service area of vocational education. 1. A Director of Adulica.bi.ortEdtPramsand Services, 19 7. In Delaware, a number of staff people have worked on programs for persons with special needs. You will observe the very active role which his been played by the staff of the Research Coordinating Unit. 46 DISTRICT Cr CCCUMBIA introduction The Armstrong Adult Center has in the past conducted the majority of programs for adults with special needs in the District of Columbia. However, an assessment of student population in the five secondary area vocational schools has indicated that changes need to be made in many of the trade areas originally designed to serve the vocationally talented. In FY 1970 a vocational program for phys cally handicapped youth will be conducted at the Sharpe Health School through a coopera- tive endeavor with vocational rehabilitation and the general education division of District of Columbia public schools. Occupational Areas Vocational Trade and Industrial classes will bouse special education and special needs students in dry cleaning and foods classes in FY 1969. An experimental class in auto-mechanics utilizing the systems approach is being conducted FY 1969 in the Phelps Vocational School for students with special needs. The success of this program provides empirical data to support skill training programs in other trade areas. Practical Nurse programs in the secondary level FY 1970 will be conducted whereby the students (11th and 12th grade) will receive diplomas from their academic high schools but will be trained in the M.M. Washington Vocational School. A pilot basic learning laboratory, which is in addition to the already established laboratory at Bell Vocational School, was established September, 1968 at Chamberlain Vocational School. This project was instituted to utilize the great opportunity for supportive learning through the use of programmed media in reinforcing the educational deficits shared by those learners who are educationally retarded. The Home Economics Department is presently operating classes for 614 adults in clothing, foods, and home management. Most of these programs are housed in community centers, settlement houses, and homes for pregnant girls. 47 The C the Library of the Armstrong October 2, 1967. Dubbed Project CALL 2 'Laboratory ), the Laboratory operates fourteen hours a day from 8:30 a.m. to 10:30 p.m. The general aim of Project CALL is to provide adults an opportunity to study at their own convenience the courses they need for advancement or personal improvement by using programmed instruction. The staff includes 6 coordinators and 1 counselor working full time, 1 coordi- nator and 1 counselor working part time, and a supervisor --- as an Assistant Director of the Adult Basic Education Program. Three of the six coordinators were teachers in Project Interchange with NEA at the Job Corps Conservation Center at Blackwell, Leona, Wisconsin during the school year 1966-67. Three hundred nine -five persons have registered in Project CALL. Of this nuMber, three hundred sixty-two (157 male, 205 female) were recruited through referrals of MDTA an WTOC programs, NYC, U.S.E.S., D.C. Public Library, Recreation Department, and counselors in the Adult Basic Education program. The instructional materials used in tha laboratory are programmed. They were recommended by Dr. Edward T. Brown, who established the fundamental learning laboratories in North Carolina. In addition to using programmed materials, Project CALL students receive individual- ized instruction and tutoring in the beide subjects from the coordinators. Programs offered in Project CALL include coverage in broad subject areas as (1) Reading and Language, (2) Mathematics, (3) Social Studies, (4) Science, (5) Foreign Languages, and (6) Academic Skills -- how to study; how to use maps. A strong component in Project CALL is the counseling and guidance effort. The world or work, consumer education, personal and family living, civic education, and human relations are greatly emphasized in the Basic Education segment of the programs. Student progress is described in part by the schedule that follows: 1. Average educational advancement in grades a. Reading - 12 years in 6 months b. Mathematics - 2 years in 6 months 2. GED tests successfully completed -- 2 3. Number who received high school diploma -- 17 48 4. Number who passed clerical or civil service examination -- 43 5. Number accepted in college -- 3 6. Improvement of grades in course work 50 Project CALL is under the general administration of the Department of Vocational Education and the immediate administration of the Principal, Armstrong Adult Education Center. 49 FLORIDA Introduction The 1968 Report reflects the status of special vocational programs in Florida at the time of writing and some plans, indications and impli- cations for the immediate future. Since the 1968 Report, the Division of Vocational-Technical and Adult Education has continued to provide leadership and funding for programs in the various school districts. At the state level, a Special Needs Council, consisting of repre- sentatives of the various services of the Division of Vocational-Technical and Adult Education has been formed. One of the Tasks: to cooperatively develop guidelines for special vocational program operations in Florida. These approved guidelines, "Guidelines and Criteria for Developing Vocational Education Programs for Persons With Special Needs," are in use. The Special Needs Council also works cooperatively with the Research Coordinating Unit Council in identifying research areas needed and in pro- gram coordination. Program initiated a, ped students The programs for exceptional children which have previously operated in Pinellas and Hillsborough counties are continuing to receive funding support for horticulture programs. A new program for educable handicapped grades 7-12, has been initiated in Charlotte County, Punta Gorda. Guidance, health education, basic educational improvement are provided with vocational activities which Include: small gasoline engines, appliance repaix, office production, horticulture and home economics. gnaw for the disadvantacleotherthace, or mentally handica md Douglas MacArthur School continues as previously reported. Southwest Junior High School, special project, Melbourne, Florida, continues with local support with a new occupational program, Diversified Mechanics. Manatseltsact Vocational- Technical Center, Bradenton - a multi-occupational program, continuing and expanding. Booker T. Washington Junior gh School, Miami - multi - occupational, reviously in operation, but now with emphasis on pre-vocational and vocational education. 50 Programs initiated since the 1968 Report: Clearwater Comprehensive Tunior High School, Clearwater, Florida. The VTA1) assists in funding this program and also a summer all-faculty workshop. Sarasota County, special programs, programs for select junior high school students in vocational areas: Horticulture, home economics, work-experience and industrial. Columbia_ County, Lake City, Florida, a project for the disadvantaged; experimental project for the central purpose of facilitating e better understanding of the inter-relationship of school, employment, and self of culturally disadvantaged junior high school students. Polk County, Bartow, Florida, six new programs for identified junior high school potential dropouts. Horticulture - Mechanics. Escambia County, Pensacola, Florida. Beginning, January 1968 with a pilot program or dropout prevention. The Junior High School Work Experience Program, state wide. This program provides occupational training in broad employment fields of whole sale trade, general merchandising, food and other retailing, automotive service, restaurant work, and others. The Junior High School Work Experience Program has expanded in operation since the 1968 Report from programs in 14 districts to 97 programs in 21 school districts and serves approximately 1350 students with special needs. Dade County, Miami, Florida represents the greatest growth in programs for youth with special needs which now totals 60 special vocational programs for junior and senior high school students. These programs are operating in 45 school centers. The occupational areas included in these programs are: horticulture, agriculture, custodial service, and building maintenance, service station, sale and service, diversified mechanics, elector-chassis, assembly, power sewing, and work-experience programs. Cooperation with other agencies Local educational agencies are combining Vocational Rehabilitation Services and Vocational Education with Special Education. 31 The resources of Vocational Education are combined with the provisions of ESEA at local levels. State level cooperation with other agencies include: 0.E.0.1 MeDTAy Division of Youth Services (correctional), Florida Agricu- tural Extension Service, Housing and Urban Development and other agencies of state government. Personnel chanes affecting persons with special needs The Educational Improvement Expense Fund as enacted in 1968 has resulted in t1 placement of addtional guidance counselors and psychologists in various schools. Through increased funding through vocational and other sources: additional special vocational teachers, coordinators, and supervisors have been added in local school districts. Teacher Education Activities A series of state-wide conferences of junior high work-experience coordinators was held for curriculum development. The curriculum is to be field tested and evaluated. A Summer workshop was conducted in Polk County for siecial needs, Vocational Agriculture for teachers and administrators. Correctional Institutions The Division of Vocational-Technical and Adult Education is represented on an advisory committee for the Division of Youth Services (a state agency representing institutions of correction) in the capacity of vocational consultants. Enrollment data, special classes by occupational areas; Secondary: Industrial 1,125 Agriculture 673 Junior High Work 1,353 Ezixrience Home Economics 150 Health 35 Estimated students in regular vocational classes receiving special services 2,000* Adults in special vocational classes of programs 2, 542* TOTAL of all Classifications 7,878 52 *Estimated There are several on-going research projects in special needs area. They have not been evaluated. Plans for FY lagil Vocational. Education, Special Needs 1. Continue Junior High Work-Experience Conferences for Curriculum Development. 2. Identify additional areas for research 3. Enlarge tho Es cambia project 4. Promote new programs both in participating school districto and in non-participating school districts. 5. Emphasize vocational programs for youth and adult with special needs and implement the provisiOns of the amended Vocational Act of 1968. 53 GEORGIA Introduction Early in fiscal year 1968, a state supervisor for Vocational Education for Persons with Special Needs was appointed. The position was vacated shortly thereafter. The position was refilled in December of 1968. There has been little or no change in the philosophy in the department since that time in that, Program Development continues to be both from within traditional service areas as well as programs without special emphasis to subject matter fields. The Special Needs supervisor 'works as a consultant to other State Department Heads in establishing classes and is responsible to the State Director for Vocational Education through the Associate Director for Vocational Education, Leadership Services and Guidance. Signgificant Achievements or Special Accomplishments since the February 1968, Report The February, 1968, Report listed three primary objectives as follows: 1. To establish a task force committee with two approaches; 2. To establish programs in each of the subject areas in Vocational Educational; and 3. An across-the-board program which would not emphasize a particular subject matter field. A task committee was not established as the Division of Vocational Education has undertaken to develop a Master Plan which would lay the ground work in all areas of Program Development. It was decided that the appointment of a task force should be delayed until the Master Plan Committees and Sub-Committees had identified gaps and made specific recommendations for overcoming these gaps. The first phase of the Master Plan (Status of Vocational Education in the State of Georgia) has been completed and the second phase implemented at the time of this writing. One of the primary tasks for the Sub-Committee on Special Needs during the second phase of planning will be to revise the operational procedures for developing Special Needs Programs. In the Phase I it was recommended that a sub-committee be appointed for Special Needs. This sub-committee has been appointed and has met on one occasion for the purpose of developing an opera- tional procedure for program development. We have a rough draft from the committee. However, it has not been reviewed by all the program supervisors for their reactions and recommendations. When the task is completed, I will be happy to provide you with copies of this document. The following areas are to be explored in some depth. A. A definition of Special Needs Students B. Approaches for providing vocational education to students identified' as having special needs. C. Elements to be included in a Special Needs Program D. Teacher training for vocational teachers and others working with Special Needs Students. E. Establishing and supervising Special Needs Programs F. A reporting system for Special Needs Students from local to the state level. A great deal of emphasis has been given to providing Vocational Education for Persons with Special Needs from within the Division. Several Division and Staff Meetings have been held--with individual program supervisors stating specifically what types of programs and services they plan to institute when additional funds are made avail- able. Although many programs are now serving individuals with Special Needs, we have not instituted a method for reporting these. Hopefully this will be accomplished during Phase II of the Master Plan. Pout - Secondary EE2enam; Activities for handicapped or disadvantaged students with physical or mental handicaps not requiring the services of Special Education which have been initiated since February, 1968: In September of 1968, four pilot programs at the Post-Secondary Level (area vocational-technical schools) were initiated. This program is a Work-Study Program consisting of Basic' Education, Job Orientation and Counseling, and General Vocational Training. This program was designed primarily for any and all students who could not qualify for an existing program. It is highly individualized--a maximum of 12 students to a class. The teacher-coordinators of the program have all had some degree of training in the behavioral sciences which enables them to work on inter-personal relationships. The Coordinators were chosen for the program primarily on previous experience and background. The vocational training is accomplished through hiring existing instructors for extra class periods to teach basic skills in trades and occupations requiring 55 I w n o minimal academic proficiencies. Students attend classes full time for eight weeks, at which time they are placed on jobs of a semi-skilled or unskilled nature. The Coordinator of the program provides extensive on the job follow -up for a period of approximately four to five weeks and then tapers off as the needs decline. Students in this program have been primarily mentally handicapped (Median I.Q. 71); however, many could be classified as socio-economically handicapped. Of the 69 students enrolled during the first quarter of the school year, only four had physical handicews of a signigicant nature. Ossaational Areas In addition to the pilot Program at the Post-Secondary Level, several programs have been initiated at the High School Level. Dis- tributive Education has implemented a modified Distributive Education Program for Special Needs students with added emphasis on grooming, attitudes, responsibility, etc. Vocational Agriculture, Trades & Industry, Home Economics and Business Education have all implemented programs to various degrees. A pilot program which utilizes Industrial Arts and Home Economics as the vehicle for making academics more meaningful to youth who are alientated from school and are potential dropouts was initiated in a rural high school., The teacher-coordinator in this program seeks to instill a more positive self-image with the student--Work experience, field trips, and individual counseling has provided meaning and holding power for this group. Instances of cooperatiTulaSapsAgencies At present Operational Procedures are being drawn up which would involve Vocational Rehabilitation in the evaluation and certification of students for Special Programs. Personnel Changes affects Persons withlEtalljEtTIE As previously mentioned, persons with background training and experience in the behavioral sciences have been utilized in filling teacher positions in the pilot programs initiated thus far. The new State Supervisor for Vocational Education for persons with Special Needs is Mr. Kenneth Reynolds. 56 Teacher Education Activities The State Supervisor has attended two workshops one of which was the National Conference held in Washington in February, 1968. He has participated in a panel on the Disadvantaged at the American Vocational Association Convention in Dallas, Texas, and conducted two programs for local teachers. Two divisional staff meetings have been devoted to Special Needs. Reports of pilot programs were given and dimcussions held on various aspects of these programs. Work done in Correctional Institutions under the Wcational Education Act. Vocational Education along with Vocational Rehabilitation has implemented a rather extensive program at Alto, Georgia. Students are referred to the Vocational Rehabilitation Evaluation Center from the main institution for extensive evaluation, which includes Medical, Psychological, Social and Occupational. After a deter- mination of the clients aptitudes, interests, dexterities, etc1 are ascertained. The client is enrolled in some area of occupational training or skilled training. Plans are presently being formulated to conduct workshops for vocational instructors in the area of human behavior in order that they can become more competent in the area of treatment techniques for these young offenders. Enrollment data on Vocational Education Peograms for Persons with Special Needs. Approximately 700 students are enrolled in Vocational Education programs in the state at present.* Sitccessful completion of significant research in the state since February, 1968. Six pilot programs were initiated in September, 1968. Data is being collected in these programs and will be collected and analyzed at the completion of the school year. *Exact figures are not available since guidelines have not been completed for identifying students. Significant plans for 'Vocational. Education S ecial Nees in Geor,ia for fiscal ear 1 ro ams for Persons with Each program supervisor has made specific plans for initiating programs within service areas. A massive effort is being wade by the Master Plan Committee to study the needs and, recommendation for future prograr development. Operational procedures are being drawn up, brochures are being developed, and some sound planning ±s being accomplished. HAWAII Introduction A state level study is underway involving most State and local agencies, private citizens and interested groups which will result in a Rehabilitation Master Plan for the State. The plan is expected to include vocational education needs for persons in the special needs catergory. This study is not completed to date; a plan is evolving but as yet not fully developed. prom__ ,Correctional Institutions The vocational programs for potential prison parolees will be expanded to include carpentry and diesel machanics. The vocational program for potential prison parolees now includes carpentry but diesel mechanics was not added. The Capital Improve- ment budget for the Department of Social Services (including the Prison System) included facilities for diesel machanics next year. It is hope that the diesel machanics program will be added by FY '71. An experimental program at Waipahu High School for food service has been conducted during the past year for students with special needs, particularly those identified as potential dropouts. Waipahu's program is a continuing one and no longer an experi- mental one. In the new secondary school program in vocational- technical education now being planned, the Whipabu type of program will be included for statewide implementation. Cooperation with Other Agencies In cooperation with the vocational rehabilitation agencies, the students with special needs were enrolled in the Maui Community College and the Hawaii Technical School as well as certain kitchen operations training which was conducted at the Kaniolani Community College. 59 Special arrangements will continue to be made to absorb special needs students in the post-secondary vocational-technical institutions in the state. Personnel Chanel The newly appointed State Director is Samson Shigetomi, who is an employee of the University of Hawaii. The State Board for Vocational Education is also the Board of Regents of the University of Hawaii and the State Director then is attached to the University of Hawaii. This administrative change became effective on July 1, 1968 by State Law. _EPensltional_programE At the secondary level there will be two distinct programs especially for Special Needs students. They are: I. The Pre-Industrial Preparation Program The Pre-Industrial Preparation Program Sub-Element is that part of the Breparatory Vocational-Technical Program Element through which the individual will improve his basic verbal, scientific and mathematical skills by correlating the concrete occupational experiences to these basic skills. Entry level job tasks and skills are the by-products of this sub-element. The Pre- Industrial Program Sub-Element will serve the academically deprived students such as the disadvantaged, the under- achievers, and the culturally deprived. (8.87% of total loth - 12th grade population.) II. The Occupational Skills Program The Occupational Skills Program Element is that phase of the total secondary Vocational-Technical Education Program designed to prepare individuals identified as learners with limited abilities, such as the mentally retarded educables, to perform tasks belonging to a job family under close supervision. The physical and interpersonal job skills are also included and emphasized. The percentage to be served through this program element is set at 5% of the total 10th - 12th grade populations. 6o IDAHO Introduction Vocational Education is cooperating with many agencies in the development and operation of prevocational programs for persims with special needs. Physically handicapped persons have been enrolled in regular programs of Vocational Education for many years. Close work- ing relationships are maintained with the Department of Vocational Rehabilitation and the State schools. Occupational Areas An inter-school district vocational skill development cooperative program designed to meet the needs of students from eight school dis- tricts continues to operate effectively with 19 students enrolled. An Inter-School District Vocational Skill Development Purpose The program is designed to meet the educational needs of borderline students and dropouts from school districts located in a geographical area within commuting distance of each other. The objective is to develop the occupational skills of the enrollees for successful job entry and to prepare the individual to assume normal social relations. Program Operation 1. A preliminary survey of eight school districts revealed many students unable to compete in the academic area because of socio-economic and mental handicaps. 2. The students were, in general, hostile and in conflict with the home, school and, society. A number were dropouts and had police records. 3. Cooperating agencies are: eight school districts, the Department of. Employment, the Learning Center for Exceptiona3 Children, employers, and the State Department of Vocational Education. 338-173 0 - 69 - 5 61 1i. VallivIle School District No. 139, Caldwell, Idaho is the sponsoring district. The sponsoring district assumes responsibility for: a. Maintenance of records and personnel files. b. Providing necessary facilities c. Providing and directing the services of a teacher-coordinator. d. Supervision and conduct of the classroom activities. e. Accountability for students referred and placed in the program. f. Screening and counseling students in cooperation with the Caldwell Exceptional Child Center and the Department of Employment. g. Consummation of parent, trainee and employer agreements with school district. h. Preparation of job analysis and on-the-job instruction program. i. Selection of training staidons to meet individual need. j. Preparation and summation of reports and records as required. k. Continual evaluation of student's progress and training program. 1. Acquisition of regular employer-trainer reports on student progress. m. Follow-up on students completing or leaving program. n. Issuing certificate of completion to indicate student's capabi- lities for employment. The cooperating school districts are responsible for: a. The referral of students b. Providing for transportation c. The payment of tuition for their participating students. d. Consultation and cooperation with the sponsoring district, advisory committee, employers and teacher-coordinators. 6. Employer responsibilities are to: a. Provide a work-training program: proper instruction and super- vision of the student-trainee. b. Cooperate with the teacher coordinator in correlating the on-job and classroom instruction. c. Provide safe and healthful working conditions d. Pay the student-trainee in accord with the competency of the student. 7. State Vocational DepartnInt: a. Provides consultativra and supervisory service. b. Assists in financing Land the excess costs of conducting the program. c. Evaluates program. 8. Employment Department: a. Assists in counseling and testing. b. Placement for employment 9. The Learning Center for Exceptional Children: a. Assists in counseling and testing b. Provides special audio-visual equipment. c. Assists with remedial teaching. General Information 1. Students are 16-21 years of age, in-school or out-of-school youth having mental, physical, emotional, and socio-economic handicaps. 2. The teacher-coordinator was selected on the basis of being able to work with the students. He is a retired young businessman and reserve army officer without a degree in education, or any educational experience except as flight instructor in the service. He wins the support and respect of students, parents, employers, and all with whom he works. 3. Nineteen students were enrolled. Sixteen of the students had been involved in infractions of the law to some degree-five of the six- teen were on probation, and one was a ward of the comet. 4. Instructional methods were informal, relaxed and practical. 5. Earnings varied from 50 cents to $2 per hour. 6. At the end of the year, fifteen students were employed. One had been placed in the State Youth Training School for wayward youth. 7. The program has been a success. It is reasonable to believe that nearly every one of the students would have continued to be a school and social problem without the program, whereas nearly all have taken positive steps towards becoming responsible) productive citizens. 8. The teacher-coordinator will continue periodic contact and supervision of students completing the course and will be available for consul- tation. 6; Each of the five Area Vocational-Technical Education Schools have employed an instructor to provide special instruction for students with educational deficiencies that would prevent them from succeeding in the regular vocational program. This instruction is given outside the student's regularly scheduled school day. One area school offered a special summer program in 'basic and experimental Vocational - Technical Education, designed to improve the disadvantaged students chances for success in a regular program of Vocational Education. The 40 students completing this course were enrolled in regular Vocational programs in September. Summer Program in Basic and Experimental Vocational-Technical Education This summer program of instruction is designed to provide individuals with the skills that will meet their special needs. This basic education will be tied in closely with vocational offerings, making it more meaning- ful to the students. The objective of this pilot program is to improve, through classroom instruction and over-the shoulder supervised study and instruction the basic communication and mathematical skills of the individual enrollee. This will improve the enrollee's chances for sw!cess in a regular program. The enrollee's vocational objectives will be a matter of record and the instruction will have direct application to his chosen field to study. Enrollees will be screened by the vocational-technical counselors to determine their ability to profit from this special instructional program. Enrollment will be limited to 40 students: 20 in general vocational and 20 in technical. This short program will offer pre-registration classes in the mathematical, study, and communication skills to students who can benefit from instruction related to the occupation. New instructional innovations nac generally used as common practice in today's schools will become an integral part of this program. basic education instructional materials and remedial instruction related to vocational training, including audio visual aids, will be used in the program where appropriate. Facilities to be used for this program will be provided by the School of Vocational-Technical Education. 64 Classroom, shops, and labs will be utilized whenever feasible. Student Evaluation No grades will be given. Oral evaluations will be available to each student throughout the program. BeKistration Fee Housing will be provided on campus, special effort is being made to provide food service for those students living in the dormitories. Student Union The Student Union will be open five days and evenings a week. Student Health Services. During the summer the Student Health Service operates as a first aid station and an out-patient clinic. A physician is on call for consultation, referral, and emergency treatment. Continuing care is not provided by the Health Service, unless requested by the patient, and in such case the char- ges of the physician for such continuing care is to be paid by the patient. Services other than those mentioned above, such as hospital, laboratory, and X-ray expenses, are billed to the patient. Summei_o Special Needs No credit 6 weeks - Labor Day, September 2, is a school holiday. 30 hours a week Section I - Students who successfully complete this program will enroll in one of the regular full day preparatory vocational programs offered by the School. This section, with a maximum enrollment of 20 students, will commence August, 1968 and will hold classes for 6 weeks, ending September 11, 1968 An Employment Orientation Course is being offered by an area school through M.D.T0A. An Auto Service Station Attendant Programs was started at an area school for persons with special needs. 65 Five vocational instructors scheduled to instruct such special needs courses as Adult Basic Education, Employment Orientation etc have attended sessions at regional A.M.I.D.S. Vocational Education will operate three full-time occupational training programs for inmates of the Idaho State Penitentiary. These programs were funded through M.D.T.A. amd were developed in cooperation with the Department of Employment, Boise State College and the Idaho State Penitentiary. Approximately 45 trainees will be enrolled. Thirty-six students identified as having special needs were enrolled in regular Vocational programs and given special instructional assistance. These students were prepared for single skill entry level of an occupation. Vocational leaders in Idaho have determined that special programs for the disadvantaged should be of two kinds: 1. Special prevocational courses such as Adult Basic Education, Employment Orientation etc. that could correct the individuals' problem and prepare them for entrance into a regular Vocational Program. 2. Special vocational occupational programs that would prepare persons with limited abilities for employment in lesser skilled occupations. At a meeting of the Idaho State Board for Vocational Education with local directors, area supervisers and state staff, held at Boise State College on November 25 and 26, 1968, the following plans for vocational education for persons with special needs were developed. gpleciaaNeeds Programs for the Disadvantaged The question presented was: "Are we going to water down high qulaity regular vocational programs to meet the needs of the disadvantaged and end up with an Ethnic Vocational Programor are we going to maintain the top level regular vocational education programs and develop Quality Special Needs Programs?" Special Needs Program can be of two kinds: 1. Special prevocational training courses that could correct the individuals' problem and prepare them for entrance into a regular vocational program. These prevocational special courses could include: 66 a. Adult basic education b. Employment orientation c. Occupational exploration and experimentation d. Specific courses to correct an education deficiency. (math, related science, communication etc.) Special vocational occupational programs that would prepare persons with limited abilities for employment in lesser skilled occupations. The following list of special occupations was developed by the group that could be considered in the organization of special needs occupa- tional training programs: a. Maintenance -. Building Grounds b. Custodial Services c. Highway Right-of-Way Maintenance d. Forest Service -. Maintenance e. Recreational Services f. Personal Services g. Service Station Attendants h. Drafting Room Assistants i. Housekeeping Services Nursing Hospitals Motels Hotels Homes e HUMAN RESOURCES DEVELOPMENT PLAN POTENTIAL 'TRAINEES Regular - Disadvantaged - Handicapped TESTING & ASSESSMENT of student applications GUIDANCE AND COUNSELING Assist student in developing a training plan Job Bank EVALUATION & RE.OnRTING Maintenance of records at local levels Reporting statistics to State vnd Federal Offices Employment success of graduates main criteria for program evaluation FOLLOW-UP OF STUDENTS Determine employment placement and, success of graudates JOB DEVELOPMENU & PLACEMENT Locating suitable job and place- ment of graduates according to capabilities EMPLOYABILITY DEVELOPMENT Implementation of Training Plan Suggested ideas for implementing plan on following a69.2 68 SUGGESTED METHODS IM IDEAS FOR IMPLEMENTING KEAN RESOURCES DEVELOPMENT PLAN 1. POTENTIAL TRAINEES Recru'.tment Outreach Regular PlTknatAS.21. Junior High Schools ---aCommEHY-Kaion Agerf,ies High Schcols Department of Public Career Day Programs Assistance Work with counselors Courts Industry Churches News Mede. (Days of Decision)Service Clubs Department of Employment Homemakers P.T.A. C.A.M.P.S. Youth Clubs Occupational & General Advisory Committees Bureau of Indian Affairs 2. TESTING &.ASSESSMENT Cumulative Records Aptitude Tests I.T.E.D. G.A.T.B. KUder-Interest Inventories Personal Interview by Vocational Guidance Counselor Instructors 3. GUIDANCE & COUNSELING Handica ed Vooationa e- habilitation Counselors Churches Armed Services Veterans Admini- stration Health Agencies State-Local Interview by Vocational Guidance Counselor Review results of tests, reports, records Evaluation of interests Evaluation of handicaps, if any (educational-socio-economic) Provide persons with occupational information Orient student on school, programs, procedures etc. Vocational Counselor assist student in developing a "Training Plan" Could Include - Pre Vocational, Adult Basic Education, Employment Orientation, Occupational Exploration & Experimentation and Clinical Counseling. 69 4. EMPLOyABILITY DEVELOPMENT (Implementing the Training Plan) Institutional traning in occupation skills and. knowledge at the Area Vocational-Technical Education School a. Regular Vocational occupation programs b. Special programs to meet needs of disadvantaged Cooperative Training - (combination institutional and on-the-job) On-The-Job Training Financial Assistance Work-Study MDTA Department of Welfare Bureau of Indian Affairs Office Economic Opportunity Veterans Administration Vocationai Rehabilitation 5. JOB DEVELOPMENT & PLACEMENT Labor Force Projections Follow-up studies Advisory Committees Employment Security Agencles Service Organizations Industrial & Business Organizations Planning Agencies W.E.P. W.I.N. 6. FOLLOW-UP R.C.U. & Committee Develop standard follow-up forms & systems & procedures Explore available materials Students Instructors Guidance Personnel Advisory Committee Follow-up of Dropouts Why did they dropout? Where did they go? What did they do? 70 7. PROGRAM EVALUATION & REPORTING Evaluation Program Evaluated by: Advisory Committees Teams Supervisors Evaluation of: Facilities Curriculum Equipment Staff & Faculty Instruction Operational procedures & school) Trainees (students) Enrollment Dropouts Completions through Placement Performance (efficiency of operation records questionnaires letters personal. contact advisory committees cost to student Reporting Why not a standard set of reporting forms to be developed by the state so the schools will know what kind of information is needed? Why not a yearly calendar so local administrators would be aware of what reports are due and when? Why not a standard student record and follow-up forms and proced- ures so kind of information needed would be available? Appropriate record reporting systems will be neccessary to meet requirements for: State and Federal statistical reports Furnish information to State Board Develop immediate and long-range plans Furnish information to State and National Advisory Counsels 71 ILLINOIS Introduction Vocational education for persons with special needs continued to expand in 1969. The 1968 enrollments was 12,723 which included 4,748 students counted elsewhere compared to 10,979 in 1967. The total ens rollment in Vocational Education in 1968 was 200,990 up from 180,696 in 1967. Special attention is now being directed toward pre-vocational programs which will prepare students 14 years old and over for entry into the regular vocational programs or to prepare for the world of work at job-entry levels. There are now fifty of these programs in operation in the State. OssuaUaelllilestil The accompanying tables show enrollments in occupational programs as of July 1, 1968. There were gains in enrollment from 1967 in all occupational categories except agriculture. Non-farm agriculture in- creased by 3,575 while production agriculture decreased by 3,661 for a net decrease of 86 enrollees in 1968. Cooperative work experience programs are operating in all occupational fields except Homemaking. This is true also of Adult Education programs, preparatory post- secondary and apprenticeable trades. Teacher Education The State Department of Vocational Education and Rehabilitation conducted five in-service workshops for teachers for the disadvantaged during 1968. A conference for local Director of Vocational and Technical Education was held October 7, 1968 at Holiday Inn, East Springfield, to aid directors in operating and expanding their local programs for persons with special needs. Symposiums offered challenges and discussions about Federal and State legislation, Vocational Guidance, Vocational Teacher Education, Adult Education and Research. As of November 1, 1968, there were 38 local director on secondary level and 20 post-secondary. 72 Research The Research Coordinating Unit has evaluated the Cooperative Work Training programs in Chicago and found them operating successfully and satisfactorily. Forty programs are in operation in Chicago and one hundred twenty are operating in other parts .of the State for youth 16 and over in 25 occupational fields. Most of these are in semi- skilled or single skilled jobs. The Research Coordinating Unit has funded experimental projects and occupational orientation classes which give students experience in business operations. In Libertyville Illinois at the Highiand Junior High School, a number of student stock- holders managed and operated a number of money-making projects which should show the stockholders a profit. A store will sell school supplies and printed stationery prepared on offset and letter-press equipment. The class is restoring a wrecked Volkswagen 'which will be finished by the end of the term and put-up for sale. The Ltate Department of Vocational and Technical Education has pre- pared guidelines for initiating non-cooperative programs of vocational education for persons with special needs. This includes two suggested models. Model Al which prepares the disadvantaged student for employ- ment in a one year program of 550 minutes per week or a two year program at 275 minutes per week The program includes basic skills necessary for employment on entry level in a bonafide occupation; student orientation to employment and to opportunities for continued occupational training and retraining; simulated work experience or actual work experience and have flexibility so that a variety of techniques and personnel may be used to help these students. Model "B" is intended to prepare the disadvantaged student for enrollment in a regular vocational education program. This program shall include student orientation to the local school vocational education courses and assistance in formulating an educational plan that includes enrollment in one or more of these courses. Extensive use of the guidance personnel is an integral part of the program. Considerable time should be spent in acquainting students with occupations of interest to them. Full use should be. made of community resources and shop or laboratory experiences and some actual work experience should be included. Every effort should be made to prepare students to cope with requirements for satisfactorily completing the regular vocational program in which they plan to enroll. 73 The Research and Statistics Service has completed a final report on an experimental program in vocational education, summer 1967 in the Springfield School District # 186. This involved a six weeks summer program with a wide variety of educational activities for the dis- advantaged student. Classroom instruction is occupationally oriented vocational skills and the presentation of meaningful vocational infor- mation was conducted by two teachers in a team teaching situation for each classroom. One class was oriented to the handicapped while the other was designed for the disadvantaged. Curriculum was developed and evaluated for the program. It was concluded that six weeks was not enough time to collect material required, the material presented to the disadvantaged must be different in format, reading level, and rate of presentation. A program of this type is highly recommended for students in special education, slow learners and underachievers in junior high school grades during the regular academic year. A Research Report "Counteracting School Dropouts" has been pub- lished by the Illinois Curriculum Program. This attempted to identify the best practices for counteracting and preventing school dropouts. A survey questionnaire was sent to secondary school administrators throughout the State of Illinois. A total of 474, or 72% were returned. The responding schools indicated enrollments: 49% were under 500 pupils; 30% between 500 and 1,499; 17% served 1500 to 2,999; and 4% enrolled 3,000 or more. Three-fourths of the schools were public comprehensive schools, grades 9-12. Specific progiwas investigated were: l. Work-Study and vocational programs 2. Special classes and curriculum in regular school day 3. Summer school and Summer projects. 4. Evening or after school programs. 5. Special programs sponsored by or involving the community and family. 6. Special use of staff and staff training programs 7. Special use of facilities The conclusions of this study are revealed in the six recommendations: 1. That school districts be encouraged to develop programs which can help reduce the number of dropouts. 2. That local school districts give high priority to organizing progrems and services as early as possible in the child's experiences to help prevent school dropouts. 74 3. That through the Office of Superintendent of Public Instruction personnel in school interested in introducing programs to counter- act dropouts be brought in contact with schools which are opera- ting effective or promising programs. 4. That through the Office of Superintendent of Public Instruction assistance be given to any school in planning and implementing programs for reducing the number of dropouts. Individuals from schools where such programs are operating effectively should be called upon by personnel in the Office of Superintendent of Public Instruction to assist in such planning. That arrangements be made with schools conducting effective programs to have interested administrators and teachers from other schools visit and observe thier program in operation. 6. That the Office of the Superintendent of Public Instruction support legislation which would provide financial assistance to schools planning to initiate pilot programs or to expand existing programs and services to counteract the dropout problem. The questionnaire data, is summarized in tabulated form for pertinent information on practices for counteracting school dropouts. An excellent bibliography of selected items on the problem of the dropout is included. The Illinois State Staff, also published in August, 1968, a bulletin on "Essentials and Requirements for Programs of Vocational Education for Persons with Special Needs." This is for use of local school districts which want to initiate programs for persons with special needs. Plans for the Future Continued expansion of special needs programs is anticipated for the balance of FY 1969 and in FY 1970. Pre - vocational programs for 14 and 15 year-olds have increased to fifty in the State during the year They will continue to expand. There is continued cooperation with all agencies working in City ghetto areas. Fifteen low-key clerical programs are now in operation in Chicago. Plans are being developed to expand Exploratory Vocational Guidance Centers in Chicago Public School System during the year, with special emphasis on potential dropouts and other disadvantaged students. 75 EDUCATIONAL LEVEL 1965 /lumber TOTAL Secondary Post-Secondary Full-Time Past -time Adult Preparatory Supplementary Persons with Special Needs Unduplicated Counted Else- where 149,442 81,323 2,092 57,695 8,332 TABLE VOCATIONAL ENR 124 Number 99.9 153,392 54.4 92,594 1.3 3,673 38.6 47,817 5.6 9,308 1965-1968 100.1 60.4 2.4 31.2 180,696 100.5 112,209 62.0 9,989 5.5 (7,861) (4.3) (2,128) (1.2) 47,519 26.3 (7,964) (4.4) (39,555) (21.9) 10,979 6.7 1968 ollees Number % 200,990 100.0 128,759 64.0 23,109 11.5 (13,325) (6.6) (9,784) (4.9) 41,147 20.5 (8,106) (4.0) (33,041) (16.5) 12,723* (6.3) 7,975 4.0 (4,748) (2.3) * 4,748 of 12,723 were counted elsewhere; 7,975 represents an unduplicated account. TABLE II DISTRIBUTION OF ENROLLEES BY LEVEL OF EDUCATION AND BY VOCATIONAL EDUCATION FISCAL YEARS 1967 and 1968 VOCATIONAL PROGRAMS FISCAL YEAR TOTAL ENROLLEES SECONDARY POST-S ENROLLEES AT VARIOUS PROGRAM LEVELS _ Y ADULT Persons With Special Needs Full-Time Part-Time 1._._ir;tEatmSmaipmarement AGRICULTURE 1967 22302 15504 18 0 0 6667 113 Production 1968 18641 13860 85 11 297 4383 5 (57) Related Occupations 1967 2129 1709 333. 0 0 57 30 1968 5702 3652 588 64 233 1167 0 (146) DISTRIBUTION & 1967 5201 3189 72 0 45 443 1452 MARKETING 1968 7634 5683 890 168 101 266 526 (157) HEALTH 1967 3639 622 1996 20 111 811 79 1968 5469 1142 2872 602 62 791 0 (269) HOME ECONOMICS 1967 62548 55673 0 0 0 6815 60 Homemaking 1968 63385 63301 0 0 58 0 26 (58) Related Occupations 1967 2006 695 371 75 224 524 117 1968 3832 2186 271 799 0 576 0 (130) OFFICE OCCUPATIONS 1967 37036 24232 2532 563 5792 3272 645 1968 44010 25345 5708 .4418 5487 2813 240 (708) TECHNICAL 1967 4899 4 2298 1262 0 1334 1 1968 8833 2343 2725 0 3765 0 TRADES & INDUSTRIAL 1967 40936 10581 241 208 1792 19632 8482 1968 43482 13590 568 997 1868 19280 7179 (180) TOTALS 1967 180696 112209 7861 2128 7964 39555 10979 1968 200990 128759 13325 9784 8106 33041 7975 (4748) * The 1968 tabulation of special needs students include: an unduplicated count and, within paranthesis, the number of enrollees who have special needs but have been counted in other groups. DISTRIBUTION OF PERSONS WITH SPECIAL NEEDS ENROLLED IN VOCATIONAL PROGRAMS IN CHICAGO AND REMAINER OF STATES FISCAL YEAR - 1968 Number of Enrollees 0 Remainder of State Total * Special Other* Special Other Special Other* Occupational Areas Needs Needs Needs Agriculture 0 (5) 5 (198) 5 (203) Distribution & Marketing 519 (537) 7 (1034) 526 (1571) Health 0 (70) 0 (199) 0 (269) Home Economics (Gainful) 0 (35) 0 (95) 0 (130) Home Economics (Useful) 0 (3) 26 (55) 26 (58) Office Occupations 239 (398) 0 (311) 239 (709) Trades and Industry 7172 (429 7 1379 7179 (1808) ** ** TOTALS 7930 (1477) 45 (3271) 7975 (4748) * Enrollees were not in classes labled for persons with special needs; however, they were special needs students and recieved occupational training at their levels of abilities. ** The Total of 7,975 enrollees represents 5,349 males and 2,626 females; the total of (4,748) enrollees represents 3,179 males and 1,569 females. 78 TABLE IV Enrollments in Vocational Education Programs For Persons With Special Needs Fiscal Year 1968 110111611111JIMINO~10101=011.1.11010110111.04......011110h.11014 NUMBER OF ENROLLEES Occukationa,1 Program 01.0000 Agriculture Production Related Occupations 04.0000 Distribution & Marketing 07.0000 Health ecial Ne B Other* Total 5 0 (57) (146) 62 146 526 (1571) 2097 0 (269) 269 09.0000 Home Economics Homemaking 26 (58) 814 Related Occupations 0 (130) 130 14.0000 Office 239 (709) 948 17.0000 Trade & Industrial 7179 (18o8) 8979 TOTAL 7975 (4748) 12723 ** Enrollees were not in programs labeled for persons with special needu. However, they were special needs students enrolled in occupational pro- grams in which they could succeed. ** (8528 - Males) (4195 - Females) 79 TABLE V Distribution of Enrollees by Sex At Various Educational Levels FY Ending June 30, 1968 LEVEL OF PROGRAM Secondary Post-Secondary Full-Time Part-Time Adult Preparatory Supplementary *Persons with Special Needs Unduplicated Counted Elsewhere TOTAL (FY 1968) TOTAL (FY 1967) MALE 38,587 13,104 (6,941) (6,163) 30,590 (2,547) (28,043) (8,528) 5,349 (3,179) 87,630 77,372 FP ALE 90,172 10,005 (61384) (3,621) 10,557 (5,559) (41998) (4,195) 21626 (1,569) 113,360 1031324 TOTAL 128,759 23,109 (13,325) (9,784) 41,147 (8,106) (33,041) (12,723) 7,975 (4,748) 2o01990 180,696 The total number of persons with special needs includes some enrollees who were counted in Other programs. 8o INDIANA Introduction The program of occupational training is designed for students enrolled in a public secondary school who have academic, socio-economic or Other handicaps preventing them from succeeding in regular on-going programs of vocational education. The program should consist of a com- bination of the academic curriculum and practical vocational experience developed to fit the achievement level of the students, which will pro- vide these students the opportunity to acquire basic education skills and those occupational skills that will prepare the students for entry into the work force. Criteria to be considered in the selection of students for this program: 1. Any student, 16 years or over, who have been identified by taaamceciinedidountelora as not being qualified for any of the regular skilled or technical occupations normally offered by public vocational education programs. 2. Students with low ability in communication skills. 3. Students who are irregular in attendance and who in general seem to have no interest in school in its traditional offerings. 4. Students are members of families of low income or long time recipients of welfare payments, or other forms of subsistence. 5. Students who have failed courses in the traditional curriculum offerings of the school, but who possess average or above ability. 6. Low or under.achievers. Retarded by one or more grades and are potential dropouts. The occupational training phase of the program should establish objectives that will meet the needs of students having trouble achieving in the regular academic offerings, socio-economic, mental, and physical handicaps. Students who qualify for this program are not able to suc- ceed in a regular on-going vocational programs. Objectives include: 1. To provide occupational training programs for students who are not succeeding in the curriculum offerings of the regular school program which will encourage them to continue in school. 81 2. To provide the special needs student with the opportunity to develop skills, attitudes, understanding and appreciation of the world of work. 3. To make available to special needs students, adequate voca- tional guidance and counseling. 4. To provide students with occupational training that will prepare them for gainful employment in jobs requiring levels of skills and knowledge compatible with the individuals ability levels. 5. To prepare students with thenecessary skills and knowledge that will enable them to be enrolled in regular on-going programs of vocational education. The academic phase of the program emphasizes remedial instruction in communication and computational skills. Occupational Phase The occupational training portion of the program will include a combination of related classroom instruction with actual shop or lab- oratory training. Where possible students should be placed in part - time employment in the community. All occupational training should be on a level adapted to the interest, aptitudes and ability of the student. The occupational training may be in one vocational disci- pline or could include P. combination of the disciplines. The primary goal of the occupational phase must be the teaching of skills that will make the student employable and a contributing member of society. Adequate 'Vocational guidance and counseling will play an important role in the occupational phase. Qualifications of Teachers 1. All counselors, teachers, and supervisors are chosen because they have a deep desire to help students having academic, socio-economic or other handicaps. 2. Occupational training teachers should have a minimum of two years of trade experience in one or more of the occupational fields included in the training program. They should beet the requirements for vocational teachers in the occupational fields in which training is offered. 82 Occupational Areas One new program resulted from a complete company and its rights, privileges and stock being given to a school corporation to provide those students with greatest need to completely operate the business as an educational experience. This is a multi-discipline project. Business and Office Occu ational and Trade and Industry The students in Business Office Education completely do all of the office functions up to and including tariff and customs research for foreign customers. The machine shop completely produces the product with building trades doing the crating for shipment. The entire program is the manufacture and distribution of a railroad inspection car for domestic and foreign export, which provides saleable skills for business and industry. Profits from the sale of the product are to be plowed back directly to the operation of the program. Coo eration with other agencies Continued development of the cooperative effort through the three divisions of the Office of the State Superintendent of Public Instruction: Division of Vocational Education, Division of Special Education, and the Division of Vocational Rehabilitation gave support in developing new programs of the mentally and physically handicapped students. Eleven programs with more than 2,500 students are being served to this date. Personnel changes have not been significant except a few programs have added additional personnel to adjust to the needs of programs and student needs. This is particularly in the counseling and guidance area. A position has been authorized for a supervisor for persons with special needs on the State staff; however, the position has not been filled at this time. The Director of Adult Education, formerly the persons assigned special needs as additional duty is continuing to supervise and promote programs. Notification will be made to U.S.O.E. and the program officer when this position is shifted. 83 1 V..110.11111i.no Information Programs Agriculture Business & Office Guidance Home Ec. 1967-1968 on Persons with Special Needs: Programs through June 30,1969 1963 Name of School Local State Funds Total Reimbursement Youth Rehabilitation 17,155 20,398 Facility (Clark Co. Youth Camp) Thos. R. White Sch. 12,241 - 12,241 12,241 Harry Wood H.L. 16,689 - 16,689 161689 37/553 Indiana State Univ. Anderson Sch. City Franklin Township Attucks H.S. South Bend Wood H.S. Indiana State U. Indiana State U. Trade & . Industry South Adams et Northwest Allen Co. Marion Community MSD of Mt. Vernon Evansville-Vander- burgh 84 3,675 715o6 5,511 16,689 4,70o 3,045 8,059 2,000 10,000 6,171 45,000 33,007 3,675 7,250 - 201806 51000 15,00o - 31000 - 161689 - 4,700 3,045 1,624 2,000 - 10,000 - 6,171 - 451000 - 34,090 3,675 7,25o 201806 20,000 3,00o 16,689 4,700 3,o45 1,624 2,000 10,000 6,171 45,000 34,090 Trade & Industry Upper Wabash Voc. 7,470 - 7,470 7,470 Nettle Creek TOTAL To date, a total of 47 programs begin in the second semester ok Teacher Education Activities 7,400 - 7,400 7,400 *189,163 22,155 237,266 259,421 are either continuing or are to September, 1969. Two programs provided exhibits and manred booths at the Indiana Vocational Association Annual Conference for five days during the summer at Ball State University, Muncie, Indiana. 960 Vocational teachers, administrators and school officials were in attendance. Instructional materials and laboratory exhibits were provided by these two programs. State Supervisor met in regional meeting:01;1th Indiana Guidance Association to explain and promote program development. State Supervisor participated in Indiana Business Teacher's Meeting on December 7, 1968 explaining Persons with Special Needs and program initiation and development. State Supervisor met via telephone patch with all of teaching staff at Indiana University Laboratory School, explaining their on-going program and answered questions via the patch. Most suc- cessful means of communication. Eight 284 minute television programs were developed by WISH Television station, Channel 8, moderated by Mrs. Betty Fields on consecutive Saturday mornings. Program was known as "Roadways co Learning." The programs involved slides and discussion with admini- strators, teachers, students and employers. Great interest was expressed to the station in their efforts. Several more programs are slated early this year to cover other Special Need Programs. Correctional Institutions New intra-state governmental agency cooperation with the Vocational Division provided: The establishment of program development with the Indiana Department of Corrections. 85 Through the Youth Rehabilitation Facility and their system of youth camps, a program for skill training along with basic education and related courses was established. The local high school in that county of camp residency is issuing credit for such courses toward high school completion. The initial project was a joint effort through the use of State Correction funds, Title I funds and the State and Federal Vocational funds. This project is serving between 60 and 80 male trainees we roj a year-round program. Another project with the Corrections Department was continued and expanded through the Reformatory's High School program. Nursery. man and Horticulture training being provided. 10,000 seedlings for a tree nursery were planted and display of floral arrangements exhibited at the Indiana State Fair. Research To justify the continuation of the program at the Indiana State University Laboratory school and prior to June 30, 1968, a feasibility study was sompleted during the summer of 1968 to develop a program for students with spec±al needs. Future Plan for FY 1969 Projection 1969: A. Employment of a full time State Supervisor. B. Teacher orientation Workshop being planned for the summer C. Intra-Departmental committee establishment to bring all the resources of the Department to bear on the disadvantaged: 1. Curriculum 2. Research 3. Special Education 4. Instructional Media 5. Teacher Certification 6. Pupil Personnel Services'(Guidance) 7. Budget 8. Departmental Legislative Committee 9. School Lunch 86 10. Vocational Education - all disciplines 11. Federal projects, Title I and Title III, E.S.E.A. 12. Migrant Education 13. Adult Basic Education These internal disvisions will provide an ultimate guidelines wit,lin the framework of their capacities and the Vocational Amendments Li' 1968. D. Provide information and assistance in developing a course of study in institutions of higher learning in education for teachers and training of teachers for Persons with Special Needs. E. Establishment of new agreement with Division of Special Education to conform to the new guidelines for funds to be expended for the handicapped. F. A continual program of public relations and information to "Tell it like it is" and in program promotion and development. 87 XAL NEES 1967-1968 Agriculture Youth Rehabilitation Facility Thomas R. White School (Reformatory) 5 6o 15 Indianapolis Public Schools 1 20 Business and Office Vigo-Indiana State Univer. 1 1 13 Guidance Anderson Public School 10 4 386 10.ranklin Township 11 61 Home Economics Indianapolis H.S. 4 300 State U. Lab. School 2 16 Trades and Industry South Adams School 1 4 Northwest Allen County M.S.P. of Mount Vernon 7 20 Evansville-Vanderburgh 10 103 Upper Wabash 1 3 30 Nettle Creek 3 60 Marion Franklin 11 61 TOTALS 25 53 88 IOWA Introduction Development in areas described in the 1968 report indicate progress in vocational programs for persons with special needs in the following areas. Continued emphasis in establishing a format for identification Mobilizing resource structures to provide services c. Inservice programs orienting vocational and supportive personnel as to the identification,needs, and adaptability of existing programs for special needs population. d. Specific efforts to implement vocational programsin the secondary and area school structures. Listing and brief discussion of vocational education activities for handicapped students with physical or mental handicaps not requiring special education services which have been initiated since February 1968. a. Secondary school have been making an effort to provide adjusted or modified programs for those mentally and physically handicapped who are able to function without special education services. b. The majority of the area school structures have assigned personnel and developed procedures to identify this population. Specific vocational areas have been offered the deaf in printing machine operation and others in the handicapped population are being provided opportunities in the regular vocational programs. Listing and brief deiscription of vocational education activities for disadvantaged persons other than mentally and physically handicapped continued or initiated since February 1968. Summer programs During the spring and summer of 1968, under the leadership of the Governor of Iowa, the Departmeht of Public Instruction was a part of the task force of the state officials organized for the purpose of helping local leaders in Iowa's 16 largest urban cities plan and implement summer employment programs for disadvantaged youth and adults. 89 The planning procedure included 4,-,he promotion of local task forces composed of various resource personnel who would provide con- sultive and direct service to disadvantaged youth and adults of employ- ment, education, camping, and cultural areas. Local committees encouraged business, industry and nonprofit facilities to provide jobs for work experience. The school developed instructional programs related to job adjustments and tile counseling and guidance necessary to meet the needs of the persons involved. As a result of this total effort, the vocational education branch as well as other areas in the Department of Public Instruction participated by providing financial and consultive assistance to the local school areas. Educators were encouraged to continue these pro- grams during the fall of the school year in order to more adequately meet the educational, social, and vocational needs of disadvantaged youth. Area Schools The area .schools in Iowa has as one of its charges, the responsibility to provide vocational education for persons with special needs. It is felt that the area schools are now beginning to meet this responsibility. As a part of'the total area school program, 261 program locations are available in vocational r technical education. The groups which are served through these pit._;rams include both young and older adults who fall into the following categories: 1. Older unemployed persons who need training to become employed. 2. Persons who need training to adjust to occupational changes. 3. Persons who need to upgrade their skills to become more efficient. 4. Persons who have academic, socio-economic and other hand- icaps. The area school programs have sponsored Adult Basic Education programs to the place where there is an increase of 20% over the 1966-67 year (2,834 in 1966-67 to 3,567 in 1968). These programs of a vocational nature provided related instuction for apprenticeship and courses for upgrading of employed workers. 90 Coo »oration With Oth Anies Area schools in Iowa have absorbed some of the MDTA programs directed toward the employment of hard-core unemployed in fiscal 1968, 1097 had been enrolled compared to 335 in 1966-67. The Division of Rehabilitation Education and Services has over 1,100 clients enrolled in the area sahool programs and have established cooperative agreements in 14 of the 15 area schools. Two penitentiaries have over 200 rehabilitation clients currently enrolled in training programs in the area schools. The area school seems to have moved effectively toward meeting the needs of special needs population. Ali s$ - Agencies of the State have been and are engaged in cooperative planning to combat the problem of the disadvantaged in Iowa through the Cooperative Area Manpower Planning System (CAMPS). Those State agencies currently involved are: State Devartment of Public Instruction Vocational Education Branch Area Schools Branch Division of Rehabilitation Education and Services State Office of Economic Opportunity- - Manpower Development Council State Department of Social Services Iowa Employment Security Commission In addition, representatives of Federal agencies at the State level are cooperating members of this activity. At present time, there are sixteen local area committees which have the responsibility for local planning and the initiation of action to stimulate groups to put into operation programs to meet the needs of the disadvantaged in their respective areas. b. Rehabilitation - A structure has been implemented between the public schools, area schools and the rehabilitation agency in establishing rehabilitation personnel, units and services. At the present time, cooperative agreements have been established with 28 public school structures on a merged basis, and l4 area vocational school settings. These areas represent the largest population complexes in Iowa. Services provided in this agreement range from diagnostic to on-the-job training service. This agreement improves not only the identification but programming structure for the special needs population. Special Education - Mandatory legislation has charged school, districts in Iowa to provide special education programs and services for the secondary aged school population identified in the areas of the mentally and physically handicapped. The present school year indicates 1,407 enrolled in secondary school programs. ..his is a 40 per cent increase over the previous school year. The majority of this population are exposed to work experience programs involving vocational edu- cation and rehabilitation personnel. The work experience by this population is on jobs in personal service, food sales and clerical, and light industrial areas. d. Title I ESEA - Title I of the ESEA has made signigicant contributioxa in vocational programs for the disadvantaged in Iowa. The following vocational programs were approved for secondary special needs youth through Title I funds. Fiscal Year 1968 Area No. of No. of Amount Business Education algeRel P2.10_18.. -69-0 A roved 112,030 Home Economies 6 90 12,867 Industrial Arts 61 .915, 269,980 TOTALS 113 1,695 $394,877 Fiscal Year 1969 Area No. of No. of Amount Programs Pupils Approved Business Education 35 525 $ 57,107 Home Economics 12 180 24,265 Industrial Arts 42 630 120,872 TOTALS 89 1,35 4202,244 Summer employment programs for disadvantaged youth for fiscal year 1969 re ei.ed the following Title I funds: No. of No. of Amount Programs Pupils Approved 11 1,446 400,94o The above programs provided jobs and related experiences in education and cultural areas. Additional funding was provided by the private section in the communities. Out of the total of million funded for special education programs and services for the handicapped the following was funded for secondary aged pupils. No. of No. of Amount Programs Pupils Allocated 11 219 $118,382 The above provams were provided mostly for the educable mentally retarded and border line pupil. These programs are within the regular school on a now permanent status and are part school and part work programs. Most jobs are entry level in service occupation areas. e. Title VI ESEA - Title VI of the ESEA prevocational and employment programs for the mentally and physically handicapped youth as follows: No. of No. of Amount Programs Pupils Allocated 3 79 $ 21,281 The above programs provided vocational programs for the physically and mentally handicapped. Characteristics of these programs involved a movement from diagnosis and evaluation to work experience with related activities. f. MDTA - The MDTA provided funds for the special needs population during Fiscal 1968 as follows: 338-173 0 - 88 - 7 93. 14t No. of Trainees No. of Schools Offering Training 1388 31+ Amount Allocated $975,075 These programs also included the population at the two penal institutions and in the Glenwood State Hospital and school for reha- bilitation clients. g. OEO - The OEO offered a special funding. project through the Department of Labor to the urban cities in Iowa for the purpose of vocational training, retraining and employment programs for disadvantaged youth. The funding of this program was administered directly through the Office of the Governor based on a 1 to 4 (25% of the local investment). The following programs were funded: Amount of Amount of No of Cities No. of Youth Public Funds Local Funds Raised 5 1193 $81,000 $499,000 f. Adult Basic Education - The following programs and funds were provided by-Adult Basic Education: No. of No. of Amount Persons Programs Allocated 3567 17 $319,000 The above programs provided opportunities to upgrade basic skills in areas of need and related instruction for job adjustment. Many of these programs have shown growth under the area vocational school sponsorship. Personnel shla:m affecting persons with special needs, administrators, supervisors, teachers, counselors, coordinators: There has been no significant change in personnel at the state level for special needs personnel. At the present time, one staff member serves part time in this capacity. However, area and public schools have begun to deslAnate specific personnel for identification and programming. There is a request to increase the State's special needs staff to at least three persons. 94 Teacher Education Teacher education activities: workshops, conferences and inservice training activities for teachers, supervisors, counselors working with persons with special needs were conducted during the year, throughout the State. State conference for T & I and OE & DE have provided sections for persons with special needs information. This information has been provided through organized panels, area participation, and group discussions. In the coming spring months a second institute will be structured for school guidance counselors and agency workers in improving guidance services for the handi9apped pupil. This institute will be co-sponsored with Drake Unviersity in Des Moines. Enrollment data on Vocational Education programs for persons with special needs in the State. No. of Special Needs AREA Persons Identified Agriculture 1632 T & I 209 Home Economics 2293 Office Education 81 DE 161 Health Occupations Special Education 1407 MDTA 1388 Area Schools 1100 Adult Basic Education 3567 Total 11,838 OP a MO IMP 95 Research Successful completion of significant research in Vocational Education for persons with special needs in your state. The following areas of research have been completed in the area of Vocational Educati.on related to persons with special needs: Clarxson, Philip W. Differential Characteristics of Unem lo ed Male Adults Seeking Tewporary of Permanent Employment. Unpublished M. thesis. Ames, Iowa: Iowa State University. 1967 Ebert, Gladys M. Suggestions for Homemaking Programs to Meet Needs of Educable Mentally Retarded Pupils. M.S. Ames, Iowa: Iowa State University. 19 72 243 pp. Omvig, Clayton Phil. Characteristics of the Disadvantaged Residents and Potential Human Resources in Area XI Communit Colle:e District. Ph. D. Ames, Iowa: Iowa State University, 19 1:9 pp. Pounds, Russell G., Lingren, Robert and Baker, Harold. A Report of the Human Resources Study (Household Survey): Preliminary work copy for a public affairs education program on Iowa citizen's concerns. Ames, Iowa: Cooperative Extension Service in Agriculture and Home Economics, Iowa State University of Science and Technology. 1967 Significant plans for Vocational Education programs for persons with special needs in your State for fiscal year 1969. 1. Increase in state staffing. 2. Proceed with identifying special needs population. 3. Inservice training for professional personnel. 4. Modify and adjust programs to meet needs of special needs population. 5. Coordinate related agency services. 6. Plans for further research in the area of special needs. 96 0 --J Subject Disciplines Accelerate Regular Remedial Borderline Educable rainable 1 Total School Population' TOTAL PROGRAM STRUCTURE FOR ALL PUPILS Enrichment bcperiences Arts-Crafts Athletics Clubs-Act. Driver's Tr Home Econ. Homeroom Hot Lunches Industrial Arts Music Physical Education Student GoVernment Hot Lunch 4-1 bo Music,art & Crafts Recreatiqa Supplemental Services Psychologist Nurse Soc. Worker Guidance & Counseling Speech Ther Hearing Clinician Itinerant ehabilita- tion Employment Service Soc. Welfar! Health Seri Juvenile Ct Recreation Services KANSAS Introduction Specific programs for special needs are being implemented in industrial skill training areas for low ability students and dropouts in an effort to give the student occupational skills before leaving school. Specific programs are to be conducted on the cooperative, part-time occupational training programs involving specialized training personnel. Enrolled in regular day programs, persons in special needs categories numbers approximately 1,000 students being served. pEgrams for the HandicaR21 Vocational Education activities for handicapped students with physical or mental handicaps not requiring the services of special education. which have been initiated since February, 1968. The Department of Trade and Industrial Education continued to cooperate with the Kansas State School of the Blind and Kansas State School of the Deaf in programs and curriculum development. Occupational Areas Agriculture To date we have, not developed any classes in which the enrollment is specifically limited to persons with special needs because of the small number of students that would be in such classes. Most of our vo-ag departments are in small towns where the high school enrollment is from 80 to 200/students. Students with special needs enrolled in vocational agriculture are given individual help by their instructors. For example, students from loaf income families where a work experience program cannot be financed or handled at the home of the student, teachers have located farms or businesses where satisfactory work experience could be obtained. School farms have also served in this capacity. Students not interested in or not capable of handling classroom instruction in production agriculture may enroll in mechanics classes only in 12 of our departments, This requires scheduling of the farm mechanics courses separately where there is such a demand. Students with special needs enrolled in these courses are given help in getting 98 work experience outside of the class and laboratory work to make school more meaningful to them. In another year we expect to have 20 schools with such schedules. According to our last report received November 1, 1968, approxi- mately five percent of our vo-ag enrollment was listed under the heading of persons with special needs. Since Kansas is thinly populated and one of the leading agricul- tural states, we have a minority of students with special needs in the public schools. Fourteen percent of our population is still on the farm. Office Occupations Disadvantaged persons other than mentally and physically handi- capped continued or initiated since February, 1968, in business occupations. During the summer of 1968, 20 racially disadvantaged persons were trained in Wichita and all successfullly placed in Wichita banks at the conclusion of training. Plans are under way to offer a similar program during the present fiscal year. Walk- in and walk-out adult programs in Office Education run the year around in Wichita. Disadvantaged persons are served through these programs but no special reports are made on the numbers. These people have machines and equipment and optional classes under qualified instructors available to them during 18 hours of every week day. They learn at their own speed and move out as soon as qualified for employment. Complete reports are not yet available but disadvantaged persons are being served inthe regular cooperative business programs. Approx- imately 20 to 25% of these students will be sec:Jo-economically disadvan- taged. Cooperation with other correctional agencies. The Supervisor of Business Occupations inspected the Mate Prison courses and curricula at Lansing and made recommendations on offerings and equipment. The men's center at Hutchinson was also inspected and recommendations made in conjuration with a committee from the Kansas Restaurant Associati n and the Homemaking supervisors. Enrollments in Business Occupations at Lansing were 20. This was in cooperation with the office of the Kansas Penal Director. 99 ..*100/40/41. Request for research were made through R.C.U. regarding where persons with special needs are located, in what quantities and what their needs are, plus experience of other states in meeting similar nccdb. For example, racially disadvantaged persons are clustered in 16 counties of the State. Similar information is needed to plan for others with special needs, When this basic information is at hand, a direct attack on the needs will be made through the voca- tional directors in those areas. Home Economi The February, 1968, report listed fifteen highachool girls with special needs enrolled in three vocational home economics classes in Bird City, Colby, and Peabody. Fifteen other high school girls, educable mentally handicapped, were enrolled in a special class in Wichita. Six persons with special needs at post high level were enrolled in a foods service class in Atchison. Follow-up of these students shows that several completed classes and others are continuing in high school. Clothing classes and a home management class were held in the Topeka low-income areas at the adult level. This fall two classes in Wichita were started. These students will hopefully declare a vocational objective and enter home-economics, related occupation classes at the eleventh and /or twelfth grades. A vocational home economics class was started in Bonner Springs for a similar group of educable mentally handicapped students. New activities for disadvantaged persons other than mentally and physically handicapped were started in the Florence Crittenton home for unwed mothers, and in the New Town Project, a low-income housing project. A home economist under the supervision of the State Board for Vocational Education, is employed to assist families in using their new facilities, buying, child care, or other activities. A staff member on the State Board for Vocational Education has served on the Advisory Committee of the Homemakers' Assistant Program, one of seven experimental programs in the United States, at Kansas State University to train a homemakers' assistant class under Man- power Development and Training Act. 100 Other adult classes may be started in cooperation with the Office of Economics Opportunity. A supervisor, who works on the state staff as Research Coordinator of Kansas State Teachers College, has been working with wage earning programs for persons with special needs. Through conferences with administrators and teachers of persons with special needs, she has helped in planning new curriculum and evaluating programs. She is contacting individuals who could serve as teachers. Teacher education at Kansas State University has provided experience in mental health at Lamed State Hospital for home economics students at the undergraduate level. Students have requested other opportunities to work with persons with special needs. These will come as the New Town Project expands. At the graduate level at Kansas State Teachers College, Home Economics Teacher Education has cooperated with Education in advising a student who has a special problem of finding ways of working with students with special needs in high school. The Home Economics staff has cooperated with the State Food Service Advisory Committee composed of Institutional Management, Kansas Restaurant Association members, and Slater Foods Service members, in evaluating foods service at the Kansas State Industrial Reformatory in Hutchinson. Teachers are currently identifying students with special needs in their classes. To date sixteen teachers have identified such students in their vocational home economics classes. Students with special needs have enrolled in vocational home economics classes and receive instruction for individualized projects in class and outside of class in the community. More individualized instruction is planned. Where enrollment (minimum of ten students) permits, special classes, as the educable mentally handicapped class in Wichita, will be recommended. Teachers will receive help for those classes from the State Supervisor. 101 The adult classes for low-income families will continue and expand to include additional classes in management, consumer buying, and personal development. Similar programs to the one in New Town will be promoted in other new housing developments. Possibilities of classes for the physically handicapped are being explored. State supervisors are cooperating with other agencies and working on statewide committees to develop new kind of programs. Classes for persons with special needs will be emphasized at the Annual Vocational Home Economics Teachers Conference. Cooperation with other encies Instances of cooperation with other agencies such as Vocational Rehabilitation Administration, Special Education, Title I or 'Elementary and Secondary Education Act, Manpower Development and Training Act, Office of Economic Opportunity, Department of Labor and other agencies include: a. The Department of Vocational Education continues to cooperate with the following agencies in program supervision: Teacher certification, and professional improvement, Department of Vocational Rehabilitation, and Manpower Development and Training Agt, Approximately 600 students served in Trade and Industrial. Education under Manpower Development and Training and Office of Economical Opportunity. Consid- erable effort and cooperation have been exerted in working with the director of the Office of Economic Opportunite in establishing training programs to serve Kansas adults in supplying semi-skilled and skilled workers for the Kansas industry. b. Department of Labor. Several programs have been conducted to enable the student to enter different trade areas for the Bureau of Aiprenticeship training. Teacher Education Agtivites: workshops, conferences, and in-service training activities for teachers, supervisors, counselors working with Persons with Special Needs. a. Specific sections in trade and industry workshops, conferences, and pre-service training activities have been established for teachers working with Persons with Special Needs. 102 Work done in correctional institutions under the Vocational Education Act or in cooperation with other agencies. a. Girls' Industrial School, Kansas State Idustrial Reformatory, Kansas State Penitentiary, United States Penitentiary, United States Disciplinary Barracks, and the Boys Industrial School. The Department of Trade and Industrial Education has continued to work with these specifilainstitutions in the programs through teacher-improvement and facilities. Enrollment data on vocational education programs for Persons with Special ii;7-117iErnate a. Approximately 1,000 students were enrolled in Vocational Education programs for Persons with Special Needs. These individuals were not in special classes but were enrolled, in regular day trade programs. Researc None planned for FY 1969. Significant plans for Vocational Education Programs for Persons with Special Needs in your State for Fiscal year 1969. a. Fiscal year 19690 Programs for mentally retarded, dropouts, and socially economically deprived have been projected in the area schools. 103 S ecial Pro Needs. 10ENTUCKY ocational, Education for Persons with Special - Eleven units of Occupational Orientation and Cooperative Work EXperience are progressing under the Louisville Board of Education with eleven teachers and 289 potential dropouts participating. An experimental Occupational Training Center for school dropouts is in its second year of operation. Twu teachers and 20 students are in the program. - The Fleming County Project for 40 rural youth has a core program to orient toward the world of work. This core is coordinated with programs of vocational as viculture and vocational home economics. - Vocational work study, serving 859 vocational education students with economic needs, functioned through August, 1968. 7PIVEMAAWAIng42292ggsatiang!Nulatt rculture - A horticulture class for 10 eleventh -grade boys with special needs is starting in Scott County High School. - Agriculture Special Needs for 10 ninth - tenth-grade boys in being offered in the Flemingsburg High School for the second year. - A horticulture class for 13 inmates in the Kentucky State Reform- atory at LaGrange is progressing. Business and Office - Three classes in Office Service are being carried on in a large urban area for 60 high school seniors who plan to leave school upon graduation but have failed to prepare for the world of work due to a variety of special needs. Surveys indicate that jobs in mailing rooms are available for students who complete the course. 104 Home Economics - Pilot Projects in Homemaking Education are being conducted. Nine teachers are participating in pilot projects for persons with special needs. There are 11 sections of Home Economics I and two sections of Home Economics II with a total of 217 pupils enrolled in the State. - Pilot Project in Occupational training: One teacher is participating in a pilot project, "Becoming Employlable," with a total of 20 students, - Other classes: Five teachers are teaching classes for persons with special needs with a total of 63 pupils enrolled. One of these classes is for high school students in Special Education classes. Two hundred eighty pupils are being reached through special classes in home economics education in the State. A total of forty-five classes in Adult Homemaking for persons with special needs are in progress. TEAteigALEYIEW - Special classes are being continued for 178 inmates in the Kentucky State Reformatory. Courses are: auto A.,eohanics, printing, radio and TV repair, carpentry, auto body, and welding. In general, special needs students are enrolled in the regular classes rein- forced with remediation, counseling, guidance, and coaching. Programs in which Vocational Education works in Cooperation with Other Agencies - The coordinator of special programs is a member of the Kentucky Inter-agency Council on Mental Retardation. Other members repre- sent: Rehabilitation Services, Special Education, Department of Corrections, Commission on Youth, Commission on Handicapped Children, Department of Child Welfare, and Department of Economic Security. - There is cooperation between the Bureau of Vocational Education, Vocational Rehabilitation Services, Mental Health-Mental Retard- ation Board, and the Covington Independent School System in con- tinuing the experimental project for school dropouts. 105 - Vocational training will be available for juvenile deliquents at Kentucky Village (a state correctional institution). This project, initiated by the Bureau of Vocational Education with the support of the Department of Child Welfare, begins operation in January, 1969, as an MDTA Project. There is a total of 136 training slots for 1969. - The Bureau of Vocational Education played a supportive role to the Division of Public Assistance, Department of Economic Security, in designing the Vocational Opportunity Project. Two hundred eighty- five recent high school graduates from public assistance families and 77 young mothers on public assistance rolls have been placed in vocational training. - The Bureau of Vocational Education cooperated with Title III ESEA in an occupational orientation course for eighth and ninth-grade non- achievers in the Beaumont School. As an outgrowth, there are now seven such programs in the Lexington School System. The coordinator of special programs worked on the evaluation team and still serves as a consultant to the program. - A joint project between the Bureau of Vocational Education, Vocational Rehabilitation Services, and the State Department of Corrections is continuing vocational training for 191 young men, inmates of the Kentucky State Reformatory at LaGrange. - Occupational training classes in child care were carried out by the Division of Home Economics and the Department of Child Welfare. - Part of the salary of a supervisor for home economics programs for persons with special needs comes from Title I ESEA. Activities in the. Area of Ancillary Services - Teacher Education for Teachers of Persons with Special Needs -- A summer course on Modern Education Problems in Vocational Education was attended by 16 teachers. This course included an orientation to the character of persons with special needs, curriculum, teaching methods, and instructional materials. Workshops were help for home economics teachers participating in pilot projects. - Guidance Services. for Persons with Special Needs -- Regional guidance coordinators and area school guidance counselors are being added to the staff. Coordination between the Bureau of Vocational Education and the guidance personnel is strengthening services to persons with special needs in numerous ways. 106 - Research Projects for Persons with Special Needs -- The Kentucky Village Project grew our of research activities of the Bureau of Vocational Education and the Kentucky Research Coordinating Unit. A joint project for pre-vocational and job orientation for 114 0E0, National Youth Corps trainees and the Northern Kentucky Area Vocational School begins in February, 1969. The Bureau of Vocational Education, the Kentucky Research Coordinating Unit, and the Office of Economic Opportunity are cooperating. The Bowling Green Area Vocational School research project: Reading Instruction for Students with Special Needs began in November 1968. The final report on the National Seminar for Supervisors and Teacher Educators of Teachers of Youth with Special Needs, which was held at the University of Kentucky in June, 1967, was made in October, 1968. Special Individual Services within Regular Programs Service Areas Individual Services* Agriculture 366 Business and Office Home Economics 3,001 Trades and Itdustry 445 Vocational Education activities for handicapped students with physical or mental handicaps not requiring the services of special education which have been initiated since February, 1968. All 13 regional vocational schools in the state are serving some mentally and physically handicapped persons. The number varies from 2-13 in each school with a comparable number of waiting lines for Rehabilitation Services and acceptance for vocational training. There are 51 such students in these schools at the present. The disabilities are mostly physical. *Some of these services were: individualized instruction, special testing, intensive counseling, etc. # Practice laboratories in many schools were made available for slow students and/or academically handicapped. Special assistance was given to many students in courses such as shorthand to improve reading skills and speed ability. 107 Si ificant lans for Vocational Education Pro Special es13 in Kentu for iscal ear 1 ams for Persons with - Secure valid information so as to insure that due consideration will be given to the relative vocational needs of all population groups in all geographic areas and communities of the state; particularly persons with academic, socioeconomic, mental; and physical handicaps that prevent them from succeeding in regular vocational education programs. - Pursue meaningful dialogue wirn other agencies involved in the education of handicapped persons and to design cooperative programs where feasible. - Proposed personnel additions affecting persons with special needs: (1) an assistant coordinator of special programs has been requested. (2) selection of personnel from vocational areas; namely, agricul- ture, business and office, distribution, health, home economics, and trades and industry with responsibilities for promoting special needs programs and activities, could be used to great advantage, particularly in preparation for expansion in FY 1970. (3) T, dive regional counselor-coordinators are to be assigned responsibilities for promoting services for persons with special needs throughout the State. (1k) twelve area school coordinators are to be assigned respon- sibilities to promote special needs activities for the State. - Addition of personnel in the Instructional Materials Laboratory to produce instructional materials for special programs is urgently needed and expected for anticipated expanded programs for FY 1970. - Submit a proposal to secure a demonstration residential school for the purpose of demonstrating the feasibility and desirability of residential vocational education schools for certain jouth of high school age. A committee is involved in updating a favorably accepted proposal submitted for funding under the Vocational Education Act of 1963, and the Amendments of 19686 108 - Determine need for a division within the regional vocational schools to develop civic intelligence, improve basic education, and cooperate in helping some students secure high school equivalency certificates - Expand special programs to include more occupational orientation and cooperative work experience units on the secondary education level and in the elementary schools. - Continue working with universitites and areas of vocational education on pre-service and in-service training of teachers of persons with special needs. - Promote cork -study programs for vocational education students, age 15-21, who have economic needs that could prevent them from sucuring Vocational education. In 1968, 859 vocational education youths with socio-economic needs participated in the work-study program. Most of these were in the 16-18 year age range. Thirty-five of the 200 eligible schools participated; 22 were local educational systems and 13 were area vocational schools. Half of these students were in Trades & Industries, 25% from Office Occupations and 20% from non-farm agriculture. Over one-third of the students worked in jobs related to career objectives. In the case of Business and Office Occupations it was close to 100%. This work is expanding in 1969 and extensive im- provement in enrollment and services rendered is planned for FY 1970. Plans are firm for continuing the summer course on modern Education Problems in Vocational Education at the University of Kentucky. This course includes an orientation to the characteristics of persons with special needs, curriculum development, teaching techniques and instructional materials. Sixteen teachers and vocational guidance counselors were recruited for the last session. The Occupational Training Center for Vocational Education for youth with Special Needs will continue to operate in Covington, Kentucky. This is a joint project of the Covington Independent Schools, State Department of Education, State Bureau of Vocational Education, Bureau of Rehabilitation Services, Department of Mental Health of the State of Kentucky. This is for unemployed youth 16 to 21 who are not in school, or who are about to leave school. It provides training in simple, unskilled occupations where employ- ment opportunities exist and prepares the student to obtain jobs and to make the best possible adjustment to the work world. Twenty students are accepted at a time, with two qualified vocational teachers and adequate supportive services. 338-173 0 - 69 - 8 109 The Occupational Orientation and Cooperative Work Experience program will be offered in eight junior high schools and two senior high schools in Louisville in 1968-69. Certified teachers who have work experience in business and industry who are imaginative, innovative and flexible in their approach will teach in the program and in an understading way, will bring pupils in contact with employers. Enrollees are identified by guidance counselors as special needs students. Two classes with twenty students each are being conducted in 1969. Half of the day is spent in basic academic subject. LOUISIANA Vocational and Technical Education for Persons with S ecial Needs It has been apparent that adequate additional programs should be available in vocational education for persons with special needs. The needs of these persons constitute large and important groups which are in need of special programs in vocational education. These groups con- sist of persons and many different types of individuals; the elementary and high school dropout, the dtsinterested student, the reluctant learner, the culturally deprived persons, the slow learner, the physically and mentally handicapped, the academic-deficient persons, and those with socio-economic handicaps. Some of these persons were helped in both the public schools and the area vocational-technical schools; However, the very nature of these persons' problems in regular vocational educa- tion programs resulted in few accomplishments. Also, vocational educa- tion in Louisiana had to be selective in setting admission requirements to meet objectives of the programs and employment opportunities. Such could not be the case if any and all types of persons were placed in training programs. Consequently, very few persons with special needs had the ability and aptitudes to qualify for entrance into a regular vocational education program which had no provisions for dealing with special training programs. This demonstrates the need for new kinds of programs which stress remediation and employability skills. Funds made available from the Vocational Education Act of 1963 were available for the implementation of programs to provide for these persons with special needs. The State Board for Vocational Education approved a plan submitted by the State Department of Education to employ special teachers and acquire the necessary instructional facilities for these special classes. Occupational Areas Table IV shows the enrollment of persons with special needs by vocational programs. 111 TABLE IV EMOLLIENT OF PERSONS WITH SPECIAL MODO IN VOCATIONAL EDUCATION BY PROGRAM DURING 1967-68 Program Column 1 Column 2 111=.0100111.1009.6000000100..11=0.0.* Argiculture Distributive Health Home Economics Office Technical Trades and Industry 0 III 403 154 126 128 8 358 -'C- 330 8 465 413 .0. 568 9 7 Column 1 - Enralee in full-time special needs class in prepara- tion for entering the respective vocational training program. Column 2 Enrollee in the vocational program with special needs. To provide effective training opportunities for persons with special needs and fit them for useful employment, twenty-two full-time instruc- tors and four part-time instructors were employed in the area vocational- technical schools in 1968-69. Instructors employed for this program are certified upper and lower elementary teachers. These instructors in the area trade and vocational- technical schools serve health occupations, office occupations, technical education, and trades and industry. Reports of training programs for these persons with special needs indicate remarkable results by trainees who have been given this opportunity for a type of instructional program geared to their needs and ability. One hundred fifty-four students were enrolled in special needs in preparation for entering health occupations training. Eight students in the practical nurse program were identified as having special needs. Deficiencies noted were usually in academic abilities. 112 Table IV shows that 128 persons were enrolled in special needs classes in preparation for entering post-secondary office occupations training. Four hundred thirteen students with special needs were en- rolled in office occupations training. Eight students were enrolled in special needs classes in preparation for entering full-time training. There were, as indicated in Table IV, 926 students enrolled in the trades and industry program as persons with special needs. Of this total, 568 were enrolled in part-time preparatory work before entering full-time training in trades and industry. Secondary programs for persons with special needs in distributive education expanded 150 percent over last year. Four additional general marketing orientation programs were added at the junior high level, bringing the total to eight programs. In the home economics program, 593 students were identified as persons with special needs One hundred twenty-eight were enrolled in special needs classes in preparation for entering a full-time training program. The full-time special needs class at one area vocational-technical school to train homemaker aides completed its second year of operation. Seventy-five trainees were enrolled and twenty-eight were certified. coozeratioh Other Agencies In cooperation with the State Director of the Commission on Aging and the Tensas Parish Agriculture Extension Agent, two 20-hour classes for training aides for the elderly were conducted. The selected trainees were socio-economically deprived older women who were able to work in caring for aged persons in private homes. Fifty -three enrollees received certificates of completion. The Commission on Aging and the Family Life Specialist with the Agricultural Extension Services assisted in securing employment for the persons completing the course. Five trades and industry programs are now in operation in one correctional institution. Inmates who are approaching the time of release or who are eligible for parole were enrol...ed in classes for occupational skills which will fit them for employment when they return to society. Programs of this nature will be expanded to other institutions as funds permit. 113 Introduction Since fiscal year 1968, planning is continuing concerning setting up specific occupational courses for persons with special needs in our secondary area schools and also in certain state correctional institu- tions, in addition to local administrative units. Rockland High School initiated a program in September 1968. Girls Training Center, Hallowell will offer two occupational courses beginning in March 1969 and two other high schools are planning to implement in the fall 1970. 0 c, tion1 Are Vocational education activities for handicapped students were initiated in the regional technical-vocational center at Waterville High School and at Lewiston High School regional technical-vocational center. The Waterville program utilized the service of a vocational rehabilitation counselor. Special classes have been organized for girls in Skowhegan, Rumford, and Waterville High Schools. Rockland High School has initiated. a work experience program to extend the opportunities provided through a slow learner program in grades 9, 10, and 11. Eleven schools operate part-time cooperative work experience programs which serve many of these students, and distributive education and business education programs serve students with special needs by placing them in job establishments on a parttime basis. Cooperative efforts with other agencies include Vocational Rehabilitation, the Bureau of Special Education, Title I consultants, M.B.A.., Manpower Development and Training and Bureau of Employment Security. Personnel coordinator, vocational-technical schools, (position established September 1968) has been directed to organize a committee which will involve the consultant for the Bureau of Special Education and Vocational Rehabilitation, and consultants in vocational education For the purpose of providing leadership in the development of programs. Farmington State College and personnel in the regional technical-vocational center 13_4 at Farmingdale High School are cooperating in their efforts to establish programs to serve these persons. Teacher Education The University of Maine may conduct a workshop, summer 1969, for inservice training for teachers. Correctional Institutions Boys Training Center, South Portland, has a vocational building under construction and personnel in the vocational bureau are serving as consultants to its program director. The state prison at Thomaston continues to investigate how they might more adequately serve the inmates. Skowhegan Reformatory provides business training, and personnel in this bureau have been consulting with other correctional institutions in attempting to aid them in setting up programs. Enrollment Data Enrollment, as indicated in the annual statistical report, agriculture - 0; distribution - 11; trade and industry - 59; health - 0; home economics - IWO; office - 21; technical - 0. This is not a true picture, however, because the identification process of those youngsters being served in regular vocational education programs has not been adequately clarified fa: reporting purposes. Research No Reseach activities are planned for 1969. Plans for 1262 Planning continues and construction is under way for special facilities to serve these persons in each of twelve regional technical- vocational centers. Present planning calls for facilities for persons with special needs to be developed by persomel in the bureau of voc- ational education. However, the programs will be developed by a com- mittee and administered by the bureau of special education. September 1969 will see three occupational courses implemented (possibly five) 115 at the Boys Training Center in South Portland. The manpower training office is submitting for a final review, a project which would 'nerve inmates in the Maine State Prison. It must be noted that vocational educators are cooperating wherever possible and observing with ihterest innovative program operating under the aegis of Title I and III of the Elementary Secondary Education Act, such as project EPIC (Experimental Program in Curriculum) which is utilizing home economics and industrial arts as the core subjects for junior high school students. Other schools in Maine have Title I projects in operation which may even- tually be converted to or cooperative with, vocational education programs serving persons with special needs. Introduction Programs and activities included in the February, 1968, report have all continued in operation, most have increased in numbers of students served. Since the programs were in their early stages of development at the time of that report, most of them have continued to adjust operational procedures in order to better serve the students. The reports available to use do not give information on vocational education, tctivities for handicapped students not requiring the services of special education. Later in this report programs for handicapped students will be discussed, however, we do not have information as to whether or not they were also requiring and /or receiving services of Special Education. Vocational Education, Activities for Disadvantaged Persons The following programs have been initiated since the February, 1968, report: a. Montgomery County - One food service program was directed towards potential dropouts, and a second food service program involves potential dropouts and some education students. In the trades and industrial area, three instructors worked with the special education students at the Rock Terrace High School. The students received basic training in the trades aimed at helping them develop salable skills for job placement. b. Baltimore City - The program at Carrollton School as dis- cussed in the February, 1968, report is known as a post ninth program. It is a non - graded, non-diploma program for students having completed the ninth grade. The Baltimore City staff has indicated that an expansion of the post ninth program came to fruition in September, 1968, with the opening of the new wing at the Cherry Hill Junior High School, and that work continues on the Southwest Special Curriculum Center which is slated for completion April, 1969. This new center will have vocational offerings in clusters designed around needle trades, automobile servicing, building maintenance, 117 clerical service, and food preparation and service. The William Patterson School, #3, - Short term programs, eight to ten weeks in length have been carried out in conjunction with various business and industrial firms for special needs students. Representatives from these firms came into the school weekly to train pupils in a variety of occupational areas. Participating firms were Humble Oil (service station training), Esskay Meat Packers (meat cutting), Ace Tile Company (ceramic tile setting), Baltimore Chapter of the American Red Cross (hospital aides), and Allied Florist Association (floral arrangement). c. St Maryts County - At Chopticon High School a program was developed for the educationally retarded in conjuction with the general agriculture course. At the new Technical Center, the staff is participating in a demonstration program which includes special education students in the regular classes. s will involve comparatively small numbers of special education students the first year or two. But they are looking to this type of programming as a way of meeting the needs of special education students in vocational education. d. Howard County - Two vocational programs opened in September, 1968, for special education students. These programs are located in the new Vocational Technical Center and are developed around training in food services and custodial services. A new work experience program which opened in September, 1968, is expected to be a help to the socio-economically handicapped student in Howard County. In this program a coordinator is available to develop better liaison between the socio- economically handicapped students and the employer. e. Anne Arundel County - The staff in Anne Arundel County made the following statement in their report: "Our cooperative office education programs (clerical) and our distributive education programs, in a sense, are for the socio-economically handicapped. On the whole, the students in the COE and DE programs are less able academically, usually because of their socio-economic baCkgrounds." 118 Fe Prince George's County - An experimental occupational mix program for special needs students was started this past September at High Point High School. The occupational areas involved are business education, distributive education, trades and industriall and horticulture. Coo erat2 Other ther Agencies There is evidence that in the various educational subdivisions throughout the State, there is good cooperation with other agencies. Some examples, from county reports, ef these cooperative ventures are: Prince George'sPoupty - "The local vocational programs have cooperated with Employment Security, Vocational Rehabilitation, and the Welfare Board. Excellent rapport has been developed and main- tained with employers." Montgom County - Indicates that close liaison has been maintained with the local office of the Department of Employment Security and employers involved in the cooperative work experience programs. Wicomico County - "An exceptional relationship is enjoyed with the Department of Employment Security which has accepted the respon- sibility for training and updating counselors in the areas of testing, use of occupational information, and the substance and state of occupational vacancies and needs in the community. All the County's counselors are on the current mailing list of the local and state office of the Department of Employment Security. A similar relationship is enjoyed with the Division of Vocational Rehabilitation. Jointly, and on a matched basis, the program "Special Education- Vocational Education" has been expanded. This presently serves the needs of 125 students in Wicomico County with educational and rehabilitation services on a coordinated basis." Charles Couny...- "With regard to the physically handicapped, the Charles County Board of Education has established an education- vocational rehabilitation cooperative program for the purpose of providing appropriate rehabilitation services to help handicapped students become vocationally adjusted and adequately prepared for remunerative employment. Home teaching for these people is also provided. 119 Personnel Changes There have been no personnel changes affecting persons with special needs. However, following an operational planning process in the State Department of Education's Division of Vocational Education, a committee of three staff members has been assigned leadership responsible in narrying out the major goal related to special education. The goal states: "establish during fiscal 1969 an interdivisional task force on the vocational preparation of public school aged youth with special needs; develop guidelines for cooperative leadership, guidance, and fiscal support of programs for this purpose; initiate action leading to the design and implementation of at least one new program in each local education agency in fiscal 1971." Teacher Education Activities A four day workshop was held in July, 1968, for coordinators, counselors, and administrators involved with cooperative education programs. A part of this conference was 7:elated to special needs students. Among the participants were coordinators, teachers and administrators of special education programs from several local school systems. Small group participation was directed toward development of activities and instructional materials which could best be used in the teaching the slow learnett: and helping him develop salable skills which might help him to obtain a job and to advance in a work situation. In September, 1968, a one day coaerence was bald, bringing together for the first time, representatives of Special Education, Vocational Rehabilitation, and Vocational Education. The objective of the conference was to seek a commonality of goals and services that might be reached by utilizing the resources of the three divisions as a coordinated unit. Dr. William Cruckshank, University of Maryland, was the lead- ing speaker and resource person at the conference. Cooperation with Correctional Institutions Several members of the staff have served on a consultant with the Commission of Juveni34..t Services regarding vocational education programs in the correctional institutions. However, no vocational education funds have been expended for programs in these institutions during the past year. 120 Enrollment Data According to our latest enrollment figures, 4,087 persons were served in special needs programs in Maryland in fiscal 1968. This is a sizable increase over the figure reported for fiscal 1967. Some of the increase came about through additional programs and some through increased enrollment in programs. A portion of this increase also came about through more accurate reporting procedures in fiscal 1968. We know that there are many more persons with special needs being served through vocational education programs than are being reported. This discrepancy may be due to many situations most of which are related to reporting procedures for non reimbursed programs. Research There were no reseach projects relevant to special needs programs carried out in Maryland during fiscal 1968. Plan for vocational education programs for persons with special needs in Maryland for fiscal 1969 include the establishment of a task force as mentioned above. This task force will include staff members from the Division of Vocational Rehabilitation; the Division of Instruction, Special Education Section; and the Division of Vocational Education. The task force will be asked to: 1. Determine the parameters of the situation in the State regarding students with special needs. 2. Compile information regarding the special resources currently available. 3. Determine the unique role of each Division in providing special resources to students having academic, socio- econoMic, or other handicaps that prevent them from succeeding in the regular vocational education program. 4. Develop guidelines for cooperative program leadership, guidance and fiscal support of programs for vocational preparation of public school aged youth with special needs. Make recommendations for the design and implementation of programs for the vocational preparation of public school aged youth with special needs. 121 MASSACHUSETTS Introduction Local schools have been hesitant in initiating programs for persons with special needs. Prevocational or exploratory courses in junior high schools, and remedial reading and math courses in two regional schools have been instituted. The type of program that is being planned and implemented in several of the Vocational-Technical or trade high schools to serve persons with special needs will begin in the ninth grade. Students will take a remedial English, Math, History program for three hours in the morning and a three hours shop program in the afternoon. The student will follow a similar schedule in the tenth grade and in grades eleven and twelve, he will embark on a work-cooperative program. Two schools are offering summer programs for students who need remedial instruction in Math and English before being admitted to the unit trade programs. The diversity of the offerings and the quality of these offerings was improved during the year. A number of schools instituted remedial and short-unit programs, not for the "disadvantaged" students especially but for those regular students who were in danger of falling behind their companions. New courses or new units in fields such as the Health Occupations, Combined Business-Distributive, Food Technology and other Agricultural Related, Business-Office, Basics Electronics, Construction Trades, Automotive Specialities, the Metals Trades and trades mainly filled by women, (e.g. Cosmetology, Custom Dressmaking) were added to the local communities programs. In addition, the Vocational Bureau continued its cooperation with the Newton Project which is aimed at providing short-unit, comprehensive occupational education for lesser talented pupils who ordinarily would find no path into vocational education of the conventional sort. This program is experiencing reasonable success and has caused the Newton officials to consider, both during the past year and at pre- sent, means by vhich this type of program might be offered on a vocational comprehensive basis to more of their students. Regarding the dropout and the unskilled academic high school graduate, the record for 1969 is meager. A number of schools how- ever continue with such efforts, primarily for academic students -- as in Weymouth High School, where special courses consisting of trade instruction only are offered. At least two of regional vocational-technical schools also began modest programs of this type. The better the facility, however, the more likely its space would be used for MDTA programs and the like, which fall more into the adult catergory. 122 In the 1969 projected plan the recent State Law mandating the State Department of Education to establish and operate training and retraining centers was mentioned. Local directors were canvassed to see how these centers should be used -- providing that funds were appropriated by the General Court. Significantly, most local, directors felt two or more of these centers, located in the major urban areas could serve almost exclusively as multi-occupational short-units specially designed and equipped, centers for the dis- advantaged. Although no definite study has been made of the feelings of the vocational and non-vocational educators in Massachusetts, the feeling of the Vocational Bureau is that separate facilities should be provided. All local directors who wish to embark on programs such as the above will be encouraged. The main strategy, however, will be to encourage the General Court - through the State Board of Education and the Commissioner - to appropriate funds for the skill centers mentioned above and, through the RCU, to collect as much usable information as possible from other States and programs concerning organization and implementation of instruction for the disadvantaged of all types. Specifics Related t Plying Special Needs Prams: Purpose: The objectives to which ALL vocational educators should be dedicated, ALL programs should be built around, and ALL community efforts should be directed is: To help All people develop their individual interests and acilities for work in occupations requiring less than a Baccalaureate degree and for which there is or is expected to be an economc demand; and to encourage and prepare persons for continuing study or for training at a higher level. Physical Plant: Until recently, it was advocated that separate facilities be used, that the limited achiever not be integrated with the regular vocational school students. However, this could become economically infeasible, and a certain stigma could become attached to the program. Plans should be made whereby expensive duplication of facilities and equipment would not be necessary, and whereby the participants could be integrated into the main stream as much as possible. Admission Policy: The emphasis here was that the local director of the vocational school where the classes for the special needs students are being conducted should have the final decision as to who is or is not admitted. Referrals for admission should be made by school principals and counsellors, of sending schools in accordance 123 with local policy. All admissions should be on:.an exploratory basis, and exceptional children under the supervision of another department or bureau of the state department of education should not be admitted without consultation with appropriate authorities. Administration and Supervision: Under the Bureau of Vocational EducatiOnl Massac husetts Department of Education. It is strongly suggested that a_...supervisoxfproxam'orersonswittisecial needs w.n be appointed in all State staffs and all local staffs whersaLytEOles.. 12_,MIlalark.12,21. rr Re of The type of training should be dependent upon job opportunities in the locality in which training is offered. The Division of Employment Security is, ordinarily, aware of the needs of local employers. Short duration, semi-skilled occupational training is recommended so far as practical work is concerned, and remedial or developmental academic training in the communication skills will be necessary. The pupil teacher ratio should not exceed 10 - 1 and in some eases, the instruction will have to be. on an individual basis. Instructional Personnel: Those employed to work within the limited achiever should be specially trained and meet the requirements established by the Vocational Bureau. These teachers should be empathetic and possess a sincere desire to work with the special needs student. Advisory Committee: It would be most beneficial on both the State and local leve to have an advisory committee to work with the supervisor of vocational programs for persons with special needs. Membership on such a committee should include representation from business and industry, the labor unions, the disadvantaged groups themselves, community action programs, the health field, civic leaders, the organizations which have contacts with the disadvan- taged -- both public and private. It was agreed that recognition be accorded those pupils who successfully complete their particular training program. A suggested way to do this was through the award of a certificate of acztomplishment. Teacher Education No estimate was made of the total number of new teachers required, or, as seems more likely, the number of existing teachers who will require special training. Meetings will be scheduled for Statelshops of this type. Special qualifications standards for teachers recruited from industry or elsewhere have not yet been set, but this effort will continue during 1969. 124 3 MICHIGAN Introduction Generally the programs initiated prior to February 1968 were successful and laid the foundation for expanded efforts throughout the State. Our records do not indicate programs which involve the physically or mentally handicapped. Occupational Areas During the 1968-69 school year the following programs have been initiated in Michigan. A. Agriculture Programs have been developed in seven cities with a total enrollment of 146 students. The focus has been in the direction of the establishment of landscape horticulture in our middle size cities. B. Distributive and Office Education Total enrollments of persons with special needs amounted to 2,677 in distributive education and 5,498 in office education. Also, as anticipated, a majority of the persons with special needs were from the Detroit school system where over 2,500 inner city youth were enrolled in distributive programs and 5,400 participated in the vocational office education program. C. Home Economics Education Nine school districts which include thirty-four schools reported serving students with special needs either through the regular home economics program or in special classes designed for them. No information is available as to the number of summer programs planned and conducted for individuals and families with special needs. 338-173 0 - 69 - 9 125 Trade and Industrial Education There are a total of 21 students in Special Needs Programs. This has been a slight increase in activities which would be of value to youth with special needs. The program initiated at Portage 1962 continues to expand and serve the interest of an increasing number of persons. This program, originally a part of the curriculum of one high school, has been expanded to the second school doubling the capacity for student partici- pation. Another program serving the needs of youth 15 and 16 years of age who are wards of the court was initiated at Camp Oakland and is sponsored by Waterford Township Schools. In this program, youth are taught to read through rewriting of instruc- tional materials at a reading level to fit the ability of the Individual. Primarily there are three occupational areas in the program for boys: construction, residential grounds keeping, and automotive. In terms of numbers of youth served, the program is very small but it does serve the specialized needs of these youth by providing a means with which they may become a productive citizen in our society. Of 15 students in the initial program, two have progressed to the point where they have been placed in cooperative education programs with industrial employers. Chrysler Corporation and Michigan Bell Telephone have aided schools in certain distressed areas of Detroit providing equipment used in special occupational areas. At Northern High School, the telephone company has provided electronic equipment to aid in the preparation of service workers re- pairing electronic equipment. Two programs in the automotive service area have been initiated, one at Hazel Park and the other at Adr4:am. These two programs are designed for persons who are less likely to succeed in highly skilled jobs yet will provide for skill development in automo- tive service jobs requiring lesser knowledge of the automobile. Within the Department of Education the following divisions have cooperatively worked together in a joint effort to design armean- ingful program in vocational education for Persons with Special Needs. A. Vocational Rehabilitation B. Special Education C. Curriculum D. Title I 126 Robert S. Kennon was employed by the Michigan Department of Education in the Division of Vocational Education effective July 29,1968, as a Consultant for Persons with Special Needs. We have been very active recently in planning with the staff of Michigan State University for summer teacher training workshops in health occupational and in consumer education. We have conducted workshops for local school districts to sensitize teachers and counselors to the Persons with Special Needs. MINNESOTA 2ssaVaasilln-t12. Agriculture In the past year, 1,524 vocational agriculture students with special needs were enrolled in 274 high schools, 20 area vocational schools and three junior colleges. Business am, Office Occupations .0111 A large number of persons with special needs are served in this area, especially in general clerical and office machines programs. The Work Opportunity Center in Minneapolis conducts a cooperative program for students with special needs. Ungraded classes were provided for 169 disadvantaged students and placement services were provided for placing them in jobs related to the occupational objectives of the training. The area vocational-technical schools make special efforts to prepare these students for the general clerical program after exposing them to the basic education curriculums. Distributive Education No additional high schools developed special programs for persons with special needs as 308 disadvantaged students are currently enrolled in the regular preparatory program in distributive education. All special programs for special needs begin working with students in the 10th grade or at age 16. Health Occupations Nurse's Aide programs at the Work Opportunity Center expanded to require a second teacher. There are 28 students currently enrolled, after placing 17 in jobs as nurses aides. The program for the mentally retarded was transferred fmm M.D.T.A. to funding under the Vocational Education Act. Twelve students, including four males have enrolled in the 17 week program. These persons will be employed as service workers and will assist with personal care and feeding of severely mentally retarded patients. 128 Home Economics A total of 51 Rochester State Hospital patients completed a program in homemaking for emotionally disturbed. Forty-six completed a basic sewing program. Eight students, patients of Brainerd State Hospital completed a program in custodial services coordinated by the BrainerdJ. Area Vocational Technical School. The objective was to provide necessary skills and attitudes for jobs in schools, institutions, and for industrial housekeeping. Eight mentally retarded Cambridge State Hospital patients were enrolled in a housekeeping service worker class through the Pine City Area Vocational-Technical School , in cooperation with Vocational Rehabilitation and social rehabilitation services of the Cambridge State Hospital. A home economics survey of students with special needs in Minnesota revealed the following: 180 of 365 schools returned questionnaires 848 slow learners were enrolled 88 had impaired hearing 117 had defective vision 81 has psychomotor handicaps 88 had identifiable emotional handicaps. Teacher Education Activities Workshops for Vo-Ag teachers were held for 14 sessions, enrolling 386 instructors. Fbrty meetings for new teachers were held. Workshops for distributive and office education teachers were held at Mankato and St. Cloud State Colleges during the year. A Health Education conference was held at the Nolte Centers for Continuing Education Requirements for Vocational Education instructors% Certificates weracompleted for 152 Home Economics teachers in 1968. A Vocational exploration in-service project was conducted in 1968 summer for thirteen teachers from junior and senior high schools with three group leader counselors. Work Opportunity Center The Work Opportunity Center of Minneapolis continues to serve as a special vocational high school for Minneapolis students with special needs. 129 The curriculum is highly flexible with individualized pre-occupational and occupational experiences combined with academic instruction on an ungraded basis, employability training, and supportive services in depth. Credits are transferred to the students regular high school before grad- uation. The school services youth, 16-21 who are no longer attending school, young people who have graduated, but desire short-term training and students who plan to leave school and/or need special programs. Training areas included: Small Engine Repair Machine Tool Operation Retail Sales Related Drafting Welding Electricity Electronics Photo-Offset Printing Service Station Operation Food Preparation Food Service Nurses Aide Hospital Orderly Homemaking Services Typing Business Machines Dry Cleaning Building Maintenance Since the start in January, 1967 over 1,500 young people have been enrolled, 1570 have received occupational and educational guidance, 300 have received free complete physical examinations and specialized medical services, 52 young people who dropped out of high school in their senior year have earned enough credits at the Center to enable them to graduate from high school, six students prepared for and passed the G.E.D. test and received an equivalency high school dipl.ma. In 1967, 45 students who were dropouts returned to school in the Fall of 1967; 48 returned in September of 1968. Work Coordinators secure jobs for the W.O.C. students. Since 1967, 550 young people have been placed in jobs. The overall average earning rate of these placed trainees was $1.80 per hour. The Work Opportunity Center is financed by funds from Title III, Elementary and Secondary Education Act, the Vocational Education Act of 1963, the Minnesota State Department of Education, and the Minneapolis Public Schools. Indians The home building programs at Red Lake and Lech Lake Indian Reser- vation were continued. The White Earth Reservation program was discon- tinued. Programs to upgrade previously trained Indian carpenter was not approved for funding, but a basic 130 education and pre-vocational program for the Mille Lacs Reservation has been funded for 1969. It will operate in the new Community Center built by 0.E.0. Through CAMPS, closer cooperation has been established to serve the needs of the urban as well as the rural Indian. The St. Paul Guidance and Occupational Center, opened March A., 1966, provides services for out -of- school youth ages 16-22. Over 450 trainees have been processed since then, with a three phase program of Guidance, Basic Education and pre-vocational instruction. Individual programs are designed to meet the needs of each trainee. Most of the trainees (90.2%) have been sent on to further training or are gainfully employed in a variety of occupations. This program is funded through the St. Paul Public Schools with M.D.T.A. Cooperation with Other Agencies Continued cooperation is maintained with all agencies which have interests in vocational education or in youth or high school and college age. This includes the following agencies; University of Minnesota Bureau of Indian Affairs Department of Vocational Rehabilitation Department of Public Welfare Department of Health The Small Business Administration 'The Bureau of Apprenticeship and Training Neighborhood Youth Corps State Industrial Commission Department of Corrections Department of Agriculture State Employment Service Minneapolis Urban League The Industrial Commission Twin Cities Opportunities Industrialization Center Work Opportunity Center of Minneapolis CAMPS Natural Alliance of Businessmen Department of Economic Development 131 Unmet Needs Adult preparatory programs reed expansion to serve those adults who wish to qualify for entry requirements for Vocational and Technical courses. This is the only large block of identified persons with special needs which is not being served adequately. When programs are available, these adults become highly visible, reve,,ling a demand which was there all the time. Availability is the answer to adult education programming. Another weak spot appears to be the lack of facilities and instruc- tional personnel for expansion on the secondary level. Basic education and pre-vocational programs continued in 1969 in Duluth, now housed in one facility with Adult Basic Education, New Careers, Operation M8.in- tenance, C.E.P. and N.Y.C. Coupled O.J.T. with Plan for Frogress employers identified diffi- culties and shortcomings in coordinating services from the Work Oppor- tunities Center, the Minnesota Rehabilitation Center and the Twin Cities Opportunities Center which provided a variety of services in each instance. A majority of the disadvantaged trainees became em- ployed, but did not go into formal O.J.T. programs, which was a prime objective. This be followed in 1969. THE MINNEAPOLIS STAR Mon., Dec. 16, 1968 ! cent State Has Lowest Dr pout Rate in U.S. Vocational Training Cited By DEBORAH HOWELL Minneapolis Star Staff Writer Minnesota has the lowest high schoo dropout rate in the nation, according to an annual National Education survey. The survey, completed this fall, says 92 er cent of the students entering die min gra e in innesota rn the a of radir- e rom rg sc oo rn e spring of 7. Minnesota consistently has ranked high in the percentage of students graduating from high school along with Wisconsin and California. According to statistics from the U.S. Of- fice of Education, the dropout rate within the state is down 50 per cent from 1962. One of the "major factors" in the decrease in dropouts and the national ranking of the state is expanded vocational offerings in Minnesota schools, according to Dr. Grant Venn, associate U.S. commissitiner of educa- tion. Enrollment in vocational schools in the state increased by 8 per cent in 1966-67, with 138,721 students enrolled, an increase of 10,286 over 1966. Farley Bright, state assistant commissioril er of education, said the low dropout rate can be related to the general health of the ,students. Other surveys have shown that the state ranks high in the physical health,, of its residents, he said. School districts also receive state aid on the basis of pupil attendance "and to receive 132 the money" they need, dis- tricts encourage high attend- ance and are vigilant in see- ing' that students attend school," Bright said. "People in Minnesota are very education conscious and spend more money on schools than in most states. If the. people, the parents, are con- cerned, then their children have more likelihood of stay- ing in school." In i963, the same associa- tion survey showed that 79.9 of the students who entered the ninth grade in the fall of 1958 graduated from high school in the spring of 1962. I MISSISSIPPI Occupational Areas E°arollment in Special Education Classes Agriculture Home Economics (Gainful) Trades & Industry Health Occupations Distributive Education Business and Office TOTALS Students Classes .1269 Students Classes 160 319 38o 43 36o 390 Boo 65 45 90 20 19 34 3 3 902 4www11111111111.1111011111.1. 1 These figures reveal an increase in enrollments in the regular occumtional areas of more than 100%. In 1968, there were 902 special needs students enrolled in 61 classes with 47 teachers. This increased to 1,830 students in 82 classes. In addition, 63 students axe enrolled in vocational courses in junior colleges who were unable to keep up with their related basic education. Teachers.have been employed to take these students in small groups of not more than twelve and give them in- dividual tutoring at their grade level. These 63 students are enrolled in the vocational classes in two junior colleges. This is to be increased to include at least three other junior collftes in fiscal year 1970. Work in Correctional Institutions Seventeen classes for vocational education for persons with special needs are in operation in correctional institutions in Parchman, Oakley, and Columbia. These classes are in agriculture, home economics, and trades and industr5, occupations. Personnel lhma A State Supervisor for special needs has been appointed for 1969. Mr. Walter L. Hutchins, Area Consultant, Special Needs is now serving in this capacity. He expects to expand this work considerably in 1970. He will receive the cooperation of all of the occupational services in vocational education and the State Director. 133 MISSOURI on The a nsion of vocational and techni cation programs fox persons with speaa Lai needs oontinues to be an area of real concern. Meetings have been held with school administrators and individuals concerned with the as and operation of programs at the local. level. In these meetings, stress vu made for local initiative in determining persons with special needs to be followed, with confer ewe* with staff members of the Division of Vocational and Technioal Education to perfect programs to meet these needs. Three approaches will be taken to net these needs. ClassesieLLL be organised for these special groups. A second approach will be to enroll students in regular vooational and technioal programa with supplementary institu do n1 experiences to meet the specific needs. A, third proposal to serve this group is to support other agencies which are instituting such programs. The chief problem at the present time is alerting local school personnel to the urgency of developing programs for the disadvantaged. t anal Areas Providing effective training for indivi in the area of vocational agriculture is rather di opportgnites for this type of training are limited in which vocational agriculture operates. One school added a program for 10 individuals during the past year. These individuals were given special instruction in developing non-farm agricultural skills In bug:Lieu and office education 12 experimental programs have been initiatoa for students with academic, socio-economic, or other hand leaps to improve their social maturity, self-care, communication skills, social competency, and self-direction. None of these edu- cational programs are located in the rural counties of Missouri where economic and educational levels are very low. However, this is an area of great need and must be given a high priority in 1969. The Public School system in St. Louis has developed a program for Track III general curriculum secondary students with special problems. In the Kinlock School system a successful program has been initiated to pro- vide basic skills for initial employment. The Kinlock program will expend its program course offerings to include an additional remedial class and provide an office cooperative program for students enrolled in the terminal phase of the program. It is anticipated that this program will grow extensively in this community. In addition to staff for these programs, several programs will incorporate a co- operative phase into the business and office programs during 1969. 134 A new state bus duals with spec the 1967-68 school resource units, and instruction for indi office edu vi- vas made available for then sercx 1, semester of With proper guidance, supervision, curriculum dh activities, the results of new methods of duals who have special needs will continue to improve. In distributive eduoation, six of the nine St. Louis City High Schools initiated programs for persona with special needs, Students at the tenth grads level, in this catergory were enrolled in s. one hour course entitled "Bduoation for EMployment in Distribution." There were 320 students enrolled in this course and its purpose was to prepare the learner for basic entry job skills, attitudes, and appearances The adult distributive education section educated special programs in food service at the Training Center for men at the Moberly and in St. Louis for the Bureau of the Blind. In home eoonomics, the S County bits approved four classes academic ability. Six classes of employab school youth who plan to terminate their formal eduoat of the sophomore year were hold in the City of St. Loud. City, the ssoond year of an experimental program for students with aoademic, social and cultural disadmalmtages was continued. A pilot program for students with occupational objectives, but with limited ability, was initiated at Lee's Summit. Three classes were held for unwed mothers at the for Crittemlon Hone in Kansas City. These inoorporated employability training and entry level skills vith repudiation. In trade and industrial education, persons with special needs were served largely through trade preparatory classes which were organised for a short period of time with a definite job in view. Placement from these training classes has been very good. Lo of t or at the end In was 013Mt3;akilAMMI_ Kansas ASZ A class of Family Life and Homemaking Education was held for out- of-school youth at Florence Crittenden Home for Unwed Mothers with 29 girls enrolled. Six sessions were held. Four teacher training sessions were held at the Wayne Miner Day Care Center (art of a low-rent public housing facility) with 11 adults enrolled in the course. The adults used the experience in leading parent education discussion groups. 135 The "BEST" program at West Junior High School completed the three- experimental plan at the close of the 1967-68 school year. Sixteen girls were enrolled at the ninth grade level and 13 at the tenth grade level. Nine girls graduated from the program. When the program began three years ago, many predicted that the enrollees would sever complete the oourse, yet, these girls with emotional, financial, educational, social, and, cultural problems have gained considerable maturity and skills which will better equip them to go on to the last two years of high school, a job in a home economics related occupation or possibly other employment training. At the present time, all nine plan to complete high school« Through personal counseling, field trips, home visits, and conferences with parents, and through work experience, the students have enlarged their vision a;d improved their self image during this experience. The program is continuing during the 1968-69 school year; however, enrollment has been limited to ninth and tenth graders. The current follow-up reveals that seven of the ninth graders are enrolled in the 14th grade of the "BEST" program, three have moved to another district, five have changed to another program, and two have dropped out for work or personal reasons. Of the tenth graders, nine are still in school and five have dropped out or moved out of the district. Each class meets for a two-hour session with the tenth graders assuming work responsibilities in the school cafeteria daily. Present enrollment includes 12 at the ninth grade level and 9 in the tenth grade. The experiment has been successful« The students cam plating the three -year program are young ladies now. They have gained considerable maturity. They are no longer unstable, ready to fight without provocation. Their language is respectable. They have learned how to greet people and visit with them. The center bas also served as a cooperating center for student teachers from Central Missouri State College's inter-city project in teacher education. During the first semester of 1968-69, two new programs have been initiated in Kansas City, one at Himbolt School for students who could not relate to personnel or programs in other schools, and one in the juvenile detention home for youth in trouble with the "law." Plans are presently being made for programs for unwed mothers. These two programs are being given leadership by voca- tional administrators but are not funded from vocational education funds. 136 St. Louis A pilot program in food service was begun in 1967-68 at two high schools, Central and Soldan. The course was designed for boys and girls interested in working in food service in entry level jobs. The course provided knowledge and akills of less than technical level. All students (4o) were in the 12th grade. In 196869, the program was expanded and olfered to ninth graders in an attempt to acquaint them with the wage - earning proaraut early in high school with the hope they would be motivated to remain in school and be able to relate the academic subject matter and skills to training for employment. The majority of students are over the normal age level for the ninth and tenth grades. One class has been maintained for 12th grade students. The program is offered in three high schools, Soldan, Central, and Vashon. Seven classes with a total of 132 students (41 boys and 91 girls) are being conducted by three teachers of home economics. A terminal education program for girls on the low tract was introduced on an experimerta basis in 1966 -67. Classes are offered for both one hour and two-hour periods and are designed to help students achieve perslinal maturity as well as to prepare for the dual role of hOmemaker and wage earner. Students were encouraged to accept summer employment on both wage earning and volunteer basis. None of the gr proceeds beyond the sophomore year in high sObools During l',4-69 five high schools are participating Manley, Beaumont, Soldan, Sumner, and Vashon. A total enroll- ment of two boys and 243 girls are taught by nine teachers. In the fail. of 1969 each program will be expanded. A new course, a Four -year program in Child Care Services will begin at (Mallon Technical High School. Clothing Service will be introducted at Roosevelt.High School and a class for terminal students at Central Food Service will be taught at McKinley, Roosevelt, and Sumner. Programs for adults are varied and no attempt has been made to identify persons with special needs. A new program for special education (retarded learners) is begun in the fall, 1968 in 19 elementary schools. (Students are from 13-16 years of age.) This will have some units on orienta- tion to the World of Work. 137 A school for unwed mothers, which permits them to attend classes during the confinement period then to return to the regular school after the birth of the child, is being conducted in an improvised suite in a neighborhood community building. Special programs for the physically handicapped are located at Gallaudet and Michael Schools. Lincoln and Ford Community Schools also serve students who need a different type of school environment to get an education. CA,Es_Cik.....rardeau A factory sewing program for adults was initiated with the cooper- ation of a local garment factory. Enrollees were young mothers receiving welfare or public aid. Columbia Colutbia was the first community to try a food service Drogram during the summer, thus making maximum use of such a facility. Adults enrolled in the class were referred by welfare personnel. Local business and industry assisted with counseling, placement, finance and provision of foodstuff or the cooking and serving experiences. A number of meals of 'Various types were served. The class met for ten weeks. Additional classes have been held during the fall and winter. Two classes in hotel and motel housekeeping were also held with various agencies and businesses participating. Lee Q's Summit A pre-vocational program was hell at Lee's Summit for girls with social and emotional problems which prevented full participation and achievement in the total school program. By using different approaches to teaching, keeping the class small, and counseling with students and parents in a home visitation program, students have taken a new interest in school and have improved their self-concept. Programs for Confined Persons Consultative service has been given to the Women's Correctional Institution, State Training School for Girls, and to mental institution. Assistance has also been given to other service areas including Vocational Rehabilitation. 138 Industrial Education A seven-meek training program was set up in St. Louis during the summer to assist training the disadvantaged in basic preparation for service station work - which included experiences on the job in a regular service station. In the Sikeston area 50 individuals, who were not eligible to enroll in adult vocational programs, are enrolled in classes to eliminate educational deficiencies in order that they may enroll in vocational programs. In St. Joseph a group of young employed adults have been iden- tified, whose general education is too low for further training and advancement. A class has been set up to assist them. Office Education The ten comprehensive public high school in St. Louis offer clerk - typist, stenographic, and office coop programs. The O'Fallon Vocational Technical Center has developed specialized courses in office machines, office production, junior accounting, and data processing. These courses are offered on a one-half day basis to students who regularly attend one of the comprehensive high schools. A sophomore course entitled "Junior Clerk" offers four ten-week units of cashiering, filing, payroll records, and stock and inventory control. This course provides entry skills for those students who may drop out when they reach the compulsory attendance age. It enables other students with financial difficultjaa to participate in work experience programs during their last two years of high school. Our section and a state-wide curriculum committee developed a curriculum guide entitled GENERAL OFFICE TRAINING which is specifically designed for special problems, in business education. The guide is student and project oriented. Many of the projects have been incorporated into the St. Louis program. Adult Distributive Education A. Food Service Program (1967-1968) In South Cape (irardeau, Missouri, is located a basically Negro 139 section called Smelterville. In this section lives several young mothers, late teens and early twenties, who are struggling to pro- vide a good home for their families. These young women were unemployed and wanted a job. There was a definite need for an experimental program designed to serve these young mothers whose only support seemed to be public assistance. The Vocational Director of the Cape Girardeau Public Schools and others looked at the employment possibilities for these potential trainees. They also looked at the local facilities for training these people and potential employment areas after training was given and it was decided that the food service industry of Cape Girardeau and surrounding areas could furnish employment for a number of trained people. Cape Girardeau and the surrounding area has many eating establishments and, it was found that these establishments were in need of food service workers in all area of the industry. They also found that the pay was not too great in some of the areas, but a good employee would be able to increase the income of the home from which she comes. The Vocational Director of the Cape Girardeau Public schools and a representative of the Missouri Division of EMployment Security organized an eighty-hour course with the local vocational school providl.ng all the classroom facilities and with the aid of the Vocati.nal Division of the State Department of Education, the local technical school provided instruction. The Employment Security people screened the applicants for the class,. This course was offered for these young mothers and others of the Cape Girardeau community with the cooperation of the local Area Vocational-Technical School, Employment Security, and the Vocational Division of the State Department of Education. Cooperation with Other Agencies New or additional occupational fields to be provided for include the cooperative programs previously discussed in business and office education and the programs in the St. Louis City schools. In St. Louis, several food service programs will be initiated to serve senior boys and girls living in disadvantaged areas. The home economics staff in Kansas City is continuing the pre-occupational program and State staff members are working with schools for the deaf and blind to promote occupational home economics programs. In addition, consultant 14o service will be continued in home economics at the state prison for women and in maintaining programs in home and family living offered to unwed mothers in institutions. Plans are presently underway for a cooperative program with the Division of Vocational Rehabiliation to establish programs in the state mental hospitals. New programs for trade and, industrial education fields include assembly line workers, mining employees, and custodial workers. Facilities for operation of programs for individuals with special needs will continue to be improved. Local school districts are making more adequate and satisfactory provisions for these programs. Are units will have an increasing awareness of needs for facilities for these programs in 1969. As in past years, emphasis will be continued for State approval of facilities for these programs. 338473 0 - 69 - 10 141 MONTANA Montana is presently offering vocational education programs for youth and adults in correctional institutions. We are offering the following areas of training to the youth in the boys correctional institutions: automotive mechanics, construction carpentry, industrial electronics, radio/TV servicing and electric motor and appliance repair. The girls at the correctional institution for girls are being offered typing, general office clerical, nurses aide, food management, food service and production, and general domestic service. The adult programs for the prison inmates are: auto mechanics, carpentry, meat cutter and meat dresser. We are also in the planning stages of a program involving our office, the MDTA section of our office, the Montana State Employment Service, the correctional institution for girls, and a local vocational- technical center to provide a specific training course for girls to be released from the correctional institution but not ready to be gainfully employed. The girls will be slotted into the training of their choice as they are released. Another program of special needs is to be conducted at Turner High School, a rurally isolated area in which they are working with about 35 potential dropouts. During the past year our vocational work-study program has assisted 64 individual students with special financial needs, and of this number, 24 of the students assisted, were Indian students from Indian reservations. The actual expenditures anticipated for fiscal year 1969 for students with special needs in Montana total $62,848.00. It is anticipated that $23, 252 of the total will come from federal, and/or state funds, and $39, 596 from. local funds. This is an increase of 106% over fiscal year 1968. We have met with the special education personnel regarding meeting the needs of the handicapped as defined in the Vocational Education Amendments of 1968. We discussed tentative plans to cooperatively support a program with Title VI, ESEA; Vocational Rehabilitation; and vocational education. Many of our special needs people are being trained under MDTA programs u-dlizing facilities of vocational education schools. 14-2 NE5RASKA Intoduction Considerable progress was made in the area of special needs. This year 2,998 students were enrolled in special vocational needs clat6es; an increase of 1,914 over the students enrolled last year. This number of course, does not include the many special needs students that are in regular classes, where extra time and instruction may be given. The age group ranges from lb to 17 years in most special needs programs. In some cases, however, there are a few students up to 21 years of age. At the present time, the special needs students are primarily set up in classes under the various occupational areas. This seems to carry a lesser stigma than those classes set up separately, and it appears that students are more prone to go in this direction. Special needs programs will be operated in schools which have adequate equip- ment available through their high school and post-high school programs of vocational education instruction. Our special education department and the Vocational Rehabilitation Department also have programs for the handicapped. occupational Areas Enrollments oflpecial Needs Students in Nebraskal_1968-62 Male Female Total Distributive Education 17 7 24 Office Occupations 11 52 63 Home Economics 110 1066 1176 Trades & Industry 611 0 611 Health Occupations 0 0 0 Technical Education 0 0 0 Agriculture 119 0 119- SOparate Special Needs 184 72 . 256 Totals 1,052 11127 2,249 143 Separate vocational special needs programs were conducted in all occupational areas except technical education and health occupations. Many special needs students were enrolled in regular classes and received special instruction to help them progress. In addition to these, twos .special needs programs were_operatd:in Lincoln and'in Hastings. These were conducted to assist students in getting pre- pared for entry into regular vocational education programs. Eleven programs for students with special needs were funded through Title I, E.S.E.S. These programs were promoted, developed, designed, and supervised by the State vocational teachers. Cooperation with Other Agencies Close cooperation is maintained between the State Division of vocational education and the State Department of Labor and the State Employment Service. Cooperation with the Nebraska Resources Division has been of great benefit. Three staff members of the Division are members of the State Coordinating Committee of the Cooperative Area Manpower Planning Systems. There has been very good cooperation with the State Deparmtent of Education throughout the year. The Research Coordinating Unit has also cooperated with the work of the Division. Personnel There is no full-time Supervisor for Vocational Education for persons with special needs. These duties are performed by the State Director' of Vocational Education on a part-time basis. Requests have been made for a full-time supervisor and secretary. Teacher Education A qualified teacher-coordinator is employed by the local school to provide the general and related occupational instruction and to arrange for cooperative work -study and on-the-job training. This instructor must hLve a valid Nebraska teaching certificate and must have *.t least the equivalent of two years of occupational experience other than teaching. He must also have a minimum of six semester hours of voca- tional eduNation, three of which are in coordination techniques. State staff people, local administrators and teachers met with the Nebraska Council on Teacher Education during the year to review thoroughly the vocational teacher requirements. Vocational courses were conducted at Kearney State College, Chadron State College and Omaha University. There were no summer workshops or in-service courses for teachers of special needs scheduled this year. Correctional Institutions No activities were planned for 1969 for vocational education in correctional institutions. Technical assistance is rendered upon request. Research The Division of Vocational Education published a new set of guidelines for vocational education in Nebraska Public School in July 1968. (Bullentin ill). This sets forth procedures which local public schools must follow for participation in vocational education programs. It was developed in cooperation with public school admini- strators in workshops conducted throughout the State. These guide- lines are for fiscal year 1969, but will be reviewed and revised for the implementation of the Vocational Education Amendments of 1968 which will go into effect under a new' State Plan for FY 1970. There are specific sections devoted to special needs programs, vocational guidance and counseling, diversified occupational education, adult basic education as well as the regular occupational area of vocational education. Also published was a 50 page bulletin: "Criteria for Special. Education Programs in Nebraska," with general and specific information on special education programs. Plans for the Future A large increase in enrollment for special needs vocational education is anticipated in FY 1970, continuing the growth exper- ienced this year. It is also expected that the vocational education staff will be augmented in FY 1970 for adequate implementation of the 1968 amendments. Requests to the State Legislature for the 1969-71 biennium have been made for this purpose. If this is granted, the program should move along rapidly in Nebraska. NEVADA Introduction EMpbasis in the special needs area bas continued to center on programs in the two correctional institutions and the Nevada State Prison. Also, a nor position was proposedthat of state super- visor of Institutional Education, in order to give more adequate attention to the needs of persons in institutions. A job descrip- tion was developed and a budget proposed for this position, but unfortunately, it has not yet been approved. The Welfare Department has continued to use funds, made available to it through the Economic Opportunity Act, to pay for training programs administered and supervised by the State Vocational Education Division in cooperation with local educational agencies. For example, a number of Urban Livi programs have been held in the Las Vegas area to assis persons with homemaking and consumer education as preparation for employment. Several home health aide programs have been developed in cooperation with the Welfare Department. Basic education has been provided for participants in Title V Welfare programs in Reno and Las Vegas. These are tull-time classes. Within every possibility, Adult Basic Education is being provided to those on rehabilitation programs. The Clark County School District Vocational Education Division is contracting with the CEP (Concentrated Employment Program) to provide vocational adult high school and adult basic education. Descrip Mon of Activities Listing and brief description of Vocational Education activities for handicapped students with physical or mental handicaps Amt requiring the services of special education. A. Opportunity School This program provides instruction for school ,age students in the Clark County School District (Las Vegas area) who have severe i6 ...1111.91.11111.1111111 social adjustment problems. Students who have and may be expected to interfere intolerably with the eaucational program, safety or welfare of school personnel or students are offered instructional services to help them adjust and earn reinstatement to the regular school. Classes are conducted daily from 4 to 8 p.m. B. Vocational Orientationogra% This program is offered to students at Hug High School in Reno, Nevada. The course is designed for handicapped students who have shown deficiencies in keeping up with students in regular classes and in all probability will not complete the requirements for high school graduation. The purpose is to introduce the concept of work and prepare them for entry level positions, in service occupations, where their inability to solve complex problems will not be a detriment to success. Developing pride in a job well done, integrity, every day consistency, promptness, cleanliness, grooming, respect for others and a desire to please is the realistic approach used in helping these students make the transition from school to the world of work. Occupational Areas Listing and brief description of Vocational Education activities for disadvantaged persons other than mentally and physically handicapped, continued or initiated since February 1968. (See also correctional institution programs not listed here -- No. 7). A. Home Economies Related Programs. (1) One hundred and seven students with special needs (disadvantaged) were reported by homemaking teachers as having enrolled this fall in homemaking classes. Many o2 these are students living on Indian reservations who have socio-economic handicaps. These children attend county schools, and home economics programs need to be especially planned to serve their needs within the total group. (2) Seventeen students, many from minority groups, are enrolled in a merchandising program with emphasis on fashion and home merchandising. 147 (3) Sixty-one boys and fifteen girls in food production and service training programs are classified as students with with special needs, Many of these students are from minority groups, some have had severe behavior problems which have kept them from succeeding in regular classes. (4) Classes: Fiftyothree students are enrolled in programs to train for child care services. B. Distributive Education Programs (1) Regular distributive education classes are conducted in such a way that persons with special needs students are so enrolled. in these classes. Approximately 30 special needs students are so enrolled. C. Agricultural Education (1) Sixtiy-seven boys in Nevada enrolled in non-farm agricultural programs are classified as special needs students. Many of these boys live on Indian reservations, but attend regular classes in county operated schools. D. Health Occupations (1) Twenty-two persons have been enrolled in Home Health. Aide classes to serve those with special needs. These were conducted with the cooperation of the Nevada State Welfare Department. Cooperation with Other Agencies In developing plans for a special education program to be held at the Proctor Hug High School, members of the following agencies were involved in the planning and will assist with the program: Vocational Rehabilitation, Special Education and Nevada EMployment Security. The Office of Economic Opportunity, State Welfare Department, Washoe Medical Center and others were involved in the planning and development of Home Health Aide programs for women and welfare. The Inter-Tribal Council has also been involved in planning adult basic education classes and others. 148 Personnel changes affecting,_persons with special needs: The program at Hug High School involves the services of: 1. Vocational Counselor 2. Director of Special Education 3. Director of Vocational Technical Education 4. Two counselors at Hug High School 5. Three teachers The students will be assigned to regular classes when it appears to the advantage of the individual student and assigned to the special needs group, to prepare him or her to become a production worker. The RODEctiaBlItAch22101111 use teachers from the regular day program. They will accept extra assignments to assist the special needs students in his rehabilitation. Teacher Education Activities No activities were reported this year. Work done in correctional institutions under the Vocational Education Act of in cooperation with other agencies. (Fiscal year July 1, 1968 - June 30, 1969). 1. Nevada Youth Training Center at Elko a. Service Station Attendent. This course is designed to prepare young men between the ages of 16 and 19 to learn techniques and effective methods. of servicing vehicles and minor repairs which could be performed in most service stations. We anticipate an enrollment of fourteen (14) students. $2,881.00 of federal funds have been allotted to the program which has a budget of $9,456.12 to pay the instructor and purchase needed equipment and supplies. b. Carpentry. This course is designed to teach young men bet\'een the ages of 16 and 19 how to use machines and hand tools in producing useful articles from wood. Types of wood and the use of each are studied. Surface preparation and the use of hard- ware are also included in the course. $2,657050 of federal funds are allotted as part of the $10,274.13 budget for salary, equipment and supplies. Twenty (20) students are expected to be enrolled in this course. This course may be used for credit toward high school graduation. 149 c. Auto Mechanics. This course is designed to prepare young men between the ages of 16 and 19 to understand the function of the internal combustion engine and other parts of the automobile. The student is taught to diagnose malfunctions and repair or replace defective operation. $2, 444.00 of federal funds are a part of the total budget of $11,588.76 for this course. Four- teen (14) students are expected to participate in this course. This course maybe used for credit toward high school gradua- tion. 2. Nevada State Prison at Carson City, Nevada a. Carpentry. This course is designed to teach the enrollees proper use of machines and hand tools, safety in operation and techniques of cabinet making. Twenty-five (25) students are expected to profit from this course. $2,250.00 of federal funds are to be a part of the $8,045.00 salary paid the instructor. This course may be used for credit toward high school graduation. b. Metal-Machine Shan. This course teaches the use of machine tools, hand operations, assembly procedures, sheet metal, welding and desigining of metal parts and machines. Twenty-four (24) students are expected to profit from the instruction. $2,250.00 of federal funds are a part of the $9,082.00 salary paid the instructor. This course may be used for credit toward high school graduation. 0. Auto Mechanics. This course starts with a unit of safety and continues to cover units on each functional part or system of the automobile. Twenty-five (25) students are expected in the class. $20250.00 of federal funds are a part of the $9,533.00 salary paid the instructor. This course may be used for credit toward high school graduation. d. This course covers business organiza- tion and management, dry cleaning, fabrics, pressing, laws and codes, plant construction, Safety, washing and delivery to the customer. Seventy (70) students are to be enrolled. $2,250.00 of gederal funds are to be used toward the instructor's salary of $8,045.00. This course may be used for credit toward high school graduation. e. Real Estate. Forty students are expected to take part in the two classes offered, one of which is now in session. High school credit if offered. 150 f. Business PrinciPles and Management. Forty students are expected to take part in two classes offered, one of which is now in session, High school credit is offered. g. Alterations. This class is starting on January 15 with the primary purpose of helping the women prisoners learn to make simple repairs and alterations on their own clothing and, to make wearable for their use other donated clothing. This is a class in cooperation with the Caron B. P. W. Club which has as a project collecting good clothes which prisoners can use on their release. 3. Nevada Girls Training School at Caliente a. Secretarial-ClerictLageutmkas. This program is being offered to prepare students in secretarial-clerical occupations accord- ing to their abilities. Twelve students are enrolled, but this number may increase during the year. b. Homentiand F....11LamI,Me Education. Fifty to sixty students Are expected to be enrolled during the year in this program. Students enter and leave at different times so the courses are planned in such a way that students can enter at amy time and still benefit from the training. Enrollments data on Vocational Education progrand for persons with special needs in the State-1968-1969. Home Economics 107 Distributive Education 47 Trade and Industry Food Production 76 Health Occupations 22 Child Care Services 53 Agriculture (non-farm) TOTAL 372 Programs in Correctional Institutions Youth Training Center at Elko: Service Station Attendent 14 Carpentry 20 Auto Mechanics 14 151 48 Nevada State Prison at Carson City: Carpentry Metal Machine Shop Auto Mechanics Laundry & Dry Cleaning Real Estate Business Principles and Management Alterations (women) 25 24 25 70 40 40 20 244 Nevada Girls Training School at Caliente: Secretarial-Clerical 12 Homemaking and Family Life 60 TOTAL enrollment in Correctional Institutions Research No significant reseach is being undertaken at present Special needs programs are now in operation at the Nevada Youth Training Center, at Elko, the state prison at Carson City, the Opportunity School at Las Vegas and Hug High School program at Reno. Specific training is given in: Carpentry and Cabinet Making Service Station Attendant Auto Mechanics Auto Body Food Preparation Machinist and Sheet Metal Welding Human Relations Service Occupations Among the recommendations was a position to be included in the State Department of Education structure that would give direct leader- ship and supervisory assistance in implementing, extending and improv- ing institutional educatioaand training programs, specifically at the Nevada Youth Training Center for Girls, Nevada Youth Training Center for Boys and The Nevada State Prison. Another recommendation was that the State t = Nat of Education receive a s . ro riations to assist in cErying out ed(121-2nLI,EL'Abg-R4A&P.E2gEmiiEILI221REA-2121 We believe the have direct responsibilities in approving fund allocations, developing curricula, training instructors, and evaluating programs, together with providing direct coordination between the State Department of Education, cooperating county school districts, State institutions, and public advisory committees. 152 Another aspect of the position will involve coordination with a number of Federal programs that have vocational and educational em- it:11E621J such as......E.L.h4'NrcihaEhm4it-...29212L22MILL:AleRPntive Training, "TobsfItD'ZA.1iead.StaundBATetc. Plans for evaluation are included to give direction for future planning. 153 NEW HAMPSHIRE Introduction The Vocational Guidance consultant with two other staff members have assumed the responsibility of developing limited plans for 1969. The lack of matching funds is given as the reason for the lack of a program and staff. No staff is employed specifically for work with programs for persons with special needs. The consultant for Vocational Guidance is assuming this responsibility and has developed with other staff members, some plans for 1900, New Hampshire is attempting to develop programs with individual school districts that have some funds allocated to work with persons with special needs. The requirements that funds be matched by purpose is seriously limit- ing our ability to use federal funds in the development of such programs. Programs in Operation Currently a task force, including a consultant from Vocational Rehabilitation, a Department of Education consultant in Special School Services and the consultant in Vocational Guidance, prepared proposals for work at the Crotched Mountain Rehabilitation Center including a program for the School for the Deaf and a program with the therapeutic Education Center at the New Hampshire Industrial Center at Manchester. In both instances, programs were developed in the Trade and Industrial field on a very limited basis to provide young people in these institutions with entry competency in a variety of occupations. These included Service Station Mechanic, 15 weeks, and a Parks and Groundakeeping program of 10 weeks. It is hoped that matching funds can be found so that some equipment and staff may be provided for from Vocational Education Act. At the New Hampshire Hospital, a program in Home Economics is being developed so that girls in the institution may have some wage earning occupational competency when they are released from the institution. Some consideration is being given a program in Business Education at the New Hampshire Hospital. Several local school districts that have classes for persons with special needs in the general academic area are also being contacted to see if some type of vocational program can be developed. 154 At the post-secondary level, a pilot one-year program for students who cannot meet the educational qualifications for admission to the regular vocational institute program is being developed. The students who fall into this catergory are called persons with special needs. A Vocational Institute Preparatory Progrem(VIP) has been developed by the Vocational Institute personnel at Berlin, New Hampshire with considerable emphasis being given toward orientation, counseling, vocational exploratory and the development of remedial courses necessary to bring students up to the vocational and technical education level of the regularly enrolled student body. There were 12 students enrolled. Library reading and study school development will be given considerable emphasis. A special summer session was planned and conducted by the State Department of Education for Vocational Education Instructors July 3 to August 20 1968, at the Crotched Mountain Foundation Rehabilitation Center. This course concentrated on methods of working with vocational students and especially those with special needs. It was sponsored jointly by the Division of Vocational-Technical Education and Vocational Rehabilitation of the New Hampshire State Department of Education. Robert Parsons was the Project Coordinator and James R. Hobson was Project Director and Consultant. 155 NEW JERSEY Brief comment on actitities mentioned in February 1968 Report, noting significant achievements or special accomplishments since that date. Introduction In establishing pilot demonstration projects for those with special needs, a four-phase pattern has emerged. The phases are: 1. Introduction to vocational l'or handicapped. This program has already been established for the normal youngsters--and might be started with pupils about twelve years of age requiring only some modifications of content so that vocations studied are realistic in terms c.,2 abilities of pupils. 2. Occupational conditioning. This is a pre-vocational program of explorations and evaluations operated within the school in which the pupil participated in simulated work situations- - industrial, food service, health care, needle trades, mainte- nance, custodial, store management, etc. Every effort should be made to establish an atmosphere of working rather than study or skill training while the student is participating in this phase. In the case of the industrial work experience, real products of value will be produced from raw materials through the combined efforts of the pupil participants. The situation may greatly resemble a sheltered work shop with time-clocks, break times, and even pay envelopes. Following this phase, pupils will move to phase three or directly to phase four. 3. Simple skill training. In this phase, action will be taken based on evaluation results achieved in the previous phase. The pupil should be at least 14 years old, and only those who have shown a potential for profiting from skilled training should be involved in this phase. 4. Cooperative Education. In this program, disadvantaged or handi- capped Pupils are12.1914LialarLIILM19212122112ERM27121le attenzclessestimdincle . The purpose of Program for Special Needs in New Jersey is to prepare for direct entrance to employment or to prepare for entrance into regular programs which lead to employment as semi-skilled or skilled workers. 156 The original start made last year in Special Needs consisted of three pilot programs in simulated work training. Beginning with 1968-69 we have twenty-two programs in operation, a gain of nineteen over last year. To help introduce this concept of simulated work training in Special Needs, tLe Division of Vocational Education has two Mobile Industrial Training Units in operation. These units are assigned to each school for prescribed periods. The trailers are equipped to train students in business and industrial procedures and practices. The trailers can accomodate 28 students in the course of a day in shifts of 14. Adults are served in the evenings. A state Advisory Council of interested people has been formed to aid and guide our thinking about the kinds of programs we should be planning. Listing and brief description of Vocational Education activities for handicapped students with physical or mental handicaps not requir- ing the services of special education which have been initiated since February 1968. Many handicapped persons are being served through adaptation of regular vocational programs. Vocational educators in New Jersey have always acknowledged this responsibility and have notably exlanded this service to those who need this help. Special Need students enrolled in regular Vocational programs in the following areas: trade and industrial, cooperative industrial education, technical, distribution, agriculture, office and home economics. Totaled Special Needs Total Persons 1,906 students enrolled in Division Pilot Programs- - - 3,719 Served 5 625 Persons with Special Needs were provided for within the framework of Part-Time Cooperative Industrial Education. This Program provides three levels to meet the ability of the student. The #2 and #3 Programs are for pupils not being served by regular vocational programs. 338-173 0 - 69 - 11 157 #1 Cooperative Trade Occupations or high skill training. #2 Cooperative Industrial Occupations - for quickly learned skills 013 Cooperative Employment Orientation - for special needs ;moils. During the school year ending June 1968, #2 Cooperative Industrial Occupations provided Jobs and training for 551 boys and 112 girls (total 663) who would not otherwise have been served by regular voca- tional programs. These students earned $720,962.00 which contributed to their own welfare as well as that of the family. 03 Cooperative Employment Orientation Program trained 120 boys and 32 girls (total 15 who earned $94,311.00. The school districts are increasingly accepting the responsibility for the placement of all students when they graduate, at the present time 104 school districts compared to 85 last year have been a;proved to operate Cooperative Industrial Occupations and 55 districts compared to 30 last year to operate Cooperative Employment Orientation. This office has made a continuous effort to enlist the city school system in Cooperative Programs and has met with success this year. The Coordinator continues to be the key to the successful operation of these programs and in those cities where the Coordinators are familiar with the students and the area, high placement and motivation takes place. In the Cooperative Employment Orientation Program some of the students have been employed in sheltered workshops which has helped make the transition from school to work for these pupils a regarding experience. The Department of Labor and Industry in New Jersey has contined to gi've support and cooperation to these new programs. Listing and brief description of Vocational Education activities for disadvantaged persons other than mentally and physically handicapped, continued or initiated since February 1968. Special Needs Branch Pilot Offerings for the 1. South Brunswick (summer program) for migrant workers. 50 students were trained in business procedures, food services, building maintenance, assembly line operation. 158 New Brunswick (summer) building maintenance 25 students, Carpentry 15 students Machine Newark - 2 schools assembly line, building maintenance, 60 students. Mobile Industrial, Training Unit sum aer) 76 migrant workers. Mobile Industrial Training Unit school year and evenings) 424 students. 5. Mobile Business Training Unit 130 students. tion with Other e To facilitate the cooperation of other agencies and to make them cognizant of "Special Needs" the following groups are represented on the New Jersey State Advisory Committee for Special Needs: The Vocational Rehabilitation Commission, Office of Special Education, Teacher Educators, Sheltered Workshop Administrators, Industrial Representatives, and the Department of Labor. Personnel changes affecting Persons with Special Needs: administrators, supervisors, tea' er4 counselors, coordinators. Positions of responsibility at the State level have been established for the development of high priority Vocational programs for persons with Special Needz. At the Present time, two supervisors have been assigned the responsibility for the development of Special Aeeds Programs. The ultirate aim will be to make braining available to persons handicapped in many different ways, who cannot succeed in the regular programs of Vocational Education. The State staff Supervisors for Vocational Education for persons with Special Needs are: Mr. Warren A. Jochem and Mr. Louis Sarandoulias. Teacher Education Activities: workshops, conferences, and in-service training activities for teachers, supervisors, counselors working with Persons with Special Needs. The following workshops for persons working with Special Needs students were held during the school year 1967-68. 1. State Teachers Association meeting, Atlantic City. Special Needs Programs and Cooperative Education Programs for Special Needs students. 159 One day workshop was held on June 7, 1968 for teachers of Special Needs Pilot Programs and for new staff members of Special Needs Pilot Programs. Pilot Programs were described by the respective school. A one day meeting was held on September 25, 1968 for SupeintendentS of Schools for establishing new programs for persons with Special Needs Meeti personnel. Work do n correcti Act or ix cooperation with other agencies. er educators to provide programs o train titu o under the Vocational Education Work done in correctional institutions under the Vocational Education Act: Distributive Education Enrollment Jamesburg Incarcerated Youth 12 N.J. Rome for Girls Incarcerated Youth 24 Industrial Occupational Middlesex County Orientation for Inmates Vocational School 76 Enrollment data on vocational education programs for Persons with Special TgannaWate Special Needs Branch Pilot Offerings For The Mentally and Physically Handicapped 1. Bergen County Vocational School-for educable mentally retarded Orthopedically handicapped and emotionally disturbed students. 125 boys and girls. 2. Brick Township-for educable mentally retarded students. 60 boys and girls. 3. Bridgeton-for educable mentally retarded students. 20 boys and girls. 4. Collingswood-for trainable mentally retarded students. 20 boys and girls. 5. Edison-for the educable mentally retarded students. 25 boys and girls. i6o Gloucester Township-for educable entally retarded7trainable mentally retarded, orthopedically handicapped) and emotionally disturbed students. 60 boys and girls. Haddon Township-for brain damaged students. 11 boys and girls. Hoboken-educable mentally retarded and slow learners. 50 boys and girls. Monmouth County Vocational School-for educable ntally retarded and slow learners students. 24 boys and girls 10. Morris Hills-for the slow - learners. 11 students 11. Newton-for the educable mentally retarded. 18 boys and girls 12. Piscataway-for the educable mentally retarded and socially maladjusted. 29 boys and girls. 13. Rahway-for educable mentally retarded students. 20 boys and girls 14. Sayreville-for the educable mentally retarded, and slow - learners. 36 boys and girls. 15. South Brunswick-for the educable mentally retarded, socially maladjusted, and slow learner. 34 boys and girls. 16. Teaneck -for educable mentally retarded students. 20 boys and girls. 17. Union -for educable mentally retarded and trainable mentally retarded students. 20 boys and girls. 18. Wayne-for the educable mentally retarded. 45 boys and girls. 19. Mobile Industrial Trailer-(School Year) for educable mentally retarded, orthopedically handicapped, emotionally disturbed and disadvantaged children. 276 students. Students served -- 904 Significant plans for Vocational Education Programs for Persons with Special Needs in your State for Fiscal Year 1969. The Division of Vocational Education is funding a study of the principles and procedures of introducing educable mentally retarded into a regular Vocational-Technical High School. 161 ---.11FC=211=t- For the Fiscal Year 1969 - 1970 Requests in the sum of a million doers has been requested from local school districts for programs to serve Special Needs students. 162 i I iiiiiiiiiiiNWATAM--Mili MI 111 IMINIENNIMMENNI 1 111111111111 111 11111B1111 11111111111111111111111111111111 1111111111111INIMENUM 16 40 ri 16111111111111111 PIMIIIIMIMMOMORIMMINIUM111111111- mmumen 6 MEI 631111111111111111111111111 - D. MIMINIMMIMIIIMMEI f 111111111111111111111111111 D'w Di HMIIINIONNEIMINM . 111111111111111111111 .,. 1111111111111111111111111111111111 11111111111111111111 01" I la 111111111111111111MMIN1111101 N ERRS 611 mein 18/MAIIIIIIIIIMIN I I D'. Df, 11111111111111111111111111 20IMI1111111111111111111111111 MIarItIM© MISMINIIIIIIIIIIIIII . iu IN 6 MM11111110 9 aB 111A11111111011111111111111 . mummommoi :Esau.... mill11111111111111111E 8 0011111111111111111 II 11111111111M III 11E111111111111111111111111 MUINRI III 10 20rillialall 111111111111111111111NON 8 MINIMMINIMM . MOMMIEn 1111111111111M11111111111111111111111111 1111 111111111111111111111111111 191111.111ENIMINNINFENERIMI IIII C A 4_01 0 ID 10 .. ' NEW MEXICO Introduction Persons with special needs are served in large measure by enrolling them in the regular program and individualising their instruction. It is indicated that this method is employed because of the large number of small, high schools in this state. At the larger high schools, some special programs have been developed and are operating successfully. The specific number, however, of such programs is not indicated. Attempts have been made to expand programs with special needs in the State. The best plan to date seems to be to expand regular voca- tional education programs and enroll persons at the secondary level with special needs in those programs. Individual attention can then be given to these individuals. At the larger high schools, some special programs have been developed and are being operated success- fully. The planned new area vocational school at Roswell, New Mexico has plans to move into the development of programs to serve persons with special needs as rapidly as possible. The new landscape program at Technical - Vocational Institute is designed primarily to meet the needs of some of these persons. The office education, home economies, health occupations, distributive education, and trade and industrial divisions are working closely with the state correctional institutions' in planning and setting up programs. In addition, these divisions are working with the State School for the Visually Handicapped and the School for the Deaf on programs for the handicapped. In addition to the on-going programs for persons with special needs an attempt was made to enlarge the scope this year. The Vocational agriculture teachers found that as many as 1,000 students enrolled in their programs could classify as students with special needs. The teachers concentrated on more services and assistance to the students. Special emphasis was given to providing more courses for girls and boys in reform schools. Occupational Areas Classes in food handling and services have been added at two high schools serving a total of 37 students and at two Junior High School serving a total of about 308 students. 164 Coo era,tinn with Crthex... Programs under Title I & III, ESEA, have been checked by our supervisors. Classroom plans and equipment lists have been examined. Many instances are shown where Title I, =A, has supplemented vocational programs with equipment and supplies as well as instructors. Teacher Education Activities During the year various workshops have been held in business and office education, homemaking, consumer education, and. Distributive Education. A full time supervisor in charge of special needs will go to work January 15, 1969. He is Mr. James B. West. hic2AARS22: Institutions Programs are offered at the Girl's Welfare Home in the area of Nursing Assistants program. The girls are involved. Enrollment Data The current reported enrollment in programs for persons with special needs in New Mexico is 950. Sapalsaxtplans for the Future I would still like to see 1 or 2 special courses developed at the State Penitentiary in the Distributive Education area for those people so confined. I wish that I could work with Glen Ellison in Carrizozo and develop some kind of a Distributive Education Training Program for his Btudents who we know are leaving the area upon high school completion and many must be entering the Distributive Service areas wherever they go and establish a home. During the current year, plans are under way to conduct "refresher" courses for individuals needing upgrading of nursing skills to become eligible to take the licensure examination to become licensed Practical Nurses under "grandfather clause" of the Amended New Mexico Nurse Practice Act which went into effect July 1, 1968. Stress Consumer Education in all home economics programs. In most of the schools, plans are being formulated to have one semester 165 course in Consumer Education at the Junior and Senior level for boys and girls. In addition emphasis will be placed on consumer information and integrated in all units taught from ninth through twelfth grade. Other areas will be geared to pupils with special needs enrolled in classes. Plans are being made to develop more occupational training programs. The program expansion is dependent upon employing another assistant supervisor whose major responsibility will be planning and developing such programs with local administrators and teachers. Attempt to institute programs at the penitentiary, school for the deaf and school for the visually handicapped. With limited funds for expansion and existing funds budgeted, no financial support has been anticipated for 1969. With improvement in staff and State Plan, we do expect to become more engaged in programs not yet being explored. This should come in FY 1970. 166 NEW YORK Introduction Programs for persons with special needs continue to be an area of program development for which a crystal clear blue-print for State direc- tion has yet to emerge. Many factors have influenced this: the State's concentrated efforts in the last three years to develop broad area programs of occupational education to meet the needs of the large numbers of students who previously have not been served; lack of definite statistical gathering and reporting of programs currently serving persons with special needs; and limited funds necessitating the focus of occupational education program development on areas of immediate need. To date the state has concentrated on the identification, development and operation of pilot programs to provide occupational training for persons with special needs. The state now seeks to adopt a statewide ;pm& action which will (1) identify persons with special needs at Oftkrlier age when remedial and orientation measures can be instituted **help guarantee successful transition into the working world or the 00 regular occupational education programs, (2) explore what contributim Industrial arts, home economics, technical education, health, agriculture, and business and distributive programs can make in providing disatiantaged and handicapped youth with related world of work orientation experience (3)assess ways to coordinate state program efforts with those of the Federal government and other agencies, and (4) encourage each to survey and identify persons with special needs who currently are not being served through the existing occupational programs and to develop projected plans for serving these individuals. Accepting the premise that a large majority of individuals within the special needs group is deficient in the basic educational skills, emphasis will be placed on cooperative planning with the State education department general education staff in developing coordinated programs of basic education, orientation to work, and work experince which will give support to flexible schedules of occupational training. The area program plans are expected to identify the number and qualifications of teaching and program Support personnel needed the types and quantity of equipment materials and laboratories required, and the facilities considered appro- priate and necessary. The state plans to give substantial administrative and supervisory support and financial assistance in the implementation of these area program plans. 167 Due to the varying abilities and needs of persons with special needs, the State does not plan to identify specific occupational fields for these individuals. It will support the concept that those persons will receive occupational training for demand occupations as revealed from area studies and the employment information furnished by the New York State Employment Service and Labor Department. Although the projected statement offers no specifics regarding occupational fields, teaching personnel staffing needs, and the equipment and facilities required to serve persons with special needs, it is quite apparent that the state has now drawn up a systematic and realistic plan for program development in this problem area of vocational education. It is assumed., however, that the state will do more than just "encourage" the area programs to survey and identify persons with special need01 and then develop program plans for serving these individuals. A valuable attachment to this projected statement would be the guidelines which the state has developed to assist these areas in program identifi- cation, deve101iMbnt and implementation at the "educational level." As each submits a plan for meeting the occupational objectives of persons with ecial needs, a realistic assesment may be made to determine the ber and qualifications of personnel needed for instruction, guidance, on -=aeob placement, follow-up and supervision. This information will determine number and types of im.service programs needed to meet the staffing d d. The projected programs for persons with special needs will also have 'replications for pre-service teacher education programs. Findings from the successfully operated multi-occupational programs under Manpower Development and Training, Special Education and Basic Continuing Education will provide valuable resources in identifying teacher qualifi- cations, methods, and techniques in working with persons with special needs. Increased emphasis was placed during the year on designing varied programs for the group of learners who have identified specialized needs stemming from economic and cultural deprivation or physical and/or emotional handicaps, learning ability retardation, or simply lack of motivation for achievement. For several months, a staff member was on special assignment to work full time with the local agencies including all the Big Six Cities and most area programs for the purpose of encouraging administrators to plan and implement programs for those persons having special needs. Follow- up visits were made when necessary and assistance was provided in readying proposals where requested. 168 1 Occupational Areas Staff members have started to explore ways to develop interrelated occupational programs to include home economics, agriculture, business and distributive; trade, industrial and technical education. Also under- way are plans for the development of curriculum guides which will identify the contributions these courses can make to persons with special needs. Office education programs for persons with special needs are still limited and experimental in nature. Although most major school systems have developed office education curricula for pupils of varying capacities, these programs have frequently not been designed to accommondate very slow learners, retarded learners, and persons with physical and mental handicaps. The major cities of the State and some of the area centers have taken steps to initiate programs of this type which can serve as patterns for other schools to follow. Experimental projects are set up to prepare some of these pupils for minimum skill jobs such as typist, mail clerk, duplicating machine operator, office messenger and stockroom clerk which seem to hold considerable promise. In New York, distributive education has been characterized as the ideal type of occupational program for students with less than average ability, as well as for those of average superior ability. Distributive education teachers are currently engaged in various kinds of work-study school-to-employment and MDTA type programs conducted for disadvantaged persons. Specific examples include the modified distributive education programs at the Human Resources School in Alvertson, New York, and the Service Occupation Center in Syosset, New York, where physically handi- capped and emotionally disturbed young people receive instruction for certain types of sales, service related public contact jobs. Experimen- tal courses initiated as MDTA projects have been adapted for use in several metropolitan areas in ungraded classes where disadvantaged persons are prepared for such positions as wrappers, packers, checkers, inventory clerks, warehousemen and stock handlers. Another illustration in this area is the correlated curriculum project sponsored by the city of New York in cooperation with the Ford Foundation. Designed for the student with learning difficulties, the program utilizes the interdisciplinary approach combined with intensive guidance. The emphasis is on labora- tory centered career classes in a variety of occupational areas with related instruction in basic language, science, and mathematics skills. Equipment, materials, teaching resources, and laboratories are vital to quality programs for persons with special needs. Budgetary alloca- tions for fiscal 1969 will include incentive financial assistance for the initiation of programs for persons with special needs at the local level. School facilities should be designed to accommodate all features 169 a of the program to be offered and the needs of persons to be served including special provisions needed for the physically handicapped being prepared for employment. All :facilities will meet the State's standard requirements. In office education programs, clusters of occupations geared to varying ability levels and interests have proved to be most effective for special needs students, especially in the protective environment of office work. These may be offered in occupational centers experi- menting with the inter-disciplinary approach and combining clusters of job skills with remediation and exploratory job information. Selected EXamples of S ecial Needs Activities Urban Center in Brooklyn Twenty students, 18 years old, from poverty areas were trained in apparel processing programs: cleaning, and processing features of garments. Urban Center in Albany A twenty-week course in printing and darkroom techniques was offered at Hudson Valley Community College to unemployed and underemployed adults., 18-25. Referrals came from State employment offices and minority group organizations. Monroe - City of Rochester A short term summer program for job training in 14 occupational areas was offered for 200 potential dropouts in 1968. This was for unemployed youth or high school seniors without job skills. Occupational clusters included auto mechanics, service station operation, food services, custodial-plant maintenance, dry clean- ing, laundry and power sewing. Nassau County A program for 500 emotionally mentally handicapped youth with academic, socio-economic handicaps was offered. Service areas of horticulture, distributive auto mechanics, building mainte- nance, home economics and office occupations were included. 170 Nassau - Oceanside Twenty ninth grade students with special needs from the lowest 12% of their classes participated in a research project: "Guided Occupational Training." New York City A program was operated for 850 potential dropouts, out-of-school youth and academic seniors lacking employable skills. Occupational clusters in the training program included business and office, distribution, trades and industry, and health occupations. Other new programs of occupational preparation for persons with special needs stressed job skills and aspirations for higher levels of office occupations employment, raising the reading level of dis- advantaged students, supervision of programs for nurses aide, dietary aide, health services and food and clothing services. Hempstead Expanded program for 15 boys and girls from underprivileged homes, coordinated classroom instruction with paid on-the-job training in the food service area. Onondaga - City of Syracuse Twenty students with no constructive interests were provided with short-term occupational programs coordinated with on-the-job train- ing in several occupational areas and special services. Basic track practice program Special Education Occupational. program Small engine repair training Food service training program Rockland County Thirty in-school youth, mentally retarded emotionally distJrbed were offered a multi-occupation training program, open ended and ungraded. This was coordinated with special education for orien- tation and small appliance repair and home and institutional housekeeping services. 171 Westchester County 1. Continuation of a research project: "The Evaluation of Effectiveness of a Pilot Program for Underachievers." 2. Implemented a planning grant to develop an occupational education program for handicapped persons. This includes skills and knowledge needed to become economically inde- pendent, self-analysis and appraisaland development of a meaningful understadning of the world of work. Two hundred persons with special needs were served. Westchester - City of Yonkers A summer occupational education program for service station attendants, carpentry and welding, was conducted for 45 youth, potential high school dropouts. Work.Study Programs In the major New York City, 2,400 qualified, in-need vocational students participated in summer programs funded by OvE.O. June 24 to August 31, 1968. Guidance Activities, Strengthening programs of occupational education for persons with special needs by interpreting the role and functions of guidance and counseling and the collection and dissemination of occupational information has been recognized as an integral part of vocational education. Innovative demonstrations of improved counseling techniques for the disadvantaged are important components of pre-service and in-service training for vocational education personnel. Consultation and supervisory assistance to guidance programs through conferences and visitations are encouraged. Guidance manuals have been prepared by consultants for use of vocational education personnel. The second annual guidance conference for occupational guidance personnel was held during the year, with four major papers and workshops activity by more than 100 participants. Eight proposals have been accepted and initiated as demonstations projects in cooperation with the Division of Occupational Education Supervision in New York City, Rochester, Yonkers, Monroe County, Erie.County and Sewanhaka. Twenty-five counselors were trained in the use of GATE at Hempstead and Syracuse. 172 Teacher Education One major problem in developing programs for persons with special educational needs has been the lack of staff experience in working with students of this type. During the summer of 1967 the Ohio Center for Vocational and Technical Education provided Metropolitan New York City teaches, at Hunter College, the opportunity to work with disadvantaged children in an effort to discover better techniques for modifying their perceptions toward office work. This was followed by a simialr work- shop in 1968 for Vocational teachers of New York State. This project provided insights helpful for revising the curriculum for youth with special needs and suggested methods and materials for pre-service and in-service teacher education which improve the quality of instruction. Uncertainty regarding the availability of financial assistance to interested local school districts, confusion regarding the feasibility of developing this type of program along traditional subject matter lines rather than the inter-disciplinary or job competency approach, and a general lack of expertise in an admittedly complex problem area have been mitigating factors for limiting activity to date. 338 -173 0 - 69 - 12 173 NORTH CAROLINA PERSONS WITH SPECIAL NEEDS Persons with special needs is a "target group" of several State and federal agencies -- the public schools, the area technical institutes, Manpower Development and Training (MDTA), Vocational Rehabilitation, and many community action groups (0E0). It is very difficult to make an assessment of North Carolina's impact upon the occupa- tional development of this target group. Our present reporting system is inadequate for this purpose. Secondary Schools During 1967-68, a professional staff member was assigned full-time to study the needs of the disadvantaged youth of the State. A task force is currently developing some model programs designed to better serve the specialized needs of this group. Also, revisions are being made in the reporting system to better assess the impact of vocational education on the occupational preparation of this group. During the past year, several new programs designed to help youth with special needs were initiated in several secondary schools. Approximately 1,200 youth were involved in these programs; however, an unknown number of youth having academic, social, and economic problems were enrolled in regular vocational programs. An attempt is being made to help them with their special problems through individualized counseling and instruction. As a part of the Industrial Cooperative Training program in the secondary schools, a course entitled "Cooperative Occupational Training" for persons with special needs has been initiated in a few schools on an experimental basis. This course is meeting the special needs of disadvantaged students, some with physical handicaps, some with academic problems, and some who have been identified as potential dropouts because of under-motivation. Similar courses have been designed in the occupational areas of agriculture, marketing and distribution, custom sewing, and business. All of these programs are being evaluated to determine their impact and effective- ness. It is hoped that recommendations for new teaching materials, equipment, techniques, and methodology will motivate more extensive implementation of occupational education for disadvantaged youth. Local school administrative units have been apprised of the availability of special needs consultative services from the Division of Vocational Education. Many have taken advantage of these services. Avenues are being tested, plans projected, and commitments made for a major thrust at serving more adequately the occupational education needs of youth with special needs. Needless to say, much of the emphasis and impact on serving those students is dependent upon redirection of present resources and the availability of mw monies. 174 Post-Secondary Schools Programs for persons with special needs take many forms. The open-door admission policy attracts many students with special needs. To profit from vocational and tech- nical education, some students need to correct educational deficiencies. To do this, adult basic education funded under ESEA, developmental qtudy Jourses, or programmed instruction are used to correct deficiencies in reading, English, mathematics, or science. Considerable success has been achieved with the use of programmed instruction laboratories. At the present time, 66 full labs are in operation and 55 smaller mini- labs!' have been established. Both general education materials and specific occupational materials are available. The use of the programmed materials is recommended for anyone having need to update his knowledge and background information. Programs in adult basic education and occupational training are also provided for prison inmates. Rehabilitation of prisoners is aided through voluntary enrollment in this program. It 4,s generally understood that much more emphasis is still needed to adequately serve the disadvantaged and handicapped in our state at all levels - elementary, secondary and post-secondary. 175 SPECIAL NEEDS REPORT NORTH DAKOTA STATE BOARD FOR VOCATIONAL EDUCATION School Year 1968-69 1. Brief comment on activities mentioned in February 1968 Report, noting significant achievements or special accomplishments since that date. The activities since the February 1968 report have consisted basically in collecting and studying material and information gathered during the year. We have had two informational State Supervisory meetings with John Dupree, Program Office, Division of Vocational and Technical Education, Kansas City, Missouri, as the leader. We have had discussions concerning people with special needs through Vocational Teacher's Annual Conferences. We feel it is significant to note that a clarification of the definition of people with special needs has been accomplished with people working in Vocational Education in North Dakota. 2. Listing and brief description of Vocational Education activities for handicapped students with physical or mental handicaps not requiring the services of special education which have been initiated since February 1968. The class in Machine Shop at the State School of Science, for the blind, was completed during 1968. At the pre-service level at North Dakota State University, in both the winter and spring quarter of 1968, some of the senior home economics students, enrolled in adult education, continued a series of classes for retarded youth ages 16-25 in motel-hotel cleaning. The youth selected for these classes were obtained through cooperation with the local Community Action Program and the Fargo Public Schools. Probably the most significant program in special needs, as was reported in June, 1968, was the Minot program for special needs in home economics. A description of this program is attached. This program was reported in the Annual Descriptive Report for North Dakota Vocational Home Economics Education, Fiscal 1968. The Minot program was especially well planned (See attached news article). The purpose, philosophy, and objectives of the 1967-68 program are as follows: Purpose The purpose of this type of program would be to make employment training an extension of the regular home economics program by bringing in various aspects of the employment training into various units of the traditional homemaking program. This program has as one of its implica- tions to teach both homemaking and job training as an integral part of the regular homemaking program to the Special Education students enrolled at Minot High School. 176 Special Needs Report of North Dakota Philosophy Activities which involve job preparation are extremely meaningful to the student. The food service industry is one of the largest in terms of the number of people employed and there is growth of the industry predicted in the future. Therefore, preparation in this area is realistic in terms of possible employment. The goal of a high school program for persons with special needs should be based on school experiences which will help her gain personal adequacy, social and economic competence, and occupational adequacy. The home economics curriculum should be based on a practical approach and a thorough preparation of these individuals for life. Objectives 1. To provide learning experiences according to the ability, interest level, and emotional stability of the student. 2. To acquaint students with personal qualifications of food service employees that contribute to success. 3. To provide experiences for students to learn the fundamentals of food preparation and to acquaint students with food service employment. An interesting cooperative project developed at Minot was a classroom restaurant planned and carried out cooperatively by the Minot Boys Home Economics class and the special needs food service class. The boys' class is an elective course for boys interested in home economics as a hobby and for personal development. The teacher of this class felt that by cooperating with the special needs class, she could give the boys a bit of pre-vocational experience in food service. Likewise, the special needs students received more extensive experience in an aspect of food service they could not have handled by themselves. Listing and brief description of Vocational Education activities for disadvantaged persons other than mentally and physically handicapped, continued or initiated since February 1968. Many of the people with special needs are absorbed into the regular on-going vocational education programs. We haven't categorized all of these people as yet. Despite the information given in question 8, it would seem that North Dakota is doing much more to educate the student with special needs than this report would indicate. For instance, Williston High School is teaching typewriting to a mentally retarded student and to a blind student. It is safe to assume that every school in the State has some students with special needs, whether it is a physical or mental handicap or a social-economic handicap. Much of North Dakota's special needs students would fit in this last category and have not been recognized as such by the teachers concerned up to the present time. 177 Special Needs Report of North Dakota List instances of cooperation with other agencies such as Vocational Rehabilitation Administration, Special Education, Title I or III, Elementary and Secondary Education Act, Manpower Development and Training Act, Office of Economic Opportunity, Department of Labor and other agencies. North Dakota, with a low population, has the unique advantage of the fact that most of the personnel, concerned with the many agencies, know one another personally. This is an advantage for better cooperation and coordination in reaching and aiding those who desire help. Personnel changes affecting Persons with Special Needs: administrators, supervisors, teachers, counselors, coordinators. It has been recommended to the State Board for Vocational Education that more personnel be employed in the area of special needs. At Minot, where a home economics program for special needs was started in 1967-68, the teacher resigned so a new teacher is trying to carry out the work planned on a three-year cycle. This is the second year of that cycle. A new home economics teacher was hired at the Mandan State Training School - correctional institution for girls and boys. The program on special needs 'a this school is starting this year, but has been slowed up because of the nerd for orientation of the teacher to this school. One teacher at Fargo South High School is continuing to work in an occupational home economics class for special needs. It is not anticipated that specialized teaching personnel will be employed. However, present staff members will continue to attend workshops and will be, anxious to work with the school and community in developing programs to serve people with special needs. Teacher Education Activities: workshops, conferences, and in-service training activities for teachers, supervisors, counselors working with Persons with Special Needs. Through summer conferences for agriculture, distributive education, and office education teachers, methods of identifying disadvantaged students and discussions concerning them were provided. On November 4, 1968, an occupational home economics workshop was held for all teachers working in North Dakota in this area. In addition to these teachers, two persons working in special education and two in guidance attended. One teacher in a school where they are hoping to develop a program for special needs during fiscal 1970, attended the workshop. The North Dakota Center for Research in Vocational and Technical Education has a State-wide dissemination system. Included in their system is the ERIC collection on Vocational Education and Disadvantaged. Work done in correctional institutions under the Vocational Education Act or in cooperation with other agencies. Vocational Education has been cooperating with Vocational Rehabilitation in their vocational training programs at Grand Forks, Fargo, and Jamestown. 178 -----,....--- Special Needs Report of North Dakota At the Mandan State Training. School, the home economics teacher is trying to work out two classes of a pre-vocational nature and one class which is especially organized to orient these girls to the world of work. Because the first semester has not yet been completed, no data on the success of the work carried out is available at this date. (January 3, 1969) Enrollment data on vocational education programs for Persons with Special Needs in the State. The total enrollment of people with special needs is listed below: 1968-69 SPECIAL NEEDS STUDENTS ENROLLED IN NORTH DAKOTA VOCATIONAL EDUCATION SECONDARY AND POST-SECONDARY 1. Agriculture 672 2. Distributive Education 143 3. Home Economics 112 4. Office Education 33 5. Technical Education 18 6. Trade and Industry 53 TOTAL 1,031 The breakdown of the individual programs is as follows: AGRICULTURE Agriculture Production Off Farm TOTAL 647 25 672 DISTRIBUTIVE EDUCATION Female Program Enrollment Male Bismarck High Sch. 17 13 Bismarck Jr. College 2 1 Dickinson High School 5 3 LRJC - Devils Lake 6 Fargo North High 19 5 Fargo South High 6 2 Grand Forks Central High 14 3 Hettinger High School 4 2 Kenmare High School 5 3 Minot High School 12 8 UND-Williston Center 12 1 TOTAL 102 41 179 Special Needs Report of North Dakota HOME ECONOMICS Program Enrollment Bismarck High School 12 Dickinson High School 3 Fargo South High School 15 Grand Forks South Jr. H.S. 20 Mandan State Training Sch. 53 Minot Senior High Sch. 9 TOTAL 112 The above enrollments are those which are included in either classes as part of special education in home economics or in occupational home economics programs. Teachers have not been asked at this time to designate persons in their regular homemaking classes who are those who have special needs, especially those with mental handicaps. Program OFFICE EDUCATION Enrollment Male Female Bismarck High School 7 Ellendale High School 3 3 Kenmare High School 2 Minot High School 2 8 Towner High School 4 2 Williston High School 2 TOTAL 9 24 TECHNICAL EDUCATION Program Enrollment Bismarck Jr. College 18 TOTAL 18 TRADE AND INDUSTRY Program Enrollment Bismarck Jr. College 51 Fargo High Schools 2 TOTAL 53 Successful completion of significant research in Vocational Education for Persons with Special Needs in your State since February 1968. The enclosed Research Report entitled, "An Analysis of the Effectiveness of the MDTA Institutional Programs in North Dakota," was completed in May, 1968. 180 Special Needs Report of North Dakota A dropout study concerning the MDTA Pre-Vocational Training Center in Bismarck is in progress. The Center for Research in Vocational and Technical Education is working on this report. Significant plans for Vocational Education Programs for Persons with Special Needs in your State 2or Fiscal year 1969. The State Board for Vocational Education is sponsoring the development of a Master Plan for Vocational Education for the State of North Dakota. This Master Plan is being developed during the period of September 1968 to September 1969 by over 100 citizens of North Dakota. The total group is organized under eight Study Committees. One-of the Study Committees deals specifically with Special Needs persons. The Supervisor of Distributive Education and the Supervisor of Vocational Guidance are in the process of planning toward a pilot program for those with Special Needs in the North Dakota State Industrial School. The State Board for Vocational Education is presently cooperating with the North Dakota State Hospital and the North Dakota Vocational Rehabilitation Service in planning a vocational education program to be offered to the inmates of the hospital. Currently, Home Economics ia working with teachers in six programs for persons with special needs. We will attempt to survey each school and ask teachers to report at the end of the year the number of students in their regular homemaking classes who they consider are persons with special needs. LE : cb 1/27/69 131 Students Run Restaurant 4 .1,) Diane Ringssker, home economics student at Minot. High School, took orders from four "customers" of a modal restaurant at the A model restaurant, "T h e Dine-Inn," was operated at Mi- aot High School as a special pro- ject by members of girls ancil boys home economics cisses. Mothers and friends of class members were customers of the lour -day restaurant which nerved close to 50 persons each day.Members of the classes in- clude Linda Berg e, Kathy Haskins, Ruth Hrichena, Bon- nie Kiug, Audrey Malcomb, Lor- raine Neigum, Linda Roggen- buck, Diane Ringsaker, Nancy Strand, Bev Stutwell, Gail Wil- cox, Karen Witikko, Cliff Ball, Mike Anderson, George Brauer ky, Harry Hued, Obert Fjeld, Ned Setvog, James Kober, Gary Lundt, Rick Jensen, Merrill Serr and Bill Schmidt. Purpose of the model restau- rant according to supervisors of the "Dine-Inn," was to acquaint class members with actual res- taurant techniques and . opera- tions. They learned specific skills needed as waitresses, waiters, dishwashers and cooks, and how to establish coopera- tion among the group. Mrs. LaDonna Elhardt, in- structor of boys home econom- ics, and Mrs, Jan Thorstenson, instructor of occupational home economics, were supervisors. I fka ip4 1? school. Seated, left to right are MHS instruc- tors Don Thorp, Paul Ristvedt, Carl Hehn and Jim Kyes. Close to 50 were served each day. . F ki V.,s1 / t ; Cliff Ball cooks as Gary Lundt assists in preparing a tasty dish for orders taken during a model restaurant, "The Dine- Inn" staged at Minot High School as a special project by the girls and boys home economics classes. 182 OHIO Introduction A coordinating committee with representation from reach of tuts Vocational Education service areas plus a representative from the Division of Guidance and Testing is providing leadership in the develop- ment of programs to serve persons with special needs* The State Supervisor of Vocational. Education is responsible for coordinating and providing leadership in expanding efforts in this area. Vocational Education programs designed specifically to serve persons with special needs in Ohio are four main types. There is the Oc tional Work erience Program which involves the students one- y a one- F day on service level jobs. These jobs range all across the Vocational service areas and are interrelated in nature. Students receive wages from their business and industrial employers on the job and are supervised and visited by the Occupational Work Experience coordinators. Their on-the-job experience and in- school instruction is related to job goals. The actual job skills are learned on the job and the remedial, compensatory, and other related education necessary for proper work adjustment and job competency is learned in school. The second type of program is called in- gagoilmparMoyaand is offered through each of the vocational service areas; namely, agriculture, business and office education, distributive education, home economics, and trade and industrial education. These programs are conducted in laboratories, shops, and classrooms within the school, with Occupational Work Experience placement being included as a supplemental part of the curriculum. The skill instruction is related to the Vocational occupation area in this type program. Skill instruction is provided students prior to their on-the-job placement experience. The third type program is designed specifically for large city problems. This is the Center for Vocational Rehabilitation and Job Pre ration designed to serve school alienated youth aged 13-1 vho have become disira lusioned with or are for some reason unable to succeed in the traditional educational programs. A resume of the center operation and administration is available. These centers combine multiple facets of education, occupational experience, work-study, and rehabilitation services programmed toward the student's need and centered around their individual job goal. The fourth type of prograth in operation is the mA1FOccutionalWorlustmentProam. 183 This program is designed sp cifio dropout prone JA 1 old youth regardless of their grade l.e vel. 1t is essentially a work exper- ience program sheltered within the school system. The students are enrolled in the regular academic subjects and in the related job adjustment and work orientation instruction conducted by a teacher coordinator. The classroom related and job adjustment instruction is followed by at least two hours per day of on-the-job placement on real jobs within the school system. Suohjobs are under the direct work supervision of school personnel and include placement areas in school cafeterias, office, janitorial services, bus garages, libraries, teacher helpers, and kindergarten aides. The purpose of this program is to help reorient and motivate 14-15 year old youth prior to the time that they oan enter the regular Occupational Work Experience Program at age 16. A considerable degree of success was apparent through a, pilot effort of the program, and it is now a fully approved program available to the schoUs in Ohio. Presently, two programs are in operation. Presently, Onic schools have 223 different programs of °coupe. tional Work Ezperience in operation. These programs are under the direction of teacher-coordinators and may be offered in any type of school in Ohio be it large, small, rural or urban, In addition, there are 48 different programs of in-school preparatory vocational education for persons with special needa. All together, there are presently 5,420 high school age special needs youth anrolled in the Occupational Work Experience and In-school Preparatory type programs in Ohio. There are three centers for rehabilitation and job prepara- tion in operation in major cities. Two of these are in Cleveland \ and one is in Cincinnati. The McMillan Center in Cincinnati Is enrolling 200 clients. The Edison Center in Cleveland is enrolling approximately 100 clients, and the Woodland Center which is just opened is of different type, in that it is designed specifically to serve those teenagers who have already dropped out of school. This center is somewhat different than the others in that it incorporates the actual industry and business operated work stations within the confines of this center. The total educational program, however, is directly related to job goal and employment experience coupled with necessary remediation and rehabilitation services. Two residential vocational schools are in operation for dis- advantaged youth and adults. These two centers are the Mahoning Valley Vocational School located on the Youngstown Air Base near Vienna, Ohio and is designed for male youth aged 16-21 years of 184 age who are severely disadvantaged, Theee young men :xce areas of the state. The other residential school is beat Jackson, Ohio. It is for out-of-school youth, both male and female. In this situation, however, youth are housed in the community and and in private homes, whereas, at the Mooning Valley School the residential facilities are on the base as dormitories, These centers involve a consortium of services and funds. Agencies cooperation are: Bureau of Employment Services, Manpower Development Training Act, and Vocational Rebabilittion Services. Annually, about 800 young men and women are trained at the Jackson Center. Of those who have been trained and graduated from these schools, 85% are working full time. There are 23 different vocational job prepara- tions class sections operating at the school. Basic, remedia and academic education are included in the schools through the programmed-learning center concept. There is a reading and learning improvement center equipped with carrels, special equipment, and special teachers, Team teaching is used with vocational instructors and basic education teachers working side by aide with the assistance of counselors. Three area vocational and technical schools have a Bureau of Vocational Rehabilitation diagnostic and evaluation unit as an integral part of the center. These units couple the vocational rebabilative services, remediation, and follow -up to job prepara- tion programs as an aid for preparing persons with special needs for employment. The Governor's Task Force on Vocational and Technical Education has given specific emphasis and encouragement to the continued development of vocational education programs for persons with special needs. They have toured major cities in Ohio and have given attention to the development of these kinds of programs as a means of solving some of the problems with regard to teenaged unemployment in our large urban centers. This task force through its attention and encouragement of programs of this type has created a demand for rapidly expanded growth of these kinds of programs in Ohio. In addition to the aforementioned programs designed specifically for youth and adults with special needs, approximately 16,000 students who have special needs are currently enrolled in regular vocational education programs in Ohio. 185 Growth of the Vocational Education special needs and work-study programs coupled with increased need for leadership and, erection in the area, has brought about the development of a series of cooperative relationships with universities for the purpose of providing workshops and other credit programs for training of teachers and coordinators of these programs. Last year, Kent State University operated two workshops specifically for Occupational Work Experience coordinators. The first workshop is a coordinator pre-service requirement followed up by periodic conferences and visitations by teacher-educators placed at the var!.ous universities in Ohio. The second two week workshop is for e40?erienced OWE coordinators. These workshops and follow-up with teacher education programs with cooperating universitites help provide the much needed continuity and growth for the Occupational Work Experience Program The Vocational Education Work-Shop Program last year served 72 different school districts in Ohio enrolling 2,016 students. This program was effective in helping students stay in school who were economically nee." and would have otherwise dropped out due to lack of funds. The program also helped significantly in re- orienting and motivating disadvantaged students toward the value of education by getting them involved in part-time jobs. These jobs help them to see new meaning and relevance to education and thus they are able to .see how staying in school can make a difference in terms of getting and holding a job. Junior High School Programs The Cleveland Public Schools see continuing with their programs of vocational information and orientation for students in five junior high schools. This is a large scale vocational program for 8th and 9th graders aimed at helping these youth learn about jobs and focused upon developing favorable attitudes toward work and maintaining an interest in school. Akron conducted a special summer program for 103 pre-eighth grade students as a means of helping them get involved in the vocational education shops and laboratories in the summer as well as to visit businesses and industries in the area to learn about jobs. The purpose was to help these youth who have special needs begin to become job oriented and understand the opportunities for careers that could grow out of staying in school and enrolling in special 186 special vocational education programs. This program was entitled "Industr 1 Horizons" and the students spent 4 days of each week utilizing shops and laboratories in the vocational education areas learning skills, with the fifth day being devoted to visiting business and industrial locations and meeting with job placement resource people. Another program in Akron involved a special project developed to assist inner-city Negro youth who had graduated from high school or tad attained a high school equiva lency to enroll in a program designed to help them pass the Industrial Apprenticeship examiniation. This program involved $1.60 an hour pay for the students while they were going to school learning the skills necessary for Industrial Apprenticeship acceptance. It was conducted throughout the summer months and utilized existing Vocational Education facilities. Heath City Schools operated a special program for severly disadvantaged boys aged 13-16 during the summer. This was conducted in cooperation with a major industry. The industry provided funds for additional counselors and remedial education instructors as well as funds used to pay the boys a wage while in the program. This program utilized the services of the Industry's Personnel Department in terms of job interviews, counseling, and other activities aimed at helping them understand the procedures to follow for securing a job. The Vocational Education shops were used to help the students gain job skills. The program incor- porated job placement part time in the industry as well as visitation and field trips to nearby business and industrial establishments to learn about jobs. Each of the studolts were able to develop a personnel folder file which will be kept by the sponsoring industry and be of aid to them as they become older and secure their first job. The objective of the program was to see if these severely alienated 13-14 year old boys could be helped to stay in school and become prepared for jobs. Occupational Areas Ariculture Education A workshop was held on teaching disadvantaged youth. Its purpose was to provide teachers with competency to conduct programs to meet the needs of disadvantaged youth and prepare them for jobs in agriculture. It was held for 72 hours daily, 972 hours total. The consultants were from the staffs of the Department of Education university specialists, and agricultural industry. 187 Programs for disadvantaged youth may be established in Vocational Agriculture and are designed to serve youth who are unable to succeed in regular programs. A number of successful programs have been in op- eration in Warren and Cleveland as well as in rural areas. Graduates seek employment as groundskeepers, park employees, greenhouse workers and other service level occupations. Presently there are 14 programs ix. Vocational Agriculture designed specifically for students with special needs. Students included are those who are unable to succeed in regular programs. At the present time 300 are enrolled. The primary types of programs are in the areas of horticulture designed specifically to serve some of the sections of Ohio's large cities. An outstanding program in the area of horticulture for youth with special needs can be found in Cleveland. Business and Office Education Workshops were held with cooperating universitites and conducted on a grant basis for teaching upgrading, in the area of disadvantaged youth, clerical services, and business services. These are usually two weeks in duration. The approach in the area of Business and Office Education is through the disadvantaged youth, clerical services-business services program. This service also administers and offers Occupational Work Experience Programs in areas when necessary. Approvals and reports indicate that there are 11 programs for special needs operating in this area last year. They are primarily in the major cities. Another aspect of serving persons with special needs has been utilized in this vocational area. The cooperative office education program which is a job placement type program has been serving numbers of educationally deficient students. Last year a study was conducted to determine the effectiveness of this program in serving special needs students through a regular vocational program. It was found that this cooperative program was very successful in serving certain special needs students without putting them into a specialized program but giving them specific additional individual attention and helping them to succeed on their job placement aspects of the program along with the other average students. A recent study of employment opportunities in Ohio for 1968 indicated that almost 13% of all job openings in the state were in areas related to Business and Office Education. Approximately 8% of all the job demand is in the clerk and general office category, This indicates a potential employment area for youth and adults with special needs who can be brought to the necessary degree of compet'ncy through Business and Office Education instruction. 188 Health Occupations Many of the health occupations hold promise for employment of properly trained persons with special needs. These programs are uniquely well-fitted in helping reorient and build self concept for those youth who have had a background of failure and disillu- sionment. The fact that many jobs in the health occupations relate to care of people, causes the worker to have a feeling of success and importance in the eyes of the patient. This is very valuable in terms of self-image improvement and personal pride. Thirty-seven different programs for practical nurse training have been located in different communities throughout the state. Four sections of nurse aid, orderly, and nursing attendant have been developed and funded in this area. Nurse assistant classes were held in Canton, Mansfield, Dayton, and Toledo. These are Cooperative Education Programs which involve 319 high school students, 169 of which were aid or orderly training specifically applicable to youth with special needs. Basic health courses for dropouts have been given under remedial reading auspices in Cleveland this past year. This program is designed to help those interested in achieving acceptable levels of pre-entrance ability for nurse aid and practical nurse courses. Special programs for 14-15 year old dropout-prone youth involving work experience without pay in cooperating hospitals are being conducted in the Akron area. Transportation is provided and the students work one-half day on jobs in the hospitals. Home Economics Specific programs designed to prepare persons with special needs to enter occupations using Home Economics knowledge and skill. Programs are offered in the following areas: Child Care Serifices Food Service Workers Institutional and Home Service Workers Clothing Service Workers Homemaking and Health Aides for Nursing Rest Homes 338-173 0 - 69 - 13 189 These programs are planned around jobs in which there are employment opportunities. They are designed to serve all levels of students, the special needs as well as the average and above average. A special program for adults has been in operation in several of Ohio's large city housing project areas. This program is entitled, "Consumer Education and Home and Family Living for Disadvantaged Families." The program is designed specifically for homemakers in the depressed povertyetriokenareas of large cities. To irritate the program four metropolitan housing projects with a population of approximately 9,720 were chosen as the location of centers where the mothers Of the poveity stricken areas can receive assistance in the various aspects of home and family living as well as basic and remedial education. In each of the centers classes are initiated as interest and need are expressed. Since people participate only in activities in which they are interested, interest is needed to motivate learning. The professional home economics person who directs the operation of these centers utilizes the assistance of "connectors ". These connectors are homemakers within the group. who have a particular interest and ability in working with people. They are utilized as assistant instructors and group leaders. This is a valuable technique in helping get homemakers of this type involved in programs. This organized effort to take home economics to the inner-city is reaching every age homemaker. This includes young children who are taken care of at the centers through a Child Care Service Program. In the first four months of the program the four fill-time teachers and the twenty part-time assistants, or connectors, have personnally contacted approximately 42000 of the 9,720 residents in the area. The'mothers enrolled in this program become involved in instruction concerning stretching the food dollar, budgeting in order to pay rent, and using credit wisely. In addition, they become involved in basic education courses; money management, an intergrated into learning of arithmetic including reading and writing as they will use it in their daily living. Child Care facilities in the centers serve a twofold purpose. Mothers can bring their pre-school children with them to the classes. Often these children are provided with much needed nutrition and other services as they are taken care of at the center. Programs specifically designed in terms of job training growing out of these home and family living programs are as follows: upholstery Basic education cooking child care nursery school aide sewing homemaking 190 Residents counselors who are homemakers are organized as an advisory group in each of the centers. This helps to get the involv- ment necessa4yfor real educational opportunity and motivation. At the Miami University this year the Department of Home Economics Education conducted workshops on job training programs for persons with special needs, The Ohio State University also conducted workshops for teachers of Special Needs Home Economics Programs. Some experimental programs and new development in home economics special needs programs included a Kent State University College of Education program designed to prepare students to teach in the inner-city. Ohio University conducted a cooperative program with Athens State Hospital. This program gives students an opportu- nity to work with adults of different ages and abilities who have special problems. The Home Economics staff has worked with the Model Cities Planning Groups to establish family living centers in deprived areas. These centers include in addition to home and family living and consumer education, job training programs for high school girls in the model cities area. Trade and Industrial Education Considerable effort by staff personnel has been provided both the Ohio Youth Commission and the Ohio State Penitentiary for estab- lishment of sound Vocational Education Programs in Ohio's penal institutions. The Trade and Industrial Education service continues to give leadership in developing programs for persons with special needs. A large share of the 223 Occupational Work Experience Programs are administeredadi-operated by this Vocational Education service. In addition to those students served through Occupational Work Experi- ence, other receive instruction and in-school pre-employment training in semi-Skilled occupations. Occupational laboratories have been designed and established in Ohio's big cities for those youth 15 years of age prior to the time that they enroll in Occupa- tional Work Experience Programs. These labs are a simulated light industry production operation conducted within the shelter of the school and helps students prior to placement of Occupational Work Experience, gain the necessary job orientation, vork adjustment, and acceptable work attitudes necessary for successful placement. Dayton City Schools have these in each of their major city high schools. 191 Special Projects. Centers for Vocational Rehabilitation and Job Preparation designed to serve school alienated teenaged youth in Ohio's large cities have been initiated. Presently, as previously reported, three of these are in operation, one in Cincinnati and two in Cleveland. Tentative plans have been accepted for the funding and establishment of at least one of these centers to serve from 500 to 1:000 clients in each of Ohio's eight major cities. These programs include the services of Vocational Rehabilitation, Vocational Education and related remedial academic education. They are operated by the public schools but are unique in that they involve the student in part-time work-for-wages in all stages oR the program. Each student also proceeds on the basis of his or her performance resulting from a diagnosis and prognosis deve- loped through the assistance of the Vocational Rehabilitation Servile personnel. Detailed materials on, these centers are available. Special summer programs were initiated to reorient and prepare for jobq,disadvantaged early teenaged youth. Some of these have been mentioned earlier in this report: namely; these are the Akron Industrial Horizons Project with eighth graders utilizing The Voca- tional Education shops and labs in the summer months coupled with remedial education and field trips and resource personsexperience. Another one was with the Heath Public Schools designed to include 30 Beverly disadvantaged 13-16 year old boys who were considered to be very dropout prone. The program was conducted in cooperation with industry and included a four hour day during the summer with wages being paid. The students were screened and involved in the Personnel Department procedures of the cooperating industry and learned skills in the school coupled with the opportunity to learn about jobs by visiting businesses and industries in the area. A special cooperative program with the Model Cities Project in Dayton, Ohio involves working with two model cities high schools so that the tota: academic curriculum is reorganized and centered around a core of job goal relatedness and work experience on real jobs. As a means of making education more relevant for the students in these two model cities schools, increased numbers of cooperative Work-Study and Work Experience Programs were added to the curriculum involving a differentiated staff team approach utilizing qualified persons from the immediate community as teacher technicians, teacher aides, and visiting counselors. These are under the direction of a teacher-coordinator for each group. In all eases the students work part-time on real jobs which were integrated completely as a 192 part of the educational experience. The other teachers in acadenic subjects will be involved in workshops aimed at helping them to re- organize their curriculum an relate it to the job placement experience of the students. Research and In-Service Training,IALIaLta The research project conducted by Dr. James Hamilton as partial fulfullment of his Ph. D. Degree dealt with youth with special needs in non-metropolitan high schools as well as to arilTe at the number of youth in these schools who need to enroll in programs of Vocational Education. It was found that 17% of the boys in the sub- urban and rural high schools of Ohio have special needs for Vocational Job Preparation Programs. These students are not those who are educable mentally retarded, but are those youth who are potential dropouts, dis. illusioned, often times intelligent, but at least underachieving in terms of the regular academb program. Another research project is entitled, "Supplementary Programs for Vocational Education Group Guidance Counseling and Educational Skills Instruction", conducted by the College of Education at the University of Toledo. This study was designed to identify ways in which regular Vocational Education programs could better serve youth with special needs. The interim report of this study is now available and was conducted as project 5-1169 in contract with the Office of Education. A State Seminar on Vocational Teacher Education for Persons with Special Needs Programs was conducted February 2. This seminar included teacher educators from all Vocational Education areas in the state of Ohio. It was conducted at the Holiday Inn in Columbus. Its purpose was to promote and develop improved programs of pre-service, in- service teacher education for teachers of Vocational Education Programs for persons with special needs. A new pilot program entitled "Occupational Exposures Program" is in operation in Warren City Schools. This program is designed for slow learners and is a curriculum innovation based upon activity. It provides an activity whereby the student takes part in making life in school like life outside. The pupils help to develop a plan, carry it out, and evaluate their success. The occupational exposure gives the disadvantaged student a chance to perform and explore jobs. The Exposure Program provides the experiences that lead naturally to an activity of a higher level, namely; the OWE Program. The exposure curriculum is based upon first hand encounters with people, things, 193 and materials, This program is for 10th grade students. It is used as a means of helping them become involved in work in various areas in the community for at least three days so that they can better learn what is expected of an employee and what actual working conditions are like. The program is part of the regular school program. The Bureau of Vocational Rehabilitation has cooperated as a means of helping provide pay for these students while they are working at the rate of $6.00 a day during the time they are on the job, The work day whereby students gain experience are spaced over the school year. Private employers in the city are sponsors of the on-the-job exposures experience. They take time to assign a student the task for the day and assist him in getting started. The student is placed for four to six hours and the employer does not pay the student due to the fact thay they are under age. The student's pay comes through Vocational Rehabilitation funds. The employers, however, do evaluate the students and treat them as another employee during the time they are working. Thib program seems to be very successful and is in operation for the second year at Warren City Schools. Detailed. information on the program is available. It is particularly helpful in getting special needs youth acquainted with the world of work and oriented toward jobs. A very close working relationship has been established with the Employment Service, The Bureau of Vocational Rehabilitation, the Ohio Office Opportunity, Appalachia, The Department of Mental Hygiene and Correction, and The State Department of Education, Division of Guidance and Testing and Special Education. This cooperation has resulted in more effective planning ana development of Vocational Education programs for persons with special needs in Ohio. Estimated Total Ex enditure For Vocational Education Purpose Under All Vocational ucation Acts. TOTAL FEDERAL STATE LOCAL Estimated Total for all Vocational Education $42,223,899 $12,470,422 $15,067,776 $14,653,701 Total for Persons with Special Needs 971,690 44,890 710,800 216,000 11111.rrt...(411.1011.111011111111111... 194 OKLAHOMA Introduction Oklahoma has a State Supervisor of Special Services who is charged with the responsibility of developing programs in vocational education for persons with special needs. A special survey by the State Vocational and Technical Education for special needs has been completed. The results of this survey are now available to the State Board for Vocational Education. A special survey of all seniors terminating vocational training was compl,aoed June 15, 1967 and a state wide survey of all graduating seniors in 1967 was conducted. The results of these surveys helped to focus the problems of persons with special needs. Table I in this report shows the incidence of special needs students in the occupational areas. Programs planned for those individuals having special needs have been slow in developing. Plans for 1969 include continuation of the academically handicapped programs for high school vocational students at Watonga and pilot project programs during the Summer of 1968 in Oklahoma City combining the work-study programs with an effort to up- grade the students academic background training in order that they may succeed in their chosen vocational subject field. Students selected for this program will have both socio-economic handicaps and educational deficiency handicaps. A s, ?ecial needs program for adults will be con- ducted to provide training for the wives of migrant farm workers. This program will be a combined effort of the S bate Department of Educations Basic Education Division, the Oklahoma Employment Service, and the `.state Board of Vocational Education. One small class with ten enrollees was conducted in the Office Education field, however, no follow-up study results are available at this time. Nurses' aide classes were conducted at a federal reform- atory under the supervision of the Health Occupations Division with forty-seven men enrolled. One class of nurse-aide training was super- vised by the state office for fourteen mothers and two father who were welfare recipients in the Pryor area. A class was conducted at Wewoka for Neighborhood Youth Corps Students. Forty-five students with special needs were included in nine of the practical nursing schools. A special needs class for forty-nine students in Watonga school system was conducted in functional English. In the MDTA division, 87 percent of the trainees for 1967 have been disadvantaged in two or more catergories. The middle range of educational attainment of the trainees was the ninth grade. Additional T & I Instructors have been trained to work with students with special needs. 195 Occupational Areas Vocational Agriculture - Special Needs students will be identified in local school programs and an extra effort will be made to provide training to meet their needs in the different areas of the program, including Productive Agriculture, Farm Mechanics, and Related. Occupations. Several Vocational Agriculture programs are meeting the needs of Special Needs groups throughout the State. Boley High School Whitaker School Hartshorne High School Oaks High School Tipton High School Boley Training School Whitaker State Home Indian Orphanage Home Oaks Indian Mission Tipton Orphanage Home Distributive Education - Physically handicapped-blindness. A program has been established in the Oklahoma School for the Blind, Muskogee, Oklahoma, with 16 enrolled. This program will continue as long as there is a need for it. Health Occu ations Socioeconomically handicapped-six classes of 16, a total of 9 to be served. In the past two years, this division has assisted the CAP in training nurse aides. These women were selected from ADC and other welfare recipient groups. The objectives are (1) to assist these persons in becoming self- supporting and (2) to be sure they are taught a recognized course. Several classes have included a number of NYC students. This youth group is also socioeconomically handicapped and has benefited from a recognized course. It is proposed that we should continue to assist in these two programs wherever possible. Correctional Institutions Inmates - Three to four nurse aide classes of 12 each, serving 36-48. Approximately 36-48 young men will be trained in nurse aide classes as in the past. These men are 17-26 years of age. There are two main objectives in this training: (1) to supply the infirmary at the reform- atory with more competent nursing assistants and (2) to assist in voca- tional placement of these young men upon their release from the reform- atory at El Reno. 196 Home Economics - Physically handicapped - A program has been in operation this year at the Oklahoma School for the Deaf at Sulphur, Oklahoma. This is a program with emphasis on food service and dual- role homemaking. During the past year, 18 students were enrolled: Additional enrollment and expansion are anticipated during the coming year. Correctional Institution Inmates A sewing services program for inmates of the Tecumseh Girls' School is being planned. This is planned to serve a group of approximately 30 girls. Socioeconomically handicapped-A group of 28 .girls is being served at the present time in a sewing services program at Altus High School. The group includes several Negroes, Indians, Mexicans, and migrant workers. A...similar program is needed in several other schools in the southwest area. A child care program for educable mentally retarded students was instituted at the Vocational-Technical School at Midwest City this summer. Funds were provided by Vocational Rehabilitation, A gainful employment teacher in child care taught the class as an experimental course. Business and Office - Approximately 20 physically handicapped students will be served at the School for the Deaf at Sulphur in a Business and Office Education program. Approximately 40 correctional institution inmates will be served at the Girls' Training Schools at Taft and Tecumseh in a Business and Office Education program. A class in Business and Office Education began in September for pregnant girls. This class will be held at the Adult Institute in Oklahoma City. Forty girls who are unable to attend regular high school classes. Two hundred girls are enrolled in this school. Trade and Industrial - Industrial Cooperative Training Classes are held for students with special needs throughout the state of Oklahoma in various institutions. Morton High School Girls' Town Boley Training School Whitaker State Home School for the Deaf 197 Taft Tecumseh Boley Pryor Sulphur Correctional Institution Correctional Institution Correctional Institution Welfare Orphanage Area Vocational-Technical Schools - Many disadvantaged youth and adults are served by the five area vocational-technical schools. The disadvantaged students who are enrolled in these schools are trained alongside the regular students just as they will be working with others when they complete their education. As an example of the disadvantaged student served in an area school, the following information shows the kind and number of disadvantaged students being servicfd by the Southern Oklahoma Area Vocational-Technical Center. Neighborhood Youth Corp. 37 (High School Dropouts) Vocational Rehabilitation 41 Blind 1 All of these students except two are in the adult evening classes. All Divisions - A residential high school was established in September at Shawnee to include dropouts, socioeconomically handicapped, migrant workers, juvenile delinquents, and others who might profit from the residential climate. This is a cooperative effort involving a number of Federal and State Agencies as joint sponsors of the venture. This will operate on a three-year trial basis to determine the feasibility of expanding such institutions. Twenty-five students were enrolled in early fall. nmapsRaralumept and Trains aE - The Manpower Division will have a special youth project at Oklahoma City this year. The program is.for young men and women from ages eighteen to twenty-two. It is primarily a skill project with the added benefit of accredited academic classes through the Oklahoma City Adult Institute. The State Department of Vocational and Technical Education has just completed a survey on Special Needs of all secondary and post-secondary programs in the following areas; Agriculture, Business and Office, Distributive Education, Health, Home Economics, Technical,, and Trades and Industrial Education. TABLE I 0o /-4 w /-4> *Ap 0 0 ,W U3 o 8z v-1o 44o 1.4 M .'000Z ,-1 ...4 0 Oa Co4U M '8 CO o 8z 4-1oUo E-I ,o cooz .-4 U *A 0 Cli U3 Cl)'00 o 4Jo-i 4-10 0 S4 ., 'V0 r44 4-4 mu'4 Cl) >14 W0 '0 w0 M >1 .0 00 M P4 -.1-.10 v-i0 4.10 A 43o b00 .4-1 o 1 ,-.1 4-4 U *0pi ti) r00 P' a. r-1 4-10 a 01'0 C.) 8 U CO 00 8 PN .1J Wo0 4-10-4 F4 14-10 W0t A 'CI W 000 o> m .t.4A 4-1 4-4o00 4.4w0U0 r0 r4 Agriculture Business & Office Distributive Education Health Home Economics Technical Trade & Industrial TOTAL 17,150 2,191 2,251 705 25,116 3,861 9,932 61,206 3,150 347 233 123 6,608 1,073 2,455 13,989 18.3 15.8 10.3 17.4 26.2 27.E8 25 261 34 51 18 628 193 113 350 32 13 15 1,046 22 125 700 35 64 5 1,563 49 161 1,050 166 98 49 2,972 308 328 700 129 50 61 2,283 347 314 700 119 30 15 2,497 154 318 199 TABLE II Vocational and Technical Education Programs in Institutions Boley 08 P 0 U) MI 0 Cd fti P 14 Ei H f:' tH II'0 PC1 o8 Students Reim.-0tuderilteim. 0 O ial o0 kci PI Students Reim. Training School 65 625.00 Helena Training School 70 625.00 Taft Training School 65 625.00 10 1,250 51 1,250 Tecumseh Girls School 10 1,250 Shawnee Interagency Muskogee School for 16 (D ,E.) The Blind 20 1,250 Sulphur School of the Deaf 65 625.00 12 1,250 Whitt ier 6o 625.0o (Pryor) 325 3,125 56 3,750 93 2,500 1 tudents Reim. 25 25,500 25 15,500 Total Students 499 Total Reimbursements $24,875 200 OREGON Introduction Every effort has been made in developing programs for the dis- advantaged to involve all educators in the formation of programs which will assist the individual from childhood through adulthood. These efforts have involved other agencies, as well as labor and industry; but it is still evident that educational programs available to dis- advantaged persons remain inadequate. Occupational Areas Regular programs in occupational education in the high schools and community colleges of Oregon continue to serve some of the students who have special needs; and MDT programs assist many un- employed persons to become employed. Modifications are made in the handicapped individuals. The enrollment statistics indicate that for the 2267 68 ysar227jaesiaineedsstudentsithroub. 17201142.22021EanaL0209122. In spite of financial hardships, public education agencies throughout the state have initiated or participated in such job- oriented projects as the Neighborhood Youth Corps, work-study programs, work experience programs, and a host of others. Still other approaches, both immediate and long-range are in various stages of study or development, with their future implementation largely dependent upon the availability of financial support. The Portland Public Schools, assisted by the Division staff, have been trying to develop a program for disadvantaged youth (16-21) in and out of Portland Schools. Repeated attempts to secure Federal assistance through the Personalized Education Project and also the Urban Job Corps (Little Job Corps) Project have not been successful. Since the Job Corps proposal was turned down by the Office of Economic Opportunity in March 1968, the Portland School personnel have been attempting to restructure and scale down their program from $1,734,000 to a project that might be funded with limited local and Federal Vocational Education funds. After locating a facility, the Vocational Village project although very limited in number of persons that can be served, has now become operational. 201. TI.....aamasLblendorticimate11000 dropouts in the PortlandlkEr2221Eapairst. The program is designed to provide: 1. Guidance and counseling services (law ratio-geared to occupational goals). 2. Supportive services to improve the students self-image and feeling of worth, physical health, and societal role. 3. A curriculum of basic education adjusted to individual needs. 4. Occupational education - work experience. 5. Placement and follow-up services. Initially the program has been set up to enroll and serve 150 youths at one time The length of involvement of the student will vary with his needs; some may be enrolled for only a fel? weeks while others for several months to a year or mores Experience in the first four months begins to show a longer enrollment period and readjusted estimates for this year now indicate that 200 to 300 students will be served. A very successful adult education class Family Food Buying which stressed use of commodity foods, comparison shopping, and enabled enrollees to visit stores they normally do not shop in was offered in Baker School District for 12 low income and welfare recipients this fall. A homemaking program for students with special needs instituted in one high school this fall following a previous experimental program. This semester course meets for two hours daily and is designed primarily for students with, academic, social, economic, or other handicaps. From this semester exploratory world of work program, students with intereet in the specific area of child care services may enroll in a second semester. Follow-up of the students in the previous four semesters of this pilot project, with many changes in the structure of the program, indicate that while most of the girls married, many of them felt this course was their first real success, in high school. Better than half of them reached in follow up now have part-time jobs related to know- ledge and skills learned in this course. 202 Coo ers;E.on with Other Agencies Portland Community College developed and offered a vocational credit course for school district Headstart personnel in Teaching the Disadvantaged Child in the Preschool. This program was offered for two levels, one for teachers and one for aides and assistant teachers. Headstart Supplementary Training program was extended to Portland with a planning committee formed to provide for all 0E0 programs in the Portland area. Through a Career Development Committee, courses were developed to meet the needs of the largest number of personnel in each of the participating agencies in the Greater Metropolitan Area. As an outgrowth of the year's planning, progress has been made in developing, one, two, and four year programs in Early Childhood Education, with the first two years to be available at Portland Community College and the four-year degree tentatively approved at Portland State College. This has given impetus to the department's plans for developing a compre- hensive program at Portland Community College with its own day care center for a laboratory 5nd service to students and other low-income families. Plans are underway to cooperate with Housing and Urban Development to construct a day care facility as a laboratory training center. Portland Community College also offered adult education classes for improvement of home and family life in the model school project, with an average attendance of 229 persons for the year. As these people tend to come and go, this probably reflects only about half of the total number attending classes 1.n such areas as Home Improve- ment, Sewing for the Home, Personal Improvement, Family Communication, Clothing Construction, Teenage Discussion, and others. Another community project which was most rewarding to the home economics department chairman was serving on the planning committee and two subcommittees of the Parent-Child Center project. This pro- ject chose 100 children of three years of age or under in the Albino and southeast disadvantaged areas of the city. All needs of each of the 75 or so families involved are being met, whether it is medical, dental, psychological, job trains, employment, or education. As an outgrowth of this planning, the department worked with a select group of 15 welfare recipients as community workers to help them become the liaison between the family members and the cooperating agencies. In the training period they worked very closely with representatives of each agency working with the families. They received instruction in all phases of family living that will help them to function more effectively on the job, such as nutrition, menu planning, consumer buying, child development, family communi- cation and many others. 203 A now career in future planning calls for training welfare recipients as Family Day Care Mothers. This fall. Portland Public Schools insti ated a work verience program for students with s ecial needs. Each of the 12 high schools has a coordinator who will, suyervise students for 11 months of the year. The coordinator will be responsible for locating jobs, screen- ing and placement of students, and follow -up, as well as coordinating other aspects of the program, such as contacting parents, counselors, teachers, and administrative staff. It is estimated this program will serve approximately 1,000 students in the Portland School District. The propdse4 New Careers Project Committee sponsored by the Governor's office, Economic Opportunity Program, and four Community Action agenaies held an initial meeting early in the year involving broad representation of many agencies. The meeting was called to discuss potential development, funding, and curriculum for training aides. Negotiations for trainee positions in slx counties involved 74 positions and some 20 public and private agencies. The respon- sibility of the educators is to design curriculum to meet the needs of these trainees. As yet no follow-up report has been made available. One community college now has enrolled 120 students with special needs, approximately 20 percent of their preparatory enrollment, who have been referred by other agencies, such as welfare (ADC recipients) Vocational Rehabilitation, Neighborhood Youth Corps, 0E0, MDT, and private agencies. It is believed that the other community colleges in the state could also show approximately the same service being given to students with special needs, and a study to determine the exact number is now in progress. Teacher Education, In-service teacher training courses were held this past year in Portland, Roseburg, Corvallis, and Bend to develop competent and skill- ful instructors for the MDTA training program. The teachers in each 20 hour training period cut across several areas of vocational train- ing and included nurses, welders, food service, clerical, and basic education. Approximately 52 occupational instructors were upgraded which include 12 in Portland, 20 in Bend, 10 in Roseburg, and 10 in Corvallis. 204 In addition, five MDTA instructors and four supervisors from public and private training institutions were sent to the Area Manpower Instruc- tors Development Site (AMMO in Los Angeles for two-week workshops to increase their teaching competency for disadvantaged persons. The par- ticipants of these workshops were given the opportunity to learn some of the techniques for teaching, counseling, and working with the undereducated, the unemployed, and the underemployed. A one-day conference for training institution counselors was held to discuss the part they should play in working with the disadvantaged. Several follow-up visits were made to public and private schools to work with the counselors. Later in the year a statewide survey was made of community college student personnel and presidents for their reactions to the kinds of services that should be rendered for commun- ity college studentsand MDTA disadvantaged. Pro ram in Correctional. Institutions The Vocational Education Division cooperated with the Oregon Correctional Advisory Committee of the Oregon State Board of Control to conduct a study involving each of the adult penal institutions in Oregon. The purpose of the study was to evaluate existing vocational training programs and make recommendations for improvement. The report was used in formulating the 1969-71 biennial budget to the legislature, in hopes of receiving funding to implement recommendations. Enrollment Data - Persons with Special Needs 338-173 0 - 69 - 14 4011mInt in Vocational Education Programs for Perso s with Special Needs Agriculture Distribution Health Home Economics Office Technical Trade & Industrial 205 40 85 38 405 125 3 211 TOTAL 907 ....1.10.11.011M Estimated Total . ocatio e cultures for Vocational Education Purposes Under ucation .cts FY 1 0 Total Federal State Local fatime..ar-rborrrafox' all Vocational Education $ 1005630184 *2,5740474 $ 40 398, 210 $ 3, 590, 500 Total for Persons with Secial Needs 246 964 121 964 40 000 110 000 206 1 PENNSYLVANIA Introduction Pennsylvania has no Division of Special Needs Education in the Vocational Education Bureau at this time. Responsibility for the devel- opment and supervision of vocational education programs for persons with special needs has been delegated to the Chief of the Instruction Consul- tation Division. The programs developed have been broad in scope in an effort to aid any and all persons who have evidenced special needs in the area of vocational training. A problem has been encountered in reporting and accounting for these students, as much is done for them in the regular vocational education courses with supplementary remedial instruction as well as providing for occupational skill development, counseling, and other supportive services. Plans for FY 1969 contemplate further growth and expansion of the current efforts to serve persons with special needs in vocational education. The estimate for total expenditures in Pennsylvania for FY 1969 for persons with special needs in vocational education is $365,000. The total estimated expenditures for Vocational Education purposes under all vocational education acts for FY 1969 is $103,294,000, of which $13,940,000 is Federal, $34,865,000 is State, and $54,489,000 is local funds. Pennsylvania recognizes the fact that vocational education for persons with special needs deserves high priority and special attention, but at present, this is recognized as a problem of the whole, and given individual help wherever possible to correct the problems presented. In keeping with the State's policy of providing for persons with special needs individually rather than in segregated groupings, pupils with special needs are enrolled in all Pennsylvania programs of Trade and Industrial Education. Frequently they are absorbed into regular classes. Other may be enrolled 'in classes on the semi-skilled level of instruction. In addition Philadelphia has a Type C program serving 2072 pupils. Distributive educational programs can encompass all catergories of students whether they fall into the grouping of special needs or not. Most teacher-coordinators spend, a considerable amount of time working with individual students who need additional help in preparing them for an occupations. It would be extremely difficult to place a percentage of the number of students in the program who might be classified as special needs, since this re- flects socio-economic conditions, mental capabilities, attitudes, physical limitations, etc. 207 Some progress was made toward the achievement of the objective to provide offerings to a larger number of people with socio-economic, mental, and other handicaps. One program being funded from George Barden and Smith Hughes is for adults. It is a Home Craft program which has been developed cooperatively between the Chester Housing Authority and the Chester Public Schools to work with disadvantaged mothers to improve their living situation. It operates in an apart- ment located in a housing development and is designed to lead to training for employment in occupations using the knowledge and skills of home economics. Thirteen occupational fields, along with instruction in Home Management Services and Personal Grooming, are listed as being offered to persons with special needs in addition to the regular program offerings at the high school and adult levels. The limiting factor lies in the determination of the individual ability to profit from the instruction. Occupational Our most comprehensive pilot agriculture program has been established by the school district of Philadelphia as the "Walter Biddle Saul High School of Agriculture and Horticulture". Six certificated teachers and a Senior Coordinating Teacher of Vocational Agriculture have been employed to meet the needs of the 350 boys and girls now enrolled. It is anticipated that this program will expand to eight teachers and better than six hundred students by the opening of the 1968-69 school term. The educational program will offer occupational training in (1) production agriculture, (2) agricultural business and industry, (3) commercial horticulture, (4) agricultural mechanization and automation, and (5) animal technician training. The curriculum has been designed so that the total program of studies for these students shall include a full academic program directed toward preparation for post-high education and college education for those who so desire. This program will accommodate students with special needs. The repeated requests for the immediate employment of graduates of this program indicate that there are many and varied agricultural occupation pursuits available to persons in the Philadephia area. 208 The physical plant is located on a 78 acre farm in West Philadelphia, a very strategic agricultural-business employment area. Philadelphia is the only major city in the Commonwealth that will provide such a program. It is planned to make these facilities available for extensive in-service training for all teachers of Vocational Agriculture in the southeastern part of Pennsylvania. A non-teaching, full-time farm manager is employed to meet the needs of the school's 78 acre farm. A full line of farm equipment is available. Additional facilities now under construction at this location are a 401 x 100' dairy barn, and 32' x 100' commercial greenhouse, an agricultural mechanics shop of 401 x 100', four combination agricultural laboratory-classrooms, and a large assembly -type room for demonstrations. Business and Office Education The Oliver P. Cornman Public School in Philadelphia is a remedial disciplinary school for girls ranging in age from 12 to 17 years, most of whom could be classified as "Disadvantaged youths." In a recent school year a pilot project in business education was obtained. Included in this program were subjects such as business mathematics, business English, modified clerical practice, typewriting, and introduction to the PBX (switchboard) supplied by the Bell Telephone Company. A formal course of study was followed to some degree but emphasis was placed on practical and functional instruction. Many kinds of business forms were introduced and discussion of various occupations to work toward were presented. Fifteen girls, ages 15 and 16, I.Q.'s. ranging from 85-100, were placed in the first class. They were at the 10th grade level with no seemingly great gap in basic school skills. They were lacking in social- emotional stability and vocational goals. Running concurrently with the business education program was the attempt to improve social-emotional and cultural patterns. Class discussions relative to problems were considered at least once a day in open forum. Plans were made for visiting business establishments and included eating lunch at one of the larger restaurants as part of each trip. 209 Slowly there came an awakening and with it came interest and motivation. The girls began to take on responsible assignments within the school. By the beginning of the second semester five girls had returned to regular high school. Other girls were placed in clerical jobs in industry through the job coordinator. This program has continued and is functioning in a very satis- factory manner. It is intended to make more graduates employable, reduce the disciplinary problems in dealing with this type of student, and to reduce the dropout rate. Twenty percent of the time is spent in formal class instruction, with 70% in the area of shop skills. Summer and part-time employment is secured for the students. The team approach is emphasized which includes cooperation from home-making, vocational and practical arts as well as business education. This provides special training for a group which heretofore has been passed over and neglected. Office Education Ph112421alas212201 District The Philadelphia School District has developed an excellent three- year clerical practice course in helping the slow learner or pupil with special needs. Material included in each of the three years Df the course has been designed in a specific order and pattern. Clerical Practice I (tenth year) is devoted to vocational record keeping, designed to capture the interest of the beginning high school student and orient him to business practices. It begins with a guidance unit which introduces the student not only to clerical work, but also points out opportunities in business courses. Handwriting is emphasized during this first year. The student re- ceives one full period of training a week. Considerable emphasis is also placed on arithmetic, grammer, spelling, and good work habits. Clerical Practice 2 (eleventh year) deals with the informational aspects of office work. While a certain amount of work with forms is included, the course is primarily concerned with giving the student information regarding the operation of a business office; the develop- ment of skills in using forms is secondary. In addition to the business information and business vocabularly, it offers units in filing, income tax work, the use of the telephone in business, credit management, job information, and Philadelphia place geography. During the eleventh year, also, the teacher continues emphasizing arithmetic grammer, spelling, handwriting, and good works. 210 Clerical Practice 5 (twelfth year) is a job preparation subject and the capstone of the clerical practice program. It reviews and is con- cerned with the entire field of clerical office work with special guidance in the taking of employment tests. Spelling and vocabulary building are again stressed. Areas of review include grammer, punctuation, business arithmetic, filing, and preparation for securing and holding a job. While each school may select the texts which best meet the needs of its students, the units prescribed for the work of each year comprise the course content in clerical practice and should be followed. The interboro School System in Delaware County., Pennsylvania, coordinated with local industry and the Business Education office at the Department of Public Instruction during the summer of 1967 to introduce a Duplicating Machine Operators' Course into the vocational business education curriculum. The course is designed for seniors who are weak educationally, who have exhibited weaknesses in their ability to work effectively with others, and who face graduation without having acquired a salable skill. Basically the course is designed to provide these students with one basic salable skill and, to provide them with the opportunity to learn how to work independently so that once placed in industry they will have the personal qualities necessary to retain their position and live fruitful, satisfac- tory lives. The course was instituted as a result of a survey conducted by the administration to determine the areas in local industry that offered good employment opportunities. Nine out of 25 industries surveyed stated that they either had difficulty, finding trained duplication machine operators or trained their own. One large industrial firm in particular showed keen interest in a duplicating operators' course and administrators visited one of the firm's key duplicating centers. Not only did the administrators see the various pieces of equipment during the industrial tour, but also received additional encouragement to offer a course for senior students. As a means of directly benefiting students, the course was intro- duced in September as part of the Vocational Education Curriculum. Two and one-half hours a day, five day a week, seniors who previously had no salable skills are learning how to operate machines such as offset press, plate making equipment, mimeograph, spirit duplicator, collator, photocopier, paper folder, binding equipment, and micro- film equipment. 211 Distributive Education Currently two types of special needs are being administered by the Distributive Education Section. The one is the diversified occupations program being operated in the Northern York County High School, Towanda Area High School, State College Senior Figh School and Shippensburg Area Senior High School. These programs for the most part deal with students who are potential dropouts. By offering the students an opportunity to work in the afternoon in lieu of spending a full day in school there has been a major decline in the number of dropouts in these four districts of students enrolled in this program. The program is administered by a teacher who also acts as coordinator for the job experience phase. In most cases he meets with the students one period a day imparting general knowledge about the business world i.e., grooming, personal habits, employer- employee relations, basic salesmanship, etc. The students come from all curriculums within the district and are homogeneous in only so far as they are receiving job experience. The second special needs is being administered at the Eastern Montgomery Area Vocational-Technical School. Their philosophy is that we must bear in mind that a student cannot advance to a higher skill without learning the basics. Therefore, regardless of social or economic status, the students who expresses a need to activate the basic learning process must be given the opportunity to do so. In the Eastern Montgomery Area Vocational-Technical School at the llth grade level, a modified project approach has been inter- twined in the "occupational Mix,Units have been developed that incorporate audiovisual transparencies as well as specific basic instructional projects with evaluating criteria. Transferability of skills insofar as individual development in concerned is main- tained between the units as well as from project to project. The Occupational Mix Units, for the most part, are common to most instructional areas in the technical school so very little revision is necessary in the instructional or project content when a new group is taken into the course. Because of this fact, it is advisable to retain at least one of the previous group students for reinforcement purposes as well as for peer instruction and group confidence. 212 Experimentation, to date, has been with small homogeneous groups, having common career goals, selected by the area instructor. 180 minutes time slots, equally divided between laboratory performance and project work over a three to four week period of time with no formal grading procedure, seem to provide a controlled in-school learning activity that is stimulating and rewarding to the student. These two types of programs would be considered special needs. Health Occupations Philadelphia School District is conducting a Health Careers Review Program for students who have special scholastic needs for entering various health careers. During the program the students will be helped in upgrading their reading and mathematical skills so that they can satisfactorily participate in pre-entrance tests administered to applicants for nursing schools. In addition, some pupils are receiving chemistry instruction to meet the requirements of admission to nursing school. The classes are conducted on Sat- urday mornings for a period of three hours. Since most of the enrollees are from low income families, information about financial assistance is also available. Trade and Industry Ajew All roach to Meeting Educational and Occu ational Needs of Youth Who are Probable Dropouts This report describes the major activities related to the exper- imental project being conducted in the Chester City Schools Vocational Department from September 5 thru October 15, 1968. Two occupational areas have been organized with four teachers acting as the teaching staff. I. Objectives: The first three objectives of the Proposal were used as the guidelines for activities during the first quarter. These were and are: 1. To identify potential dropouts 2. To reduce the number of dropouts 3. To develop occupational competencies leading to productive employment. 213 For practical purposes, these objectives were converted into action objectives to be implemented by the teaching team as follows: 1. Personal in-depth interviews with each of the 40 pupils assigned to the program to determine: a. The adequacy of the selection process and to remove pupils not meeting basic criteria of the project. b. The completeness of the student CRF and where necessary up-date these records. c. Occupational, personal and group interests of each pupil so that individualized instructions might begin promptly in an area of interest. 2. Organization of the learning activity by: a. Developing a complete course of study for each occupational area. b. Obtaining necessary teaching aids and equipment to carry out the course of study. c. Involving school and community specialists in the prouam to meet special and unique needs of the program. 3. Commitment of local industry and business to meeting the needs of this special group of students by: a. Supplying programs and speakers for in-class study and discussion. b. Providing opportunities for field trips and visits to local firms. c. Making available part-time jobs to pupils in the program. II. Program Endeavors: The teaching team established a regular departmental meeting to be held weekly on Tuesdays from 10 - 12:00 a.m. These meetings are held to deal specifically with four topics: 1. The administrative aspects of the program. 2. The organization of the course of study and its implementation. The course of study has been completed. 3. The evaluation of techniques used during previous week and their practical use and improvement. A program of self-taught math has been instituted to individualized learning needs. 4. The discussion of specific student needs and the involvement of specialists to assist in meeting these needs. Guests from industry have joined the groups to discuss the topics of personal hygiene, safety, and quality. Industry has responded with enthusiasm and in each case provided very able persona to work with the groups. 1. The Pennsylvania Department of Health about personal and community health. 2. 'The Scott Paper Company to speak about industrial safety. 3. The Boeing Company to speak about industrial quality. Field visits were made to three industries to impress upon students safety and quality studies: 1. To the Belmont Iron Works to study industrial safety. 2. To Ed's Body Shop to study worker safety. 3. To May's Welding Shop to study worker safety. Individual files were organized for each pupil. On every occasion instructors placed anecdotal records in the file and specific instances of pupil behavior were recorded. The development of these files revealed that a number of pupils were in this program against their wishes. As a result several have been recommended for reassignment. III. Evaluation: The control group of 34 pupils selected for but not assigned to the program have been identified. The school records and tests of these pupils are being studied in the hopes of establishing matched pairs with the experimental group. At the conclusion of the academic year these groups will be evaluated to determine the major objective of the program--school retention. Additional evaluation may be made (where possible) to determine the extent of occupational competence and basic educational growth, but these will be done only when matched pairs can be established. 215 IV. Projected Activities: The projected activities for the second quarter fall into the following three areas: 1. To improve the facilities and equipment available to the program. All supplies had to be "tracked down" and collected for use in the project. Special requests for purchase of books, supplies and equipment have been let for purchase. 2. To develop group solidarity and more fully implement individ- ualized learning experiences. Now that the courses of study are essentially complete, the organization of learning blocks can be implemented and improved. A major concern is to improve pupil attendance. 3. To continue the theme of the month to include government, profit and industrial organization ideas by bringing students into contact with actual situations in their community. We have found wide and enthusiastic acceptance from industry in participation and aid in finding part-time work for pupils. Technical and Industrial Education Penn Hill School District This school district is conducting an approved project to provide students having unmet needs with incentives to continue their high school education by offering to them learning opportunities in service occupation fields. The suggested occupational services curriculum is provided for occupational clusters. They are commenced in the 9th grade with exploratory non-vocational programs for 5 periods per week. These are completed, in grades 10 and 11, and the occupational experience is finalized with field experience in grade 12. A specially designed general education curriculum has been prepared to supplement the shop instruction. It is anticipated that this program will meet the requirements of many pupils with special needs, as a supplemental program to the skilled and technical occupation offerings in the area technical school in which the school district participates. Bucks County Technical School Bucks County Technical School is conducting an approved program of "Occupational Cooperative Education" for the student with special needs. In this program the student spends part time in his home high school and part time in employment in business or industry. During the time the student 7..s engaged in business or industry, he will be earning wages as well as receiving on-the-job instruction. This program is set up to 216 meet the needs of selected pupils with special needs and in special occupational fields not offered as a part of the technical school program. The program also provides sufficient appeal so that the pupils will complete their high school education and upon graduation have an opportunity to gain a position in a wage earning occupation. Chester City Schools A proposal to use competent, trained, and certified instructors in a 100% shop centered environment in several senior high schools in the City of Chester to conduct, an operational program for those pupils who can profit from and through a special needs program be gainfulily employed in a work skill in the labor market. The necessary related and general education instruction is conducted concurrently with the pupils shop instruction with emphasis on job success orientation content. This program is available only to persons over 14 years of age, or the age of employability upon leaving the educational ,program. Philadelphia School District Vocational Projects: Upon application of the Philadelphia School District, vocational courses have been approved for operation during the 1968-69 school year in selected high schools and special purpose schools in the Philadelphia Area to meet the requirements of selected students and to provide an organized program in which work skills are taught. These skills are: Food Service Worker Valet Service Shoe Repair School District of Philadelphia Service Station Attendant Cabinet Making Nurses Aide Vocational education- -basic principles as viewed by this division: 1. Vocational education should be available to all students. 2. It should be structured in a flexible and relevant manner to foster the career goals of each student. 3. Vocational and general education must reinforce each other. This division administers two types of programs Practical Arts and Vocational Education 217 Practical Arts The Practical Arts program includes industrial arts, basic business and home and family living. It takes a broad view of the study of materials, processes, and services. It seeks to establish an understanding of how people earn their living in business and industry. It provides a founda- tion for good attitudes toward work and an appreciation of the roles of the producer and the consumer in our society. In the Practical Arts program, the abilities and talents of each pupil are developed through his own research and experimentation. Vocational Education Vocational education is preparation for employment and all that implies in the way of skills, attitudes, and knowledge pertinent to an area of work. Whil training must be broad and based on job clusters to provide maximum job flexibility, specific job skill, if needed for entry into employment, is offered as close to the time of employment as possible. In his description of the "Organic Curriculum," David S. Bushnell of the U.S. Office of Education, says that the design of this curriculum should, "Integrate academic and vocational learning by appropriately employing vocational preparation as one of the principal vehicles for the inculcation of basic learning skills. In this way, learning could be made more palatable to many students who otherwise have difficulty seeing the value of a general education." It is my understanding that the Philadelphia schools have taken steps to be included in a long-range experiment under the direction of the U.S. Office of Education to develop such a curriculum. The recognition of the important part vocational education will play in this development is gratifying and should con- tribute to its successful realization. Within recent times, as more and more resources have been allocated to vocational education, it has become the object of scrutiny by govern- mental, educational, and community organizations and individuals. Over two years ago the Philadelphia Board of Education authorized a study by the University City Science Center. This resulted in a report entitled "Career Development," which pointed up the need for an effective vocational guidance program. We believe that the facilities of both the practical arts and vocational education can make an important contribution in meeting this need. 218 Walter B. Arnold has been engaged by the Pennsylvania Department of Public Instruction to conduct an in-depth analysis of the status of vocational education in the State "with a view toward the design and establishment of an effective system of education and training of the non-professional work force." Certainly, direction and improvement should result from these studies. Work Study Programs Henderson Senloor High School in West Chester is moving into the area of work experience and job placement during the school day as a part of the school program in five areas of specialization this year. Plans have been completed, teacher secured and students scheduled for on-the-job experience under the supervision of school personnel in (1) Clerical and Office Practice, (2) Distribution and Marketing, (3) Food Service and Preparation, (4) Occupational Skills for Special Education Students, and (5) Semi-Skilled Trades. The progransvary somewhat in the time devoted to work experience, but all have many things in common. All students are released from school during the day to work on a schedule prepared by the school and the employer. Some work a part of each day, while some work full days and attend school full days on a turn about arrangement. The intent of these programs is to make school a more meaningful experience for students by exploring the world of work, providing an incentive to remain in school and graduate, and to meet the needs of students with special needs and/or limited abilities. Each of the five programs is under the supervision of teachers specially trained in that area. Plans are being made to coordinate all work/study programs under one head who will direct the entire program. RHODE ISLAND Introduction During the past year the State Board of Education approved a pilot program at the Vocational-Technical School of Rhode Island to provide vocational education for persons with special needs. This school, which is centrally located in Providence, accepts students on a tuition 'basis from all parts of the State. If the program proves to be successful and it is demonstrated that there is a need for this type of education, it is conceivable that this will become the training center for all special needs students in Rhode Island. This program began in September, 1968 with three vocational areas designated to provide training. The areas are automotive mechanics, machine processes, and carpentry. Integrated with the occupational training is a special communications program emphasizing reading im- provement while also covering the academic subjects of mathematics, science, social studies, and English. The length of time students spend in the program varies according to their individual rates of progress toward employability. Students from all communities in the State between 16 and 21 years of age who desire vocational education but would be unlikely to meet with success in their regional vocational-technical school may enroll in the program. Tuition costs, assessed on a per pupil basis, may be met by the local community or a public agency sich as Vocational Rehabilitation. Plans are now underway to expand this program by adding more occupational training areas in September, 1969. Students are accepted into this State run program from several different areas such as Vocational Rehabilitation, .Rhode Island Training School for Boys, and the Rhode Island School for the Deaf. Plans are also being made to provide vocational training to certain students enrolled in special education programs in the local commun- ities. Research Project The Research Coordinating Unit for the State of Rhode Island is proposing to undertake a study of the special needs students and programs in vocational education. The study will be addressed to the following questions: 220 1. How may special needs students be defined? What are the characteristics that distinguish special needs students from regular vocational and academic students? 2. How many special needs students are there in Rhode Island and how many are interested in vocational education? 3. What programs in public, parochial, and private schools and in other agencies now serve the special needs population? 4. What programs will be needed in the near future; how should they be structured; what special services should they include; how can existing programs be modified to better serve the special needs populations? Enrollment Data - Fall 68 Trade and Industry - 32 enrolled in regular programs 59 enrolled in special programs Practical Nursing - 20 enrolled in regular programs Home Economics - 18 enrolled in special programs 338-173 0 - 69 - 15 221 SOUTH CAROLINA Introduction Greater emphasis was placed on expanding programs for persons with special needs by all vocational services during the past year. This has been done through the organization of special classes and courses and through the regular programs in the various vocational areas. Occupational Areas The office occupations program started in 1966 at the Opportunity School was continued in 1969, This program is designed to prepare students with limited ability for office work. A new program was developed in two separate large high schools to train additional students in the office occupations field. This is an experimental program to be carried on over a period of three years. Students will be followed up after completing their training. The distributive education program for persons with special needs was expanded. Forty-eight students were enrolled in four classes. Forty-two of these students worked a total of 16,281 hours and earned a total of $16,104 in wages. This program was conducted in one large school system and was developed mainly to serve potential drop-out students who had socio-economic problems. Several drop-outs returned to school to enroll in the program. The program will be expanded in other schools during the year and additional teaching personnel will be added. Much expansion of the home economics program for persons with special needs has taken place during the year. Students from homes of all socio-economic levels are enrolled in classes of home making. Cooperation with Other Agencies Teachers have adapted the instructional programs to the needs of all students. Through individual home work during the regular year and the summer months, teachers give special help to those students and their families having problems. Teachers help adults of all levels to have more nutritious meals through conservation of food in community canneries. A program begun two years ago at a Children Mental Institution has continued and expanded. The program has grown from an enrollment of 23 students to 91 students 222 last year. The experimental program begun last year at the State Hospital for Women was continued with enrollment increasing from 74 last year to 219 for 1969e These persons were given training to help them adjust to home and jobs upon returning home. A co- operative program was developed with personnel in the Children's Bureau for the women who board and care for the children. Classes were conducted in preparation of food for infants and small children, sanitary practices, storage and handling food, care and laundering of clothing and care and storage of play equipment. Programs were begun to assist persons in three low-cost housing developments. Classes emphasized management of money, good buying habits, care of clothing and furniture, preparation of nutritional, inexpensive meals, and care of house and surroundings. Four additional teachers will be added to develop further classes in low rent housing units. These classes will include instruction to help with improving the care of equipment and facilities; management of time, energy, and money; personal and family relationships; child development and consumer education. It is anticipated that through these classes, mature women will be located who will be eligible for enrolling in occupational classes in area vocational schools. Occupational classes for homemaker's assistants and waitress training will be offered in these housing developments. A program will be initiated in the womens correction institution. A class for interior design aides will be initiated for the deaf and hard of hearing in the South Carolina School for Deaf and Blind pupils. The equipment in the high schools and in the area vocational schools will be used for the classes in housing developments. Some portable equipment will be purchased in the area vocational schools and local high schools which can be used in classes in housing units. Existing facilities in the secondary schools, in the area vocational schools, and in the institutions where people with special needs live, will be used for these programs. Unions South Carolina The Pilot Program for students with special needs, started in FY 1968 at Union, South Carolina has been determined to be a success- ful one. It provided what is called a comprehensive semi-vocational track for students with ability below the minimum standards for vocational education and above the requirements for Vocational rehabilitation Students were selected from Union and Sim's High School; who were potential dropouts with academic, socio-economic 223 and other handicaps. They were placed in small classes with maximum enrollment of fifteen. Students are provided with a degree of occu- pational competency along with special academic work which would meet the requirements for a high school diploma. Fourteen years is the lower age limit. A total of sixty students was handled in this project. Florence South Carolina The Southside Vocational Center program for students with special needs described in the Prcgress Report of 1968 has been determined to be a success in terms of its objectives. Similar to the program in Union, South Carolina, a broad spectrum of occupational objectives was presented in Agriculture, Home Economics, Auto Mechanics, Farm Mechanics, Carpentry, Auto Body Repairs, Electronics, Basic Electri- city, Childcare, Drafting, Practical Nursing, Air Conditioning, Office Machine Repair, Office Occupations, Cosmetology, Distribu- tive Education, and Horticulture. Classes are limited to fifteen students per teacher. Students are at the 8,9, and 10th grade level, sixteen years old or above. About half of the time of the teacher is reserved for counseling, home visits, and, job placement activities. SOUTH DAKOTA Introduction South Dakota is one of the states with a large geographical area containing a sparse population. There are 711,000 people in an area of 77,000 square miles. Population centers ran from Sioux Falls, 70,000; Rapid City 49,000; Pierre, 11,200; to a number of small towns and rural areas of less than 500 people. In a sense, the entire population of South Dakota might be classed as disadvantaged because of rural isolation and i)Aucityof economic opportunities. There are many programs in vocational education throughout the State which serve persons with special needs. These are usually reported in the regular occupational programs. No distinction has been made as a rule except to provide for individual differences, giving remedial instruction where needed, with a sound program of vocational guidance functioning in conjuction with vocational education. In 1969, seven separate and distinct programs were offered for inmates of the South Dakota State Penitentiary, through the facilities and personnel of the Coolidge High School. Tae following occupational objectives were included in the training program: Electronics Auto Mechanics Auto Body Repair Meat Cutting Welding Motor Re-winding Upholstering There were 76 inmates enrolled in these programs. At the State School for the Deaf, a program in occupational skills has been initiated. At present, it has an enrollment of twenty five. Plans for the Future Considerable expansion of special needs programs in all occupational areas is anticipated for 1970. This will include new programs in off- farm agricultural occupations, office occupations, health occupations, career objectives in trades and industry, technical education, distri- butive education and diversified occupations. Attention will be directed 0'1 225 toward c;1.!cupational orientation programs, pre-vocational exploration and employability training. Personnel No one has bee for persons with s Director of Vocati n designated as full-time superviser for programs pecial needs. This work is handled by the State onal Education on a part-time basis. 226 TENNESSEE Introduction Tennessee continues its high interest in vocational education for persons with special needs. A new full-time State Supervisor for this program has been appointed and plans are being developed for three additional supervisors in this area which will function in eastern central, and west Tennessee. The new supervisor is Mr. Robert Ell hurt, who assumed his duties as State Supervisor for Special Needs on September 1, 1968. He replaces Mr. James Vinson and brings ex- cellent qualifications to the office. He has been a teacher of Vocational Education for special needs students, a specialist in remedial reading with the Allied Sound-Visual Education Company, and a supervisor of the reading program for the Wilson County Board of Education. His immediate plans include extensive activities with the related remedial teachers for special needs vocational students throughout the State. The program initiated in Memphis for Special Needs Vocational Education in four comprehensive high schools will be continued and refined. This is a model which has potentialities for duplication in other cities in the State. Continued improvement will be sought in the quality of all programs of this kind, while plans for ekan- sion to areas not being served are being developed. Occupational Areas Special Needs programs have been expanded to include five new programs for 1968-69. These are located in Howard High School, Chattanooga; Central High School, McMinn County; White County High School, Sparta; Johnson County High School, Mountain City; and Central agh School, Murfreesboro. This brought the total number of special needs program in Tennessee to forty-two in February, 1969. The following new Vocational Improvement Programs are working successfully under the direction of the various services for improve- ment of Special Needs Students: 5 Agriculture Programs 1 Home Economics Program 1 Office Occupation Program 30 Trades and Industry Programs 227 Other than the programs listed ve, eiett new programs for Special Needs Students have been inaugurated in various local systems across the state. The criteria for student selection are a. currently enrolled in a Vocational Program. b. profile shows need of special, help in academic subjects The teaching load is 15 per clams hour maximum with students enrolled in a three hour block of related remedial instmction in computational skills One Agriculture Program and all of the 42 existing Special Needs Programs are Basic Education for Socially-Economically deprived students. Teacher Education a. A Third Annual Conference Report of the Special Needs Workshop has been printed. b. A Pre-service Training Program for new teachers of students with Special Needs was originated for one week in August. c. A continuing In-Service Training Program for experienced teachers for Special Needs was most successful. A Summer Workshop for Special Needs instructors was designed to aid instructors in developing their own curriculum materials for Special Needs programs throughout the State of Tennessee. The twentyufour hours of study was conducted by the Program Services personnel and was held at the State Area Vocational-Technical School in Nashville, Tennessee in August, 1968. Fifty instructors in special needs and other interested personnel attended. The teachers were involved in extensive activities and study in teacher education and curriculum development, with emphasis on working with persons with academic and socio-economic handicaps. Cooperation with Other A&encies a. Two Skill Centers are operating with Special Education under the Title I program. b. Special Needs is involved in the Model Cities Program under the Office of Economic Opportunity for the city of Nashville. c. Special Needs has developed a proposal with Manpower to be funded from 0E0 funds for the disadvantaged of the Metro-Nashville area. 228 a. b. a. Work Mr. Robert Ell Hurt has replaced Mr. James R. Vinson as of Special Needs for the State of Tennessee. Eight new teachers have been trained and placed in the ea Plans are being made for placing three regional supervisors o Special Needs Co utio or Special Needs works with the local. Boards of Education in cooper with the office of Economic Opportunity and the Model Cities Program. Needs Enro t Data Enrollment in the 1968 fiscal year is 1,400. nfist`icant Research cial Needs Classes in the State of Tennessee for 10354. Preliminary fall report for Fiscal, 1969 on Special Needs has worked with Trades and Industry on a survey of the profile of students who are enrolled in Building, Trades, Auto Mechanics and Machine Shop in the State of Tennessee. The survey has been completed and is most helpful in determining the ability of the student. Plans for a similar profile study are being formulated for Distributive Education and Home Economics. After compiling these statistics our enrollment will, be greatly increased for our 1969 report. A teacher's Guide for Vocational Improvement Programs has been published and is in the hands of each of our Special Needs Teachers. Plans on the Future An Opportunity High School is being planned to serve 200 students in the Memphis area who are presently unhappy and/or unsuccessful in their regular educational program. Plans are being formulated to place three regional supervisors at work in the State. 229 Vocational-Technical Zduoetion in Tennesseee is experia aenting with a new name for the Special, Needs proms looally It is called VIP or Vocational Improvement Program, in an effort to add pride and prestige for those students enrolled. Both in and out of school, the students with special needs are sometimes further disadvantaged by the ridicule of unthinking people who label them with derogatory titles. If general acceptance is gained ma State-wide basis, the term will be used to explain and promote the program to students, parents, school personnel and the general public. 230 Introduction It is predicted that by 1970 seventy percent of all participants in the labor market will be high school graduates. Statistics reveal, however, that 49 percent of all students who begin first grade do not graduate from high school and one-third do not finish the tenth grade. Coordinated Vocational-Academic Education (the states' vocational education program for persons with special needs) is specifically aimed at combating this serious dropout problem. The program is designed for in-school students fourteen years of age or older who have academic, socio-economic or other handicaps preventing them from succeeding in regular programs of vocational education. The program is designed to increase the holding power of schools by providing practical instruction in which students can succeed. The program consists of a combination of occupational training and a modified or ungraded academic curriculum. Students are assisted in the supporting academic phase to increase thdr basic education to minimum satisfactory levels through provision of modified and remedial curricula. In addition, students are provided occupational training that will prepare them for entrance into regular vocational education programs or equip them with salable knowledge and skills commensurate with their abilities should they terminate their school careers prior to high school graduation. The program is administered through the office of Vocational Program Development, Public Schools, where a director and three State consultants are in charge of developing, directing, expanding, and evaluating the program. Some 7,500 students are currently being served by the program. The growth of the program is reflected in the fact that there are now 70 school districts participating in the program. Over 240 teachers are now imple- menting the program. The Texas program is in its fifth year of operation. Requests from superintendents for programs in their school systems make it appear that the program will continue to grow. The following data shows the pattern of growth to date. 1964-65 - 938 students and 25 teachers 1965-66 - 2815 students and 90 teachers 1966-67 - 4684 students and 123 teachers 1967-68 - 6270 students and 190 teachers 1968 -69 - 7500 students and 240 teachers 231 Criteria for selecting students for enrollment in this program have been clearly and specifically established. This criteria reveals that the State has concretely determined and defined what it believes is the "special needs" students who is also the potential dropout. Counselors and other school personnel use the following criteria for selection and placement of students in programs of Coordinated Vocational-Academic Education. Low or under-achievers, usually average. They are often handicapped academically because of low scholastic ability and/or lack of educational and cultural advantages. They must be retarded by one or more grades, or one or more years behind in achievement level. Low ability in communication skills. They are at a disadvantage with other students because of low reading ability, lack of verbal fluency, creativity, ability to think abstractly, capacity for deferred gratification short attention span, and slowness of learning. Irregular in attendance, frequently tardy, and disinterested in school. They feel that they are second-class citizens at school and as a result do not like school, believe they cannot learn, and feel their teachers neither accept nor understand them. Have no personal goal, lack a sense of purpose, lack self-confidence, and often develop negative self-image. Because there is lack of opportu- nity for them at home or in the immediate neighborhood to become acquainted with a way of life different from their own or with persons in occupations of a higher status than those with whom they associate, they may not be motivated to attend school or to want something better. In other words, they are potential dropouts. An in-service teacher training program is conducted by the State for the purpose of developing appropriate curricula and instructional media and materials and to assure that the teachers of this program are skilled in working with and teaching the type of student enrolled in the program. Phases of the Coordinated Vocational-Academic Education Program and its Organization Academic Phase The academic portion of the program is a special academic curriculum departing from traditional standards, and is conducted on an tograded basis. Language, mathematics, science, and other courses are adapted to the level and learning ability of the students. Students handicapped in reading ability are provided remedial reading instruction instead of traditional English. Students of low achievement in mathematics, science or social studies are given remedial instruction. Other academic provisions are: 232 1. Curricula are flexible in all subject matter in order to teach on the achievement level of the student. 2. Remedial work is given students in areas of low level achievement parallel with identified ability. 3. Primary emphasis is on the basic tools of language arts and,mathe- matics, including akills in reading, speaking, writing and listening and in acquiring basic arithmetic skills. 4. Content of academic instruction is functional with practical application to occupational training. Occupational, Phase The occupational training portion of the program consists of a com- bination of classroom instruction with shop training, or actual on-the-job training, with students placed in part-time employment in the community. Training is on a level adapted to the interest, aptitudes and ability of students. The beginning phases of the training program for boys may be in rela- tion to a cluster of occupations such as (1) general construction trades horticulture occupations, (3) building maintenance occupations, 4 litho related occupations, (5) general metal trades, (6) general mechanical repair and (7) general marine repair. The program for girls in the initial stages may be in occupational clusters relating to employment available to women, such as (1) domestic jobs, (2) employment in food service, (3) apparel service, (4) furnishings service, (5) lodging and related service, (6) commercial display and deco- ration and (7) office duplication work. Since employment in the above occu- pations in many cases are open to both men and women, it is not implied that separate programs are organized for boys and girls. Since the students enrolled in the Coordinated Vocational-Academic Education Program must be, at least initially, one or more years below normal achievement in several academic courses, the occupational clusters embraced in this program are a result of job requirement analysis. Instructional content areas within each occupational cluster are also a product of actual job analysis. Program Organization For effective instruction and supervision every effort is made to keep enrollment down to 15 students per any one shop or laboratory class. 233 Laboratory or shop classes are taught for a minimum of two consecutive class periods per day, five days each school week. Occupational guidance and counseling is provided by a qualified counselor outside of the laboratory or shop class. The training of all students enrolled in part-time cooperative training is, with the exception of grade placement, conducted in accord- ance with policy applicable to all part-time cooperative vocational programs in the State. A teacher who teaches two or more occupational training laboratory or shop classes or two cooperative occupational training classes is considered to be a full-time teacher. Students in the laboratory programs are taught individually, in teams or in small groups. They are given the opportunity to progress through all units of the course. Related information necessary to perform the work assignments is taught concurrently with the develop- ment of manipulative skills. Ancillary Services Teacher Education During the last two years, a Statewide one-week workshop has been conducted during the summer for teachers of the vocational phase of the CVAE program. The workshop this past summer involved three different categories of CVAE teachers. Approximately 90 new teachers teaching vocational subjects on laboratory basis were involved in three 10 clock- hour sessions on instruction. The sessions for the new teachers by title were (1) Introduction to Teaching CVAE, (2) Organization and Use of Instructional Materials, (3) Shop and Classroom Organization and Management. The experienced teachers were in two 15 clock-hour sessions entitled (1) Behavioral Analysis and Guidance and (2) Implementation of Instructional Material, while the teacher-coordinators of cooperative part-time programs were involved in a 30 clock-hour session in "Coopera- tive Training Orientation." Over 200 teachers participated in this year's workshop. Activities which are being considered if funds can be obtained are as follows: 1. A pre-service programs for vocational teachers for students with special learning needs. 234 2. A State or regional institute for academic teachers who are teach- ing students enrolled in the vocational program. 3. A study of the prepared instructional materials with revisions as indicated by the study group. Curriculum Development Vocational study guides will continue to be developed for persons with special needs. The development of academic courses coordinated with vocational education will also be continued. Also, a guide for teachers in these programs will be written. Research, Experimental and Developmental Programs One experimental program is being conducted by an independent school district to determine to what extent vocational education is of benefit to the educable mentally retarded. This project has been approved for a two -year study. Coordinated Vocational-Academic Education Coordinated Vocational-Academic Education, (formerly entitled Occupational Training), is the Texas Education Agency Vocational Program designed for students with special learning needs. It is intended for in-school youth possession academic, socio-economic, or other handicaps to such an extent as to prevent them from succeeding in traditional educational endeavors. The program includes a combination of vocational and modified academic instruction that provides a dual educational opportunities of acquiring a saleable vocational skill while also acquiring basic knowledge in the fields of math, science, English and social studies. This dual phase approach enables students enrolled to teach maximum personal development, including employment potential, within their ability in the shortest possible time. This program must be supported by a specialized guidance and counseling program for these students, including psychological and occupational aptitude testing. Objectives of the Program 1. To provide students with vocational education preparing them for gainful employment in jobs requiring semi-skilled knowledge and training, or through preparation in this progrm, prepare these students to enter regular high school vocational programs. 2. To provide students with an academic curriculum that departs from traditional methods of teaching at a level where they can succeed. 235 it Types of Prosrams--Coordinated Vocational - Academic Education for persons enrolled in public schools may be conducted in one of two types of programs. a. Pre-Employment Shop Training and modified Academic Program. b. Cooperative Part-time Training and modified Academic Program. Each program differs in standards, methods of operation and quali- fications of teachers. For this reason, each will be described separately. Pre - employment (Vocational Phase) e Objectives--Programs must be designed to prepare students for specific payroll jobs or occupations in a "cluster" of closely related occupations. AmproggaSscamtions--The beginning phases of the training program for boys may in relation to a cluster of occupations such as (1) general construction trades, (2) general mechanical trades, of (3) horticulture occupations. The program for girls in the initial stages may be in occu- pational clusters relating to employment available to women, such as (1) domestic jobs, (2) employment in food service, or (3) in office duplication work. However, these suggestions are not intended to imply that separate programs should be organized for girls and boys, since employment opportunities are available to both in many occupations such as office duplication practices. Other courses may be added as the need for them is established through recognized occupational surveys and forecasts and approval by the Texas Education Agency as specified in General Policies on Vocational Education contained in the Guide. Class Schedules--Students are scheduled for shop instruction two consecutive hours (110 minutes) each school day and are enrolled in modified academic and other elective courses during the remaining portion of the school day. A teacher who is teaching two or more laboratory or shop classes or two cooperative classes shall be considered as a full- time teacher. A teacher of laboratory or shop classes may be assigned three classes each day. High School Credits--Preparatory shop programs are fully accredited high school subjects which carry two units of credit for each year (525 clock-hours) or instruction in grades 9-12. (Texas Education Agency Bullentin 560, revised 1967 page 49, Occupational Traifting) Qualifications of Teachers--There are three ways a teacher may qualify to teach Coordinated Vocational-Academic Education pre-employment shop classes. 1. Be a high school graduate with five (5) or more years of recent wage-earning experience in one or more of the instructional areas of the cluster to be taught. 2. Be a college or university graduate with two (2) or more years of recent wage-earning experience in one or more of the instruc- tional areas of the cluster to be taught. 3. Be a provisional certified teacher in the regular division of vocational education related to the cluster to be taught. Certification of Teachers--After the qualifications of a teacher have been approved by the Director of Coordinated Vocational-Academic Education and the teachers has been employed by a public school, an Emergency Teaching Permit for one year will be issued. A second Emergency Permit may be issued for the second year of teaching, providing the teacher has completed speci- fied teacher training courses completed in residence at a designated teacher training institution or in workshops conducted by the Texas Education Agency. A teacher will be eligible for a Provisional Certificate (with an endorse- ment in Coordinated Vocational-Academic Education) after completing specified teacher training courses completed in residence at a designated teacher training institution or in workshops conducted by the Texas Education Agency and has taught in the specific field successfully for two years. Before this certificate can be issued, the teachers must also complete the Federal and State Constitutions course which is a statutory require- ment for all public school teachers. Instruction--Instruction is based upon an analysis of the trades of occupations taught and is centered around the performance of useful or productive jobs or operations done by students in accordance with the accepted procedures and standards which prevail in the occupation taught. After the student has gained sufficient skill and knowledge of various operations through laboratory experiences, he should be assigned real or "live" jobs provided by patrons of the school. No charges other than, for parts, supplies and materials can be made for such work. Selection of Students--Students enrolled in grades seven through twelve and who meet the specific eligibility requirements listed on page 11 of this Guide are eligible for entrance into shop classes. 338-173 0 - 69 - 16 237 Instructional Materials--The school will need to provide a technical library for the occupations taught. In addition, shop manuals, equipment catalogues, trade journals and a variety of visual aids are needed for effective instruction. Cooperative Part-time Program (Vocational Phase) Objectives--In many communities it is not practical to offer pre- employment shop training in many of the occupations offering employment in the community because of the comparatively small numbers of persons employed in each occupation. In tsuch communities, use of the Cooperative Program plan makes possible real trainig for small number of students in several different occupations without necessitating an extensive financial outlay for equipment, tools and matterials in the school plant. The plan of operation shall conform to requirements for all Cooperative Part-time Training Programs specified in this section of the guide on page. 35 except that portion pertaining to grades 11 and 12. Approvable Occupations--To be approved for Cooperative Education occupation, the occupation being studied must be semi or single -skill type jobs. The occupation must not be an approved occupation in any one of the five other regular vocational programs. Qualifications and Certification of Teacher-Coordinator--To qualified as teacher-coordinator of Coordinated Vocational-Academic Part-time Cooperative Training, a persons must meet the follawing requirements: 1. General education: Graduation from a standard college or university. 2. Occupational experience: Two years of experience as a wage- earner in two or more occupations for which training is being offered in the program. 3. Teaching experiences: Two years of teaching experience in the secondary public schools, preferably in the field of industrial education. 4. Professional education: Teacher-coordinators will be required to complete specified teacher training courses in residence at a designated teacher training institution or two summer work- shops conducted by the Texas Education Agency for a Provisional Certificate in Coordinated Vocational-Academic Education within the first three yea'rs of teaching. The first summer sessions should be completed before beginning the first year. 238 Academic Phase Coordinated with Pre-em lo ent Shoe Cooperative Part-time Training Programs Classroom Instruction--The academic portion of the program must be a modified academic curriculum departing from traditional standards and be taught on an ungraded basis. Language, mathematics, science, and social studies must be adapted to the level and learning ability of the students. Students handicapped in reading ability must be provided remedial reading instruction instead of traditional English. Students of low achievement in mathematics, science, or social studies must be g57en remedial instruction. Other academic provisions are: 1. Curricula must be flexible and be taught at the achievement level of the student. 2. Remedial work shall be given students in areas of low level achievement parallel with identified ability. 3. Primary emphasis will be on the basic tools of language arts and mathematics. The basic skills taught will be in reading, writing, speaking, listening and arithmetic areas. 4. Academic instruction content will be functional with practical application to occupational training whenever possible. Specific Student Eligibility Requirements 1. Students must be at least 14 years of age at the time of entry into the Pre-employment Laboratory Shop Program or at least 16 years of age at the time of entry into the Cooperative Part- time Training Program. 2. Students must be one or more years behind academically or one or more years below normal achievement in several academic courses. 3. Students must be able to profit from the program. General Characteristics of Eligible Students--Eligible students usually have one or more of the following characteristics: 1. Low or under-achievers. They are often handicapped academically because of low scholastic ability and/or lack of educational and cultural advantages. Retarded by one or more grades, they are potential dropouts. 239 2. Low ability in communication skills. They are at a disadvan- tage with other students because of low reading ability, lack of verbal fluency, creativity, ability to think abstractly, capacity for deferred gratification, short attention span, and slowness of learning. 3. Irregular in attendance, frequently tardy and disinterested in school. They feel that they are second-class citizens at school and as a result do not like school, believe they cannot learn, and feel their teachers neither accept nor understand them. 4. Have no personal goal, lack a sense of purpose, lack self- confidence, and often develop negative self-image. Because there is lack of opportunity for them at home or in the imme- diate neighborhood to become acquainted with a way of life different from their own or with persons in occupations of a higher status than those with whom they associate, they may not be motivated to attend school or to want something better. Standards of the family and neighborhood may discourage them from aspiring to a higher level of achievement or way of life. 5. Normal or above normal in potential ability to achieve satis- factorily in school but have failed courses for various reasons such as dislike of teachers and school, improper attitudes, poor study habits, laziness, poor reading ability, or have been enrolled in courses without adequate guidance and coun- seling. Are members of families of low income or long-time recipients of welfare payment, or other subsistence. Often children from these families lack money for adequate clothing, food or for participating in school activities requiring incidential expenses. These conditions contribute to feelings of in- security and hopelessness, resulting in under-achievement in school. Facilities--The operating school has the responsibility of providing adequate shop space, auxiliary rooms, equipment and supplies for each in- structional program. The shop area must be sufficiently large enough to permit a comfortable and safe work area round each item of machinery or equipment. For effective instruction and supervision, no more than fifteen students should be enrolled in any one shop class. Information related to the occupation is taught with shop instruction and no separate classroom is required. An area within the shop where students may assemble for group instruction, demonstrations and other activities is required. 24.0 The shop building itself should be located on the school campus, though not necessarily attached to the main building. It should be comparable to other buildings in design and construction. Hazardous machines must be equipped with guards. Safety aisles or areas should be clearly indicated and fire extinguishers, first-aid kits and other protective devices must be readily available. An organized system is required for housing and issuing necessary tools, small parts and supplies to pupils. allene.nd.Suliesa--Items of equipment, tools and supplies must be comparable in type, size and quality to those used in commerical establishments. It is the school's obligation to keep equipment up to date and in a state of good repair. The teacher should maintain an inventory of all equipment and should submit a list of needed equipment and supplies to the administrator at the end of each term. Qualifications and Certification of Teachers--All counselors and teach-Oswill e c osen Because ey :ve a eep esire to help students having academic, socio-economic or other handicaps. In Coordinated Vocational-Academic Education, as in all other innovative educational programs, the ultimate question is alvax"Yes, but does it work ?" Evidently, superintendents, principals, and other educators must think so. The demands throughout the State for new and additional units continue to far exceed the Texas Education Agency's present finanical and management structure set up to administer the program. After mid-term last year a questionnaire was mailed to school systems operating Coordinated Vocational-Academic Education Programs. This questionnaire was designed to determine the success of the program as well as to collect comparable information on students' scholastic and behavioral attitudes prior to and after enrolling in Coordinated Vocational-Academic Education. Results from this questionnaire show 60 school districts reporting on 3,162 students who entered the program for the first time starting in September of 1967. There was a 24% decrease in absenteeism. Many schools mentioned this figure might have been higher if Hurricane Beulah and a flu epidenic had not occurred during the semester used as the test semester. There was a 63% decrease in suspensions and a 55% decrease in referrals to the principal's office for disciplinary reasons. Teachers are strongly encouraged to teach at a level where students can succeed in all phases of the program and as a result, there was a 79% decrease in failures. Amazingly, out of this 3,162 students, 189 had returned to school after dropping out to enroll on Coordinated Vocational-Academic Education. 241 COORDINATED VOCATIONAL-ACADEMIC EDUCATION TRAINING CLUSTERS APPAREL SERVICE Instructional. Areas Constructing Apparel Laundering Apparel Pressing Apparel Repairing Apparel Altering Apparel Attending Wardrobe and Dressing Areas BUILDING MAINTENANCE OCCUPATIONS Instructional Areas Carpentry Plumbing Electrical Wiring. Masonry Painting Flooring Glazing Pest Controlling COMMERCIAL DISPLAY & DECORATION Instructional Areas Sign Painting Show Card Lettering Floral Arranging Show Card Illustrating Preparation of Display Props CONSTRUCTION TRADES, GENERAL katirlm84,02:gAuttl Carpentry Masonry Cement Finishing Electrical Wiring Painting Plumbing 211.2 FOOD SERVICE Instructional Areas Preparing Food Storing Food Serving Food Cleaning Food Service Areas FURNISHINGS SERVICE Instructional Areas Constructing Furnishings Laundering Furnishings Pressing Furnishings Repairing Furnishings Altering Furnishings Storing Furnishings GENERAL FARM & RANCH MECHANICAL REPAIR Instructional Areas Welding Woodworking Construction Fencing, Metal Work Minor Farm and Ranch Equipment Maintenance & Repair Small Electrical Appliance Maintenance & Repair HOMEMAKER'S ASSISTANT Instructional Areas Cleaning, General Laundering, General Caring for the sick in the home Preparing food in the home Serving Food in the home Caring for children in the home Handling emergencies and meeting people outside family Interior Decorating, General COORDINATED VOCATIONAL-ACADEMIC EDUCATION TRAINING CLUSTERS HORTICULTURAL RELATED OCCUPATIONS GENERAL Instructional Areas Greenhouse Worker Landscaping Garden Center Worker Groundskeeping Nursery Worker LITHO RELATED OCCUPATIONS Instructional Areas Introduction to Course Copy Preparation Master and Plate Preparation Lithographic Processes Bindery and Related Mailroom Processes LODGING AND RELATED SERVICE Instructional Areas Housekeeping, Hotel and Institution Aide, General Assisting in Personal Services, Hotel and Institutions Replenishing Linens and Assisting with Linen Room Services Rendering Room Service Attending Check Room, Locker Room, and Rest Room Laundering Linens MARINE REPAIR, GENERAL Instructional Area Engine Repair (limited 2 & 4 cycle) Engine Installation Transmission of Power (mechanical) Welding (arc & acetylene) Marine Carpentry Marine Painting Repair of Auxiliaries (limited) 243 MECHANICAL REPAIR_, GENERAL Instructional4zma Small Engine Maintenance Welding Minor Automotive Maintenance Small Appliance Maintenance METAL TRADES Instructional, Areas Welding Bench Metalworking Sheetmetal Fabricating Ornamental Ironworking MISCELLANEOUS PERSONAL SERVICE Instructional Areas Caring for Children Serving Food Housekeeping Laundering Aiding in Health Caring for Elderly Persons OFFICE DUPLICATION PRACTICES InEttuEtklal_Ama Introduction to Course Stencil Duplicating Processes Direct Processes Offset Processes Embossing Processes Finishing Processes Teacher Education The Second Annual Wcrkshop for Texas Coordinated Vocational-Academic Education was conducted in Brownwood, Texas, July 29 to August 2, 1968. The registration for this one-week workshop was 250 with representation from all over the State of Texas. Six courses were actually taught in the following areas: Introduction to Teaching C.V.A.E. Organization and Use of Instructional Materials Shop and Classroom Organization and Management Bebaviorial Analysis and. Guidance Implementation of Instructional Materials Orientation to Cooperative Training Instructors were provided from the staff of specialists of the Texas Education Agency. Mr. Elmer Schick, Program Officer for Vocational-Techni- cal Education, U.S. Office of Education, Region VII, Dallas Texas assisted in coordinating the Workshop and delivered the keynote speech. The report of the Workshop was published in seven units and dis- tributed throughout the State for special needs programs. 244 UTAH Introduction Many new special programs were developed and implemented for persons with special needs in the present and past school years. In addition, some persons with special needs have, and will be involved in regular vocational education programs. Program Development Since February of 1968, several innovations have been developed as follows: A new approach to help solve the problem of high school drop outs was initiated in April of 1968. Seventeen teachers from the eight largest school districts in the state of Utah were involved in a workshop directed at working with persons with special needs. They were employed during the summer months to work with drop-out students on individual and group basis. The emphasis of this pro- gram was to place each student on a job commensurate with his de- sires and to stimulate him towards continuous schooling in a co- operative work experince program. Approximately 250 students were involved in this project. Two school districts located in a close proximity of the Thiokol-Clearfield Job Corps were involved in a special program for students with special needs. The program was designed so that the student could receive his general edudation at his respective high school during one half of the day, during the rest of the day he was transferred to the Job Corps Center for group counseling, and vocational training. A close relationship was developed between school and the center. Colored slides and narration are available on request concerning the creation and operation of this program. Various approaches have been designed to provide a different school environment for those students who were involved in the special summer program. A special school has been organized in the Salt Lake School District for students who have dropped out of the regular high school program. The approach and philosophy of this school is to provide a general education for one half of the day and a work experience for the remainder of the day. 245 Occupational Areas Since vocational agriculture is an elective course, there have been many enrollees with special needs. Separate classes have been organized, but some students with special needs have been given special attention in job placement and follow-up. Off-farm work experience has been matched up with special interest and abilities. In marketing and distributive education, two hundred were enrolled in classes for persons with special needs. Seven secondary schools in the State of Utah participated in this program and two special adult programs were conducted. Increased efforts will be made to secure industry's support of work-study programs involving special education students. This may result in slightly increased teacher requirements. In addition, the possibility of establishing workshops manned by special education personnel to do piece, part, or subcontract work will be investigated. If established, this program will also tend to increase the number of instructors required. Training of persons with special needs as companions for the elderly and homemaker-health aids will receive continued attention. An increase in training for service occupations for eleventh and twelfth grade is planned. Inter Many outside agencies have been involved in this special program devised by the Utah State Board of Education. Some examples of the cooperation are as follows: Vocational education Title I, Elementary and Secondary Education moneys were used cooperatively to sponsor the education and development of teachers for the summer projects. Personnel from Vocational Rehabilitation, Clearfield Job Corps, Special Education, Utah State Employment Department, Utah State Welfare Department, and the Salt Lake County Detention Home, were used in the education of teachers with special needs students. A cooperative program for high school drop-outs has been deyelopedbetween the Utah State Department of Education and the Thiokol-Clearfield Job Corps. 2146 A new program was developed cooperatively with a Man -Power Development Training Agency for persons placed in the Utah State Prison. In this program, inmates of the prison are given instruction in six different vocational skills. Teacher Education Activities Three special work shops were conducted for teachers of students with special needs. One was a 30-hour workshop involving various community personnel. Another was a one-week workshop conducted at the Utah State University, and the last was a 50-hour, in-service workshop conducted during the summer of the school year, 1968. Research Significant research studies are being conducted to determine the significance of the four special programs described in the para- graph on program development. The research data will be available some time in March of 1969. With the help of the Vocational Education Act of 1968, many programs are being planned for persons with special needs in the future years. 247 VERMONT Introduction The estimated expenditures for Vocational Education for persons with special needs in Vermont for FY 1969 are $10,000. Total estimated expen- itures for Vocational Education are $8,392,000 including $7410000 Federal, $6,083,000 State, and $1,567 local funds. Program priorities to expand Vocational Education for persons with special needs include the addition of two instructors to teach persons with special needs at the North County Union High School at Newport. Other vocational instructors may offer special courses designed for persons with special needs as the occasion arises. Occupational Areas Programs for slow learners may be provided to include diversified occupational training at the. maintenance-custodial level, foods product and processing, ornamental horticulture, gainful home economics areas such as hotel-motel aides, salad girls, pressers, etc. An ungraded occupational training program in special education will be offered at one school. Personnel Vocational education for persons with special needs is supervised on a part-time basis by the State Supervisor for Trade and Industrial Education. Demographic Data alemayment Projected labor force in the State, 1970 177,000 Unemployment in the State, 1967 7,000 Unemployment rate for the State, 1967 3.9 Population and Labor Force Projections 1. 1960-1970 percent change Total population non-white Total labor force non-white 248 13.8 20.4 2. 1970-1980 percent change Total population non white Total labor force non-white State Population 14.5 16.9 Estimated resident population, 1966 411,000 Estimated non-white population, 1960-65 Migration to from the State Projected net migration 1965-1985 Net migration rate Educational Attainment (1960 census) 11,000 1.6 Adults over 25 year old 213,000 Adult with less than 5 years school completed 8,100 3.8% Adult with less than 8 years school completed 31,000 14.6% Non-white Adults over 25 years old less than 500 249 VIRGINIA Occupational Areas Agriculture During the past year, teachers of agriculture taught 426 students with special needs in 32 separate classes in 26 high schools. Emphasis in this area was primarily in general mechanics and off-farm occupations related to agriculture, particularly for those students whose needs were not being met by present school offerings. These classes were taught by regular teachers of agriculture as separate groups. Many other students with special needs not specifically reported were en- rolled in the regular agricultural education and general mechanics programs. Distributive Education Four years ago one metropolitan school division began offering a Distributive Education course "Education for Employment" for potential dropouts. This school year, 1968-69, the classes have been expanded to include three school divisions with special needs classes being offered in three junior high schools and three senior high schools. Home Economics The number of persons being reached in home economics classes designed for persons with special needs shows an increase of persons being reached this year over last year. Curriculum material has been developed, distributed and is being used by home economics teachers as a basis for instruction for these persons so identified. Both high school pupils and adults are being reached as the figures indicate. Field supervisors are holding group meetings of teachers who are engaged in teaching persons with special needs. The purpose of these meetings is to help the teachers to provide effective instruction for this group of persons. Too, assistance is given teachers in reconiz- ing characteristics and needs of this group. Trade and Industry In the activities mentioned in February, 1968, approximately 45 250 programs in trade and industry will be conducted for persons with special needs instead of the 26 mentioned. Air-Conditionong-and-Refrigeration and Certified Laboratory Assistants should not have been mentioned as these programs are not suitable for persons with special needs. The majority of programs for special needs continues to be in the areas of building trades cluster, maintenance and repair, food trades and nursing aides. Office Education Office Education reimburses on the salaries of teachers at the Woodrow Wilson Rehabilitation Center. This is a postehigh school program in the field of Office Education. The program employs five business teachers and has enrolled upon request to-students who are, deaf and blind.. Special emphasis has been given to assisting teachers in securing teaching materials designed for persons with certain physical or mental handicaps not requiring the services of special education. Supervisors have been giving attention to this problem since such materials are very limited and hard to locate. This has been brought to the attention of some publishers. Currently a survey is being made in all the major employment areas in Virginia to locate job opportunities for disadvantaged persons who are properly trained. We are in the second year of a pilot clerk-typist program for disadvantaged youth and in the second year of participation in an experimental program on orientation to the world of work for potential dropouts. Outlined programs for youth with special needs in the new state publication. "Suggested New Curriculum Patterns for Office Occupations Education" was sent to all school divisions. One other school has a specific program for disadvantaged youth. Distributive Education programs to prepare persons with special needs for employment in distributive occupations are constantly being expanded and improved. Total enrollment in the "Education for Employ- ment" course which is being offered in three junior high schools increased to 75 students this year. A three-year follow-up study of the course showed that 68% of the students enrolled remained in school and graduated. Of this number, 41% have enrolled in 'the regular DE high school program for one or more years. One young man who graduated this year received a college scholarship offered by a large food chain in the state. 251 In two school divisions two DE coordinators conducted 10 -hour pre-employment alas es in cooperation with the National Community Corps; two classes were offered with an enrollment of 192 youths. In two school divisions where the DE cooperative program is offered as a part of the regular DE school, it was noted that guidance coun selors referred an increasing =Mbar of school dropouts to these classes this past year. Distributive Education adult classes for persons with special needs were expanded from 13 classes with enrollments of 332 last year to 28 classes with enrollments of 3,130 in fiscal 1968. Emphasis is being increased on helping disadvantaged persons with both training for the world or work in fields using home economics knowledge and skills. Instruction is given in self- improvement, introduction to the world of work, personal and fami4 management, creation of positive attitudes toward self and others, development of skills needed for obtaining and succeeding on a job, basic skills necessary for maintaining a home and the like. Much emphasis is placed on helping the enrollees build their self-respect ands. feeling of personal worth. Many need the feeling of achievement. This is a prime consideration in planning their educational programs. Cooperation wia.25kEAsIkR1 One program enrolling 20 youths in agricultural machinery service was conducbed very successfully in cooperation with Title I Elementary and Secondary Education Act. This program was recently cited in a national release. We continue to advise theblanpower Development and Training service on programs for office occupations. There are three programs sponsored through Title I to which we give assistance in program planning. A summer project co-sponsored with the Richmond Chamber of Commerce, entitled "Richmond Summer Employment" was carried out in Richmond for approximately 1,250 disadvantaged youth aged 15 to 18 from poverty areas in the city. This was a 10-week program combining during each week one day in an educational program, one day in a recreational program and one day in employment. The educational program was con- ducted by the Distributive Education staff of the City of Richmond and offered each student 80 hours of instruction involving a com- bination of classwork, laboratory experiences, and field trips. The emphasis was placed on personal development and employability. 252 with refers to cooperative work in home ec Lou. Most of these other agencies have their own funds applicable to persons with special needs. This means that there is some overlapping of programs, each agency conducting their own programs without too much inter-relationship involving the other agencies. Personnel. Chan& One staff member in agricultural education devotes a portion of his time to coordinati programs for persons with special needs in this occupational, area. He has attended special conferences and seminars. Under nib leadership a workshop grogp meeting dealing with programs for students with special needs was held for teachers of agriculture for two half day sessions during the Annual Teachers Conference. A special in-service course for agricultural teachers who are conducting these programs is being planned for next summer. Employed an additional state supervisor in Office Education with specific responsibilities for youth with special needs August 1, 1968. The expansion and demand for the DE "Education for Employment" class has necessitated the employment of 5 additional teachers plus the involvement of 2 regular Distributive Education Teacher-Coordina- tors in this program on a part-time basis.. More teachers are needed who are genuinely interested in assisting and helping this group of persons. Because of their unique qualifications, an increasing number of home economics teachers are being transferred by their divisions from home economics to such fields asepocial.educational and guidance. This is posing a problem in securing and keeping enough home economics teachers with qualifications needed to work with persons with special needs. Teacher Education Activities A workshop on programs for youth with special needs in Office Education was held at Virginia State College, Petersburg, with about 20 persons attending. This year the state supervisor will follow-up participants in this program to see about establishing programs for youth with special needs. 338-173 0 - 69 - 17 253 *VI In August of 1968 the Distributive Education Service of the State Dtvartment of Education sponsored a two-day workshop for teachers; local supervisors and school administrators for the following purposes: (1) To identify the contribution which Distributive Education can make in serving disadvantaged youth. (2) To review and refine instructional objectives, content, and the techniques for evaluating desired learning outcomes. (3) To plan effective methods, student projects and other learning experiences for teaching DE special needs courses vocationally. (4) To review available resource material for special needs courses and to develop teaching plans for certain topis. (5) To discuss special techniques for teaching disadvantaged youth. (6) To plan ways of working with management on the employment of disadvantaged youth, A one-day follow-up workshop was held in November to provide teachers of the courses an opportunity to share problems and exchange ideas on teaching materials, guidance, discipline and classroom methods. An effort was made at a summer workshop, 16-, + 9 A assist teachers to increase their understanding of their work with persons with special needs. Attention was given to identification of persons with special needs including both youth and adults. Approximately 60 high school home economics teachers and supervisors were present and worked for one week with some of the time being devoted to work with teachers engaged in teaching the employment phase of home economics. Several localities have held in-service training activities for their teachers involved in Special Needs programs in Industrial Ed- ucation. In our supervisory conferences more emphasis has been placed upon understanding and developing programs for students with special needs. Work Done in Correctional Institutions For a number of years the agricultural education service has cooperated with the Federal Reformatory at Petersburg, Virginia in planning and approving training programs in agricultural occupations. 254. We advised with the vocational Rehabilitation and the Virginia Penal System authorities on a clerk-typist program for the Bon Air School for Girls and advised with the Penal System Authority about a clerical program at the Goochland Farm for Women. The Industrial. Education Service has worked cooperatively with the Department of Welfare and Institutions in connection with their industrial education programs in correctional institutions. Recently these programs have been expanded in existing institutions and several additional institutions have been established. We have continued to offer assistance in developing course outlines, awarding certificates of completion, etc. Special Needs Enrollment Data The current enrollment data show an increase over earlier reported figures. Agriculture 425 Distribution 1,613 Health 29 Home Economics 2,151 Office 124 Technical .. Trades & Industry TOTAL tia Distribution also shows 3,130 additional special persons enrolled in adult classes. Research We have not completed any research in the area of special needs. Plans for the Future Office Education is in the midst of planning a program for youth with special needs called "Clerical Service," using a model office. Home Economics teachers and supervisors will be engaged in im- proving instruction for persons with special needs in the following ways: 255 -.47=91:11=1. Two workshops for the State are planned for the summer of 1969 and additional gmkp meetings of teachers will be held. Additional curriculum materials will be developed and the present materials revised. Attention will be devoted at the annual State-wide Home Economics Teachers Conference to be held in August 1969, to working with persons with special needs. Supervisors will continue to work with administrators, guidance directors, and others in encouraging the placement of persons with special needs who may be expected to profit from home economics in- struction to be enrolled in such courses. Plans for FY 1969 in trade and industrial education include our continuing to encourage localities to establish more programs for the disadvantaged and for persons with special needs. All of the vocational services will participate in a State- wide Vocational Guidance Institute to be held in June, 1969. 256 WASHINGTON Introduction More and more emphasis is being given to the development of vocational programs for persons with special needs. Throughout the State of Washington, there is a high level of interest, particularly in the high schools, to provide more curriculum offerings for students who are potential dropouts, or students who have no discernible commitment to either an occupational goal or education through the high school. Thought' is being given to the possibility assisting a number of such districts with the establishment of remedial programs for the disadvantaged. A critical part of the concern for people with special needs involves minority groups. Much activity will be concentrated on this phase, par- ticularly in urban centers such as Seattle and Tacoma. In Central Wash- ington an additional dimension is needed for Spanish-speaking minorities who have language and cultural problems as a beginning point. It should not be overlooked, however, that on an individual basis, taking care of people with special needs in an on-going program has been a part of the traditional activity for sometime. In this instance, an individual is given assistance and as soon as appropriate he will be placed in an ongoing program where he can profit from the instruction. These instances tend to lose their identity and are difficult to tally when it is nec- essary to indicate statistically how many people with special needs have been assisted. The traditional technical institute or area vocational school program makes efforts to take care of people with special needs. The newer program development in the immediate future will include much more attention to helping individuals and groups to improve their educational base so they can profit from ongoing vocational programs. The estimated e enditures for persons with special needs for Wash- ington in FY 1969 is 74,000 in Federal funds. The estimate of total expenditures for vocational education purposes under all vocational educa- tion Acts for FY 1969 in Washington is $15,435,000 of which $3,742,000 is Federal, $5, 673,000 is State and $6,038,000 is local funds. It is the intent in FY 1969 to focus on those high school students who tend to remain uncommitted to an educational objective at present. This will be a major part of the program and represents the highest priority of attention. 257 Occu tuna._ leas Home Economics Nine programs are to be operated in FY 1968, with seven of these for Home Economics for gainful employment for persons with special needs. Food service worker, clothing alterer, child care aide, retirement home aide and homemaker's assistance courses will be offered, and others as the occasion demands. Office 229.911WAMI Six programs were operated in office occupations for persons with special needs. Business and office occupation fields anticipate a growth of 30% or more during FY 1969. One hundred to one hundred fifty new teachers will be needed, Data processing, business machines, duplication equipment operation, and general clerical courses will be offered. Technical Education Two programs were in operation in FY 1969 for persons with special needs. Trades and Industry: Four programs will be in operation in FY 1969 for persons with special needs in Trades and Industry. New curriculum designs with the job family of job cluster approach are emphasized. Distributive A growth of 30% or more is expected in enrollments in Distributive Education for FY 1969. Preparatory programs in sales and distribution fields are now offered. Agri-distributive courses are being developed. Agriculture A growth in enrollments is anticipated in FY 1969, principally in off- farm related occupational. Ornamental horticulture, floriculture, turf management courses are now offered. 258 A Handbook for Supervisors of the Disadvantaged was developed and published by the Coordinating Council for Occupational Education, Division of Distributive Education under the leadership of James L. Blue, State Supervisor. While this was done primarily for Distributive Education, the principles outlined serve well with all disciplines dealing with the disadvantaged. After a brief treatment of the nature of the disadvan- taged segment of society, there is excellent treatment of the essential topics of concern to supervisors of the disadvantaged. This included orientation training, motivation, communication, handling grievances, building and maintaining good morale, taking disciplinary action and problem solving. There are excellent references which are useful for supervisors and teachers of the disadvantaged. There is also an excellent Teachers Guide which accompanies the Workbook. This handbook has had wide distribution and use throughout the State of Washington and has been effective in in-service training for supervisors of Distributive Education and in other, disciplines. About 650 supervisors in the State have been or are being trained under this program, with anticipated completion of training of 400 additionally before the end of fiscal year 1969. WEST VIRGINIA Introduction There has been increased emphasis on developing programs for persons with special needs in West Virginia. A special task force was formed to study the problems inherent in developing programs for persons with special needs. The .bask force developed guidelines for implementing special needs programs. This document is presently being re- written and will be published in the near future. The task force was composed of State Staff members, one member from each of the various service areas. Several programs have been discontinued due to a lack of qualified teachers. Programs in Production Agriculture were closed at Richwood District, Crum, and Ripley. Also Purpose 4 programs for adults were discontinued in Conger Economics for welfare recipients. Occupational Areas A vocational center was established at Hinton to serve economically deprivel students in Summers County. The occupational offerings were Building Trades and Stenographic and Related Occupations. The center is serving students from three different high schools in this economically depressed region. Jackson County has initiated two Building Trades programs for academically handicapped students. Occupational cluster programs were initiated in Putnam, Wood, and Marshall Counties. These programs are designed for the academically handicapped. The cluster programs have a dual purpose to provide semiskilled training and/or provide entrance into a regular vocational program. These programs expose the students to several areas within an occupational cluster in the earlier segment of the program with the student and instructor later selecting an area for the student to specialize in for the remainder of the program. Cooperation with other agencies The Fairfield Center has continued developing and revising curriculum. 260 This center is a cooperative effort of Vocational Education, Special Education, and Vocational Rehabilitation. Offerings in this school include Printing, Quantity Foods Preparation, and Housekeeping Aide, A program in Auto Servicing and a program in Housekeeping Aide have been initiated at the McDowell County Vocational-Technical Center. Special education student; will be enrolled in this program. An activity-centered curriculum is being used to make the academics more relevant through practical application. Planning is under way to add to this program a rehabilitation counselor to aid in placement of the special education students in a cooperative work program, Enrollment .Enrollment Service Programs FY -1969 n768 FY -69 Agriculture Business and Office Home Economics Production Agriculture Stenographic and Related Occupations Housekeeping Aide Quantity Foods Clothing 47 14 11 32 397 248 Vocational Industrial Auto Servicing Woods Cluster Metals Cluster Construction Cluster Building Maintenance Printing 106 405 Total Special Needs Enrollment 641 699 Projected Plans forjecizaalNeeds Programs New proposed vocational, centers are planning programs for persons with special needs. They are: 261 Brooke County Braxton County Harrison County Kanawha County Fayette County Roane County McDowell County Counties Not Identified 2 Occupational Shops Building Maintenance Occupati'mal Shop Electical Cluster Cooperative Program Typing and Related Occupations Typing and Related. Occupations Typing and Related Occupations 5 programs - Production Agriculture The McDowell County Vocational-Technical Center is planning to expand their Purpose 4 offerings with a Building Construction Cluster progrup. This will also be in cooperation with Special Education. Programs for the Romney School for the Deaf and Blind are being planned and should be initiated in FY 1970. The West Virginia State Plan is being re-written and will contain more specific guidelines for Purpose 4 with specific emphasis on the 1966 amendmenti. 262 WISCONSIN Introduction Progress in Vocational, Technical and Adult Education Organization Reorganization of Wisconsin's system of vocational, technical and adult education into 18 area districts has been unexpectedly rapid, allowing implementation of the new plan to be the keystone of the state's program activities for fiscal 1969. The Federal Vocational Education Act of 1963 and Wisconsin's Chapter 262, Laws of 1965, resulted in development of an 18-district plan for vocational, technical and adult education in the state in order to make these types of education available to all the people in all areas of the state by July 1, 1970. With 17 districts in operation after July 1, 1968, as indicated on the attached map, two-thirds of the population and three-quarters of the area of the state were in area districts, with the remaining population being largely in Milwaukee County outside of the the City of Milwaukee. Immediate local impact has been two-fold; adult evening school were established in large numbers in areas where they had not been available before and the tax base was broadened with a view of providing strong financial support for comprehensive programs. Establishment of the evening schools and similar activities of local impact came first, with implementation of the more basic programs following as facilities and students could be brought together. Further development in all areas is the prime challenge of 1969 and the years ahead. Youth and adults in need of special educational training served in Wisconsin in day and, evening programs under a purposely flexible time pattern. Through the years, these individuals have found that the Wisconsin schools are most receptive to their training needs. Adults who need assistance in reading, writing, and arithme- tic and the basic skills required to make them trainable and employable have found the Vocational Technical and adult school ready to serve them. Establishment of education programs has continued to receive major emphasis, with recruitment being the primary problem. Adult classes for Indians who are resideniB of the county of Menominee were established in bookkeeping, typing, English, and speech, furn- iture renovating and draperied and slipcovers. A class in homemaking was also organized. While small numbers of adult Indians have been served in the past, it was found that taking the classes to them in their own area was fruitful since 50 adults enrolled in the classes. 263 WISCONSIN BOARD OF VOCATIONAL, TECHNICAL AND ADULT EDUCATION MADISON, WISCONSIN C. L. GREIBER, DIRECTOR 14 'r4 41 60 ,4 41 .6. Al 14 .41,. el,0 74') LEGEND 0 0 3 , 11 1, 1114 9 0 0 0 ,A_____"'- Fill. OOOOO1/,* NOT ORGANIZED AS OF JULY 1, 1968 264 KEE WISCONSIN VOCATIONAL, TECHNICAL AND ADULT EDUCATION DISTRICTS APPROVED FOR OPERATION JULY 1, 1968 A recent study indicated that minority groups such as the Indians in the Rhinelander Antigo, Green Bay and Lac Court Oreilles areas are being served in the adult basic education program. In Miliwaukee the program serves Negroes, Puerto Ricans, and.Mexicans. Kenosha and Stevens Point Vocational Technical and Adult Schools have Adult Basic Education classes for migratory workers from Texas. Vocational EducationAct121119119spazilIadents: with Physical or Mental Handicaps /147t Requiring the Services of Special Education which have been initiated since February, 1968, is difficult to ascertain. A large number of students enroll in regular vocational, technical and adult stools without wishing to be identified as "Disadvantaged" of "Handicapped." New Programs or Chni23-.6240ssioesforl6nal Areas The WBVTAE is cooperating with the state's correctional institution vocational education programs by providing curriculum supervision services and teacher certification, on a request basis. One vocational school is providing remedial reading courses to inmates at a local correctional institution. Many local districts and local schools have designed special courses to assist older persons prepare for retirement by learning new skills in fields of interest to them. Migrant workers are receiving adult basic education through several Wisconsin vocational education districts, as do high school dropouts who are invited to seek their level and area of interest under an open door policy. Adult Basic Education i5 expanding its programs to serve the unemployed, public assistance recipients, Negroes, Spanish-speaking Americans, Indians, and Non-English speaking adults. In the area of general education, many schools are developing adult high school diploma programs. A 16-week occupational therapist aide seminar is being instituted at Oshkosh (District 12). A truck driver school is also scheduled at Oshkosh An innovative area is in the development of statewide plan for safety education and accident prevention education through schools of vocational, technical and adult education. 265 Anther innovative project has been training of water and sewer plant operators for certification under a new Wisconsin law that requires all such operators to be certified by January 1, 1970. Additional full-time instructional programs at a variety of levels include: Health Occupations - abalation Therapy (Milwaukee), Chauffeur Truck Driver (Oshkosh), Police Science (Madison), Aeronautics - Pilot Training (Kenosha), Aviation - Mid Management (Kenosha), Upholstery and Auto Trim (Racine), Gas and Oil Burner Service (Manitowoc), Farm Machinery Partsman (Wausau), Fashion Merchandising, Credit, Banking, and Finance, Food Merchandising, General Sales - Merchandising, Insurance, Industrial Sales, Trantporation and Distribution, Medical Assistant. New instructional programs offered for the first time in a new locality in the State or to be expanded in fiscal year 1969 include: Licensed Practical Nurse, Child Day Care Aide, Food Services Assistant, Food Services Supervisor, Business Machines, Secretarial Science - Legal, Secretarial Science - Medical, Clerk Typist, Fire Science, Police Science, Auto Body, Automotive Mechanics, Inhalation Therapy, Airframe and Power Plant Mechanics, Electricity, Diesel Mechanic, Drafting, Electronic Servicing, Numerical Control Programming, Machine. Tool Operation, Welding, Restaurant-Hotel Cookery, Short Order Cook, Wood Technics, Gunsmithing, Fluid Power Maintenance, Mechanical Design Technology, Power Technology, Diesel and Heavy Equipment Mechanic, Diesel Mechanic, Radio and T.V. Repair, Metal Fabrication, Barbering, Accounting, Marketing, Practical Nursing, Electronics, Data Processing, Industrial Maintenance Mechanic. 22222Fatiga111221122EAgencies Vocational schools are providing the educational programs for a new Concentrated Employment Program (CEP) for 10 NorthwesteraWisconsin counties. Approximately 400 persons from four of the counties and three Indian reservations, including two reservations not in those counties, are expected to take an orientation course, after which about 250 would be given institutional training in basic education, followed by vocational education in machine tool operation, drafting, welding, general office clerical, and auto mechanics. Some students would also be slotted as individual referrals into regular vocational programs and others would receive on-the-job training, with the remainder expected to go directly into employment, A CEP program is also being developed for the Milwaukee faiea. 266 An Opportunities Industriali;ation Center (OTC)program is also being operated through the Milwaukee Vocational, Technical and Adult School. The program will be available to the entire Milwaukee area, with particular emphasis on the core area concentrating on the Negro and also on the Spanish-American population. The primary purpose is to bring basic educational needs to the people of this area and to stimulate the unmotivated, unconcerned, and frustrated individuals into those desirous of achieving skills so that the umemployed can become employed and the under employed can be employed to their full potential. An apparent need for training of persons for social welfare services was recognized and currently is under study on a statewide basis by staff of the Wisconsin Board of Vocational. Technical and Adult Education. Types and varieties of programs are being studied to determine what is needed, incluiing program and curriculum for the entire spectrum of social welfare education below the baccalaureate level.. Locations for pilot projects, qualifications of instructors and selection of students will be activities of WBVTAE during fiscal 1969. Categories of personnel training being considered include community service aide, child care (day or resident), correctional service aide, home assistant aide and case worker aide. A list of some 3,000 job openings in these areas has been identified. Instances of Cooperation With Other Agencies The Wisconsin vocational education system maintains cooperative relationships with other agencies too numerous to note. The following is a selected list. Program or Activity Identification Cooperating Agencies Cooeration Our Agency Other Agency Home Economics Education Dept. of Health & Social Services UW & UW Extension Dept. of Public Instruction (DPI) Develop curriculum & conduct training programs, provide consultative service. Provide feedback for teachers education. Provide funding / correlate r:rams. Provide consultative services. Prepare teachers, in-service teachers training. orkshops. Conduct high school programs. Trade & Industrial Education (including Health) 'Wis. State Employment Service Bur. of Asprenticeship* Training Fed. Aviation Agency Dept. of Natural Resources is. State Univs. DPI State Aviation ':encies Develop & correlate curriculum and instructional programs. In-service training of teachers. Placement of students. Conduct manpower studies, consultative services, placement of students. Indicate areas of need. Correlate in-service training. Teacher preparation. Research & Planning Coordinating Council for Higher Education State Universities SES Center for Studies in Vocational & Technical Ed. - UW Stimulate, coordinate, and disseminate research activities Initiate and conduct studies. Prepare reports. Lend technical assistance in proposal writing. Conduct studies. Provide labor market information. Administration and organization & information systems :ureau of Planning Dept. of Administration Cooperates in studies. Identify problems. Submit reports. Studies organizational design, makes 2,xmlmendations, lends technical assistance in administrative rocedures. Information Dissemination Educational Resources Informational Center Develop and maintain library act as input and output for the system. Catalogues and supplies. Microfiche of documents for dissemination. ---- ON Program or Activity _Identification MDTA-OJT Coo Cooperating Agencies DAT WSES BWTP Training Facilities ur Agency eration 1. Related Instruction Contracts 2. Supervision 3. Fiscal Accounting Other Agency 1. DAT-OJT Contracts 2< WSES - Trainee certification 3. BWTP - Project approval 4. Training Facilities - Training Program Operation (rel. ins.) 1. WSES - Selection, referral, placement 2. Training Facilities - Traini rogram operation Recruit students, teacher training. Research, consultative services. MDTA - Institutional WSES Training Facilities 1. Contract for training program 2. Supervision 3. Fiscal Accounting Adult Basic Education Student Financial Aids UW & UW Extension Local Ed. Agencies Dept. of Health & Social Services WSES CAP United Migrant Opp. Servs. Higher Educational Aids Board Develop curriculum. Instructional material. Recruitment of students, conduct classes. In-service teacher training. Agriculture WSES Education UW DPI WSU - River Falls and Platteville Council of Ag. Co-ops Administer the programs, allocate funds to various schools. Local schools determine needs. Develop curriculum materials. Conduct instructional programs. Identify topics for conferences. Business & Distributive Education State Real Estate Commission DPI Dept. of Taxation Dept. of Admin. UW SBA Public Service Comm. Develop curriculum and programs, conduct seminars and workshops. Process student applications. Serve as clearing house for all types of higher education student aids. Prepare teachers. WSES conducts manpower studies. In-service teacher training. Consultative services. Provide speakers and resource people. Serve as resource people. Serve on Advisory Committees. Lend technical assistance. Personnel Cha es Affecting Persons The reorganization of Wisconsin's system of vocational, technical and adult education has effected organizational and staff changes which are de- signed to reach out and provide the opportunity for comprehensive vocational education services to all the people of Wisconsin. Special attention is being given to locating and serving persons with special needs. Vocational education districts have been expanding their staffs andtare providing supervisors for expanded Adult Basic Education and General Education. An innovation is the development of a "field services" concept. The WBVTAE has employed a Field Services Supervisor and the local districts have included, in their districts organization plans, an administrator in charge of field (or extended) services. Teacher Education Activities Faculty Involvement in Programs. An increasing number of schools are holding regular "team meetings" involving the faculty of programs for persons with special needs and the staff of other agencies, such as the Wisconsin State Employment Service and Youth Opportunity Center, in order to cope with problems which may arise. Faculty members are involved with advisory committees which help identify educational needs and develop programs. Faculty members are involved with in-service training programs and workshops which have been increasing the emphasis on the problems of serving persons with special needs. Instructors and supervisors have been attending the "Area Manpower Instructor Development Site" program designed to improve those staff members who serve the "Disadvantaged." To date, 27 staff members from the Wisconsin vocational education system have attended. The AMIDS program is available for teachers of Vocational Education for persons with special needs. Services to Pe rs ons Special Needs A. Description The Wisconsin Board of Vocational and Technical and Adult Education's purpose is, by law, "to equip all of this state's people to find their place in the competitive labor market of today.".* In pursuit of the responsibilities outlined by the statutes, the Wisconsin Board of Vocational, Technical and Adult Education has developed programs in a wide spectrum of occupational areas in order to 270 serve the needs of the "educationally deprived." These have not always been reported as programs for the "disadvantaged." In many instances special programs have served as a means of channeling students into regular vocational programs upon removal of some deficiencies, and enrollments have been considered as regular programs (such as adult elementary and adult high school diploma programs and citizenship classes which have been regular services to persons not segregated according to any particular "disadvantagement.") The Wisconsin Board of Vocational, Technical and Adult Education recognizes that, due to limitations of funds, not enough programs have been provided for all the "disadvantaged" and anticipates that more in-depth service and commitment will be possible through additional resources. The following information is based on the available statistical information as well as conservative estimates. *The Wisconsin vocational education system has developed 18 districts in order to be able to serve all the people of Wisconsin. B. Enrollments - Past, Present, and Projected 126E61 1267-68 *Total VTAE Enrollment 194,484 207,194 Full-Time 16,936 20,283 Part-Time 177,548 186,911 1968-69 1969-70 1970-71 219,100 237,00() 252,700 22,000 24,000 26,000 197,100 213,000 226,700 Adult Basic Education 1,563 1,774 2,500 3,000 4,500 (30% Negro, 25% White, 5% American Indian, 1% Oriental, 39% Spanish Speaking & Other) 16% Completed Beginning Level (1-3) 18% Completed Intermediate Level (4-6) 20% Completed Advanced Level (7-8) 6% Separated for Employment 6% Separated for Job Training 10% Separated for Unknown Reasons Adults with Less than 8th Grade Attainment 2,046 2,481 3,000 3,800 5,000 Adults with an 8th Through 11th Grade Attainment 36,981 39,597 42,000 46,000 50,000 (Significant Potential for High School Diploma & Equivalency) Adult High School Diploma Candidates (Estimates) (approx. 12% Annually are 1,800 2,000 2,400 3,000 3,500 Awarded Diplomas; 10-15% are F-om Minority Groups English and Citizenship for New Americans 1,319 1,694 1,740 2,100 2,500 271 Manpower Development and Training (70% White, 26% Negro, 4% Other) (9% are age 45 and over) (Est. 70% Completed of which 85% were placed on jobs) 1966-67 1967-68 12.6.8=62 1262:10 1970-71 4,237 3,995 3,000 3,100 3,200 *A large number of students enroll in regular vocational technical and adult schools without wishing to be identified as "disadvantaged." These persons, who are not easily identifiable, have been sufficiently self-motivated to enroll. They have sought and received vocational education at a reasonable cost. (Students enrolled in high schools are not included.) Welfare Clients (Estimates) Biennium 1966-68 Aid to Financially Dependent Children (Mothers) 1,681 800 2,780 3,780 Aid to Financially Dependent Children - Unemployed Fathers 280 1,000 1,000 1,000 (Under Title 5 EQA) (Slotted Through WIN Program) (Estimate 50% Completed Training and Placed on Jobs) (Figures unavailable on number of Welfare Clients entering training through normal processes) Rehabilitation Clients 1,322 1,422 1,500 1,600 1,700 Correctional Clients (Completion and Immediate Job Place- ment Est. 20%) Older CAizens (Age 45 & Over) (Age 45 and over is a criterion of dis- advantagement by Federal definition) (Estimate 25% of total VTAE Enrollment) Special Outreach Program C. Statement of Costs *Total VTAE Program Costs 272 911 2,456 (not available) (Approximately) 550 1,100 *Costs *Budgeted 1967-68 1968-69_ $12,486,500 $15,057,800 Adults with Special Needs Student Financial Aids (State Funds) 334,400 197,300 Adult Basic Education (Federal Funds) 430,000 465,300 Manpower Training (Federal Funds) 1,341,200 2,523,700 D. Sources of Revenue 1967-68 4968-69 Local Tax Levy 53.0% 34.6% State Aid 15.7 17.0 Federal Aid 12.8 13.6 Fees, Tuition, Other Receipts 18.5 14.8 *Does not include Students Enrolled in High Schools Successful Com lotion of Research on Persons with Special Needs ResearL'-' on the Culturally Diverse. This research has been organized under the Research Coordinating Unit (RCU). Its assigned functions are stimulation, initiation, promotion, and coordination of research and dis- semination of research findings. The research staff participate in studies and research of a service nature to other divisions at the state level, main- tain liasion with institutions of higher education throughout the state and provide consultation and support for graduate students interested in vocational education research. Working committees determine priorities, plans, and instrucational services. An improved system for information classification, storage, retrieval, and dissemination as required by the nation-wide ERIC system is being developed. Local districts are being encouraged to form- ulate task forces to study the implementation of integrated information systems. The RCU efforts help in the interpretation and development of new objectives commensurate with society's changing needs. Major emphasis is upon analysis of occupational needs and students demands for the state. A Handbook for Research and. Planning now its draft stage will be refined and implemented. Research workshops and seminars have been conducted to upgrade research personnel on state and district levels. Some activities being developed are: "Development of Success Predictors for Vocational, Technical Education" (Oshkosh), "Institutional Variances of High School Dropouts Enrolled in Vocational Education" (CSVTE-WBVTAE), "Study of Remedial Reading and Adult Basic Education" (Wausau), "A Study of Why Adults Enroll, Drop out, and Complete Adult Education Programs in Wisconsin Schools of Vocational, Technical and Adult Education" (WBVTAE) (Report being written), "Occupational Careers of 1965 Graduates of Wisconsin Vocational Schools" (CSVTE-WBVTAE), "Education of Texas - Mexican Migrant" (Wausau), "Teaching Typewriting to Mentally Handicapped Students" (Wausau), "Evening School Interest Survey and Dropout Study" (Wausau), "An Evaluation of the Educa- tional Effectiveness of Selected ABE Materials" (Kenosha). Much action research is done at local schools through surveys, questionnaires, observations, and follow-ups of professional educators. 273 Outreach Program eo With ci Needs A. Description A new program proposed which anticipates state aids to the WBVTAE for educational opportunities for persons with special needs. The program will be coordinated between the WBVTAE and the CCHE through a staff member of OCHE for review and recommendations. The WBVTAE will provide a staff member to coordinate the total program on the VTAE state level. The number of students to bit served the first year is approximately 750 The number of students to be served the second year is approximately 10300. The number to be served for the 1969-71 biennium is approximately 2,230 students Total VTAE district involvement is anticipated. As many vocational education districts as possible will be involved initially. Approved student housing arrangements, supervised by the VTAE districts will be provided where needed. The educational plan, provides for: 1. Student supportive aids and services. (This includes items such ass housing, food, clothing, minor medical, travel, counseling, guidance, job placement, and follow up) 2. Instructional support. (This includes instruction, tutoring, student activities, field trips, administration, supervision, secretarial and clerical, supplies and materiels, rentals, utilities, janitorial, maintenance, minor remodeling, repairs, and staff in-service training.) 3. Neighborhood centers for basic, comrensatory, and occupational training. (This provides for a "package" approach to provide basic, compensatory, and occupational education and training.) Districts which have significant numbers of the educationally disadvantaged and are contemplated for initial neighborhood centers are: 1) WBVTAE District 9 (Milwaukee) 2) WBVTAE District 15 (Wausau) 3) WBVTAE District 17 (Rice Lake) New program development will anticipate the cooperative action - review and consultation - with CCHE. Cooperative working arrangements with all state, local, and private organizations, involved in the provision of educational services or activities related to providing assistance to persons with special needs, are contemplated. 2CCHE: Coordinating Council for Higher Education (Wis.) 274 The criteria for administering these funds ehali be sufficiently broad to provide for innovative practices and procedures required to fulfill the objectives of this program. The following procedures will be followed for implementing programs: 1. A letter of interest expressing willingness to participate in the program will be submitted by the local district to the WBVTAE. The local district will submit to the WBVTAE a formal proposal showing the total costs and how funds will be allocated, disbursed, and administered. WBVTAE will determine the eligibility of the local district participate in the program with the following criteria: capability to fulfill program requirements b. sufficient staffing c. sufficient facilities d. availability of special, services 4. Proposal, approved, with stipulations, or rejected. 5, WBVTAE consultant works with local district personnel to initiate the program. 6. Proposal appeal. Statement of Costs FY 1969-70 FY 19707 1969-71 Biennium Number of Students (approx.) 750 1,500 2,250 Student Support Aids and Services $870,833 $1,741,667 $2,612,500 Instructional Support 629,166 1,258,334 1,887,500 Neighborhood Centers 500,000 1,000,000 1,500,000 Basic Education Compensatory Education Occupational Training 275 $1,999,999 $4,000001 $6000,000 District Leiter Sxe =pares PROGRAM ATION CHARTS Admini tration 2. Program Distribution Procedures Flow of Students Unskille0 Skilled 1 IProfes I Semi- I Technicians lisional skilled I Para-Profesiional 1 Semi - Professional 'Teacher JOBS etc. OCHE-- COORDINATING COUNCIL FOR HIGHER EDUCATION VTAE-- VOCATIONAL, TECHNICAL AND ADULT EDUCATION WBVTAE- WThCONSIC BOARD OF VOCATIONAL, TECHNICAL AND ADULT EDUCATION 276 Distribution of Program FY 1969-70 Per cent of VTAE Program District 38% 28 17 17 l00% FY 1970-71 28% 18 14 40 101.0.101.04. 100% 277 Number of Students 9 285 15 210 17 127 Other 128 750 9 420 15 270 17 210 Other boo 1,500 Work Done with Correctional Institutions The WBVTAE is cooperating with the State's correctional institution vocational education programs by providing curriculum supervision services and teacher certification, on a request basis. One vocational school is providing remedial reading courses to inmates at a local correctional institution. Research The Milwaukee Vocational, Technical and Adult Schools, under contract with the U.S. Office of Education have prepared a guide for instructors in vocational education for those who are socially, economically, and educa- tionally handicapped, with special emphasis on help for those youth to develop social and employment attitudes necessary for securing and keeping a job. The title of the guide is appropriately: "You and Your Job." This instructors guide is keyed to five related student booklets: (a) What is it? (b) Where is it? (c) Haw to get it (d) Haw to keep it, and (e) Where do you go from here? The guide was designed and developed to provide the disadvantaged with the necessary instructional materials, based on adult attitudes required in getting and holding a job. These materials depart from lockstep curricular models and offer a basic series of lessons that are interesting, readable, pedagogically sound, and realistic for youth who too often have found educational materials unexciting, childish, or unrealistic for their world. The guide is published by the J.G. Ferguson Publishing Company of Chicago Illinois, 1968, 115 pages. 278 PAGE 16, SECTION 1 , WISCONSIN STATE JOURNAL, THURSDAY, DECEMBER 12, 1968 $11.3 Million Urged for New Programs Sch A aerfN, e-,4 der 0 tl n Awt, The Coordinating Council for Higher Education (CCHE) staff ,will be forwarded to Knowles for as recommended $11.3 million worth of new programs to edu-;review, and will then be taken sate the disadvantaged in the next biennium. lup by the Joint Finance Com- Council action on the recommendations is scheduled at a Inittee. 10 a.m. meeting today at Hoff- man House West. The University of Wisconsin, State Universities, and State Vo- Knowles and some legislators to the State Universities pro- 'have' indicated in recent re- pose!. !marks that they feel the empha- The recommendations call for sis on programs to educate the cational Board had submitted;financial assistance for an addi-,disadvantaged should be at the requests totaling $11.4 million tional 3,000 students in 1969 -71. vocational school level. for new programs. !State Vocational schools would' THE UW SOUGHT the largest accommodate 1,800 n e w stu-1 AND KNOWLES and at least dents, the UW 900, and the State one key CCHE member have amount (nearly $6 million), theUnivemities 300. ;noted that such incidents as a State Universities asked for $1: Gov. Warren P. Knowles had rampage b)' Negro s t u d e n t s million, and the State Vocational asked each of the three higher through administration offices Board sought $4.5 million. 'education s y s t e m s to submit'at 0 s h k o s h State University CCHE staff reeommenclationsitheir posposals to educate thelmaY hurt chances of getting leg- cut the UW r e q u e s t by,disadvantaged separately from I i s I a t i v e approval of the re- $1,587,600, added $1.3 million to their other budget requests. :quests.. the State Vocational B o a r d 's1 W h a t e v er recommendation; The Oshkosh i n c i d e n t a- proposal, and tanLed on $189,000,comes out of today's mee;ligieurred while educators and oth- 279 U ers from all over the state were gathered in Madison for a three-day CCHE conference on education of the disadvantaged. OUT OF THAT conference came the CCHE staff recom- mendations to be acted on today. At an education cabinet meet- ing last week, Knowles called for a full report on the Oshkosh situation from State Universities Executive Direcior Eugene 'McPhee. Disciplinary hearings for 94 '0 s h k o s h students suspended after the incident on that cam- pus are scheduled to begin Mon- day morning. it4 s""1-'''' the state. , CCHE Asks , k $113 Million For Deprived Madison, W i s. UPI The staff of the co-ordinating coun- cil for. higher education (CCHE) recommended Wednesday an $11.3 million program to help educate the disadvantaged. The recommendation covers the 1969-'71 biennium and ern- phasizes 'Vocational education. It kilso sharply reduced propos- als made by the University of Wisconsin. T h e recommendations will be considered by a special CCHE meeting Thursday. The program would help ed- ucate 1,000 additional disad- vantaged students in 1969-'70 and 2,000 more in 1970-'71. It suggests t h e vocational school system acquire 600 dis advantaged students the first year and 1,800 the second' year. The University of Wisconsin should have an aeditional 300 the first year and 900 by the second year. The LTW wanted 1,200. The state university sys- tem target should be 100 the first year and 300 the second year. The state higher educational aids board would handle finan- cial aid for the students. The UW has preferred that each system control student aid funds. A total of $5.8 million was suggested f o r the vocational training, although t h e state board of vocational, technical and adult education asked $4.5 million in its budget request. The UW would get $4.3 mil- lion. T h e UW regents asked $5.9 million. The state university system would get $1.1 million, al- though it asked $1 million fOr the program. ego ....1100=1111.1. WYOMING Introduction Activities and programs in vocational education for persons with special needs has increased considerably in Wyoming during fiscal year 1969. This is a State which is an outstanding example of a large geographical area with a sparse population. Many persons could be classed as disadvantaged due to geographical isolation or lack of sufficient enrollments to bring a complete vocational education program to certain areas. In many cases, special needs individuals are found in isolated instances throughout the State, making con- ventional treatment on a group basis very difficult if not impossible. The allocation of resources on a basis of population mitigates against any substantial provision for adequate vocational education programs serving the needs of all of the people in all pe.rts of the State as required in the Vocational Education Act of 1963. Such considerations have brought about proposals for the widespread use of mobile training units for itinerant use throughout the State: the extensive use of educational television linked to strategic vocational education centers at area vocational schools and community colleges and other plans for bringing quality vocational and technical education to all. This is particularly true of Vocationca education for persons with special needs. These individuals% must have additional special services, including remediation, attitudinal training, basic skills for entry-level employment, strong components of guidance and counseling, and supportive services in depth beyond the usual provisions for the regular enrollees in vocational and technical education. Occupational Areas Despite the handicaps present, the State has made considerable progress in serving the disadvantaged and handicapped. The Adult Basic Education Program is concerned with educating the 20,158 under-educated adults in Wyoming. These adults represent 6.2% of the States population mfamy public schools instruct adults in basic communication and computation skills, often linked with occupational skills. These are usually organized for the evening school program. These students are 18 years old or older, who have less than an eighth grade education. Many are slotted into advanced occupational training programs or into the work force with continual education in mind. All classes are held in public schools under the auspices of the local school administration, supervised by the State 281 Vocational-Technlaal Division. For FY 1969, 703 individuels are enrolled in Adult Basic Education program throughout the State. A heavy equipment maintenance operator training program was operated for six weeks with 16 enrollees cooperating with M.D.T.A. Job Corps and Welfare Department. The Associated General Contractors supplied equipment, Instructional Operating Engineers furnished instructors and the State Department of Education supervised. This was held at Douglas, Wyoming. It was very successful. Two summer programs for dropouts from high school programs and educable mentally retarded students will be conducted at Casper and Cody during the summer of 1969. Business and office education programs are in operation for 11.3 students at the Laramie High School, School District Albany County. Business and Office education programs are in operation for 11 persons in Cheyenne, Wyoming. A cooperative Work Experience program is in operation for 13 people at Cody, Wyoming. A Food Service program for 16 people is in operation at Cheyenne, Wyoming, A Cooperative Work Experience program combined with employment orientation is in operation for 30 persons at Casper, Wyoming. The regular vocational programs continue to enroll and serve persons with special needs. In many instances, course modification and special supplementary services enable the handicapped and the disadvantaged to succeed in the regular programs. Personnel These is no full-time supervisor or coordinator for special needs programs in Wyoming. The State Director of Vocational-Technical Education performs all functions on a part-time basis. It is becoming more apparent that with the growth of field offices and personnel, and with increased emphasis upon vocational education, adequate direction, and supervision is much needed in the special needs area. 282 Coo erationther Agencles Cooperation with other agencies such as Vocational Rehabilitation, Special Education, the State Employment Service is essential on a continuing basis. This is also necessary for Department of Labor agencies such as the Job Corps, Neighborhood Youth Corps, Bureau of Work Programs and Manpower Development and Training. The same obser- vation is made for the Office of Economic Opportunity, the Economic Development Administration of the Department of Commerce and the Bureau of Indian Affairs of the Department of the Interior. A combination of resources of many State and Federal agencies would be advantageous in avoiding duplication of effort in the allocation of scarce resources. There is cooperation with correctional institutions in the provision of technical assistance and conduct of Vocational education programs in penal institutions. Teacher Education Activities An Adult Basic Education Seminar for teachers and administrators was held in Casper, Wyoming, May 10-11, 1968. Teaching demonstrations and review of techniques were presented in Consumer Education, The World of Work, coordination of Adult Basic Education and Vocational Education and the Work Incentive Program. A Workshop for Administrators of summer programs for migrant children was held in the Governor's Room, Capitol Building, Cheyenne, on May 10, 1968. A. Workshop for personnel of summer program, for migrant children was held at West Side High School, Worland, Wyoming on May 18, 1968. A Workshop for teachers of summer schools for migrant children was held at Lincoln School, Torrington, Wyoming, May 11. The University of Wyoming conducted a summer course for teachers of migrant children, July 15-19, 1968. There were 409 teachers registered. This was financed under Title I, E.S.E.A. (P.L. 89-10 and 89-750) A member of the State staff attended a course at Hunter College, New York City entitled: "hunter College Pilot Program for Disadvantaged Youth". This was held on July 5 - ."..ugust 4, 1968 under Dr. Estelle Popham, Director. 283 Research A Survey of Migrant Children in Wyoming was completed by the State Department of Education under Title I, E.S.E.A. A survey of students in Vocational Agriculture with special needs was conducted in 1968, revealing; A. students in Vo-Ag whose parents earned less than $3,000 per year 68 B. Number of students with poor reading ability 214 C. Kumber of students with low I.Q. (less than 90) 96 D. Number of students with social or other handicaps 76 TOTAL 454 This represents approximately 20% of the students enrolled in vocational agriculture. A statewide comprehensive planning program for vocational rehabili- tation aompleteda study in December, 1963, with recommendation for the future. Many of these recommendations have implications for the special needs area of vocational education. 284 GUAM Introduction Special courses in remedial English and remedial mathematics will continue to be offered at the area vocational schools in 1969. A GED testing program has been developed cooperatively by the area vocational school and the College of Guam for high school dropouts. Three addi- tional academic teachers will be required for this. An experimental English program utilizing trade related materials is being developed specifically for the area vocational school during 1969. This pro- gram is for high school dropouts, with instruction provided in the area of academic need, enabling these students to earn a certificate of high school equivalency, Occupational Areas Three programs in vocational education for persons with special needs were offered in Trades and Industry at the Guam Trade and Tech. nical School in FY 1968. No other courses are contemplated for 1969. The estimated expenditures for vocational education for persons with special needs for FY 1969 are: $25,000 of which $2,227 is Federal and $2,228 is State funds. The total estimated expenditure for "voca- tional education for all Federal Acts for 1969 is $608,000 of which $259, 000 is Federal and $349,000 is State funds. 338-173 0 - 69 - 19 285 INFORMATION FOR THE ANNUAL PROGRESS REPORT FOR VOCATIONAL EDUCATION FOR PERSONS w:TH SPECIAL NEEDS Puerto Rico Introduction Puerto Rico has been characterized by an impressive economic growth for the past 27 years. The establishment of new industries and the technological advances in indus- try, the increasing demand for skilled personnel, a population growth of a 2.3 per cent rate during 1960 to 1965, and consequently, the rapid changes in patterns of living, cons- titute basic factors for the development of vocational and technical education programs and services in the Commonwealth. Employment has increased between fiscal years 1960 and 1967 from 543,000 to 684,000. Better paid jobs continued increasing in 1967-68 for both men and women, while lower paid jobs declined. This is due in part to the shift from traditional indus- tries using unskilled or semiskilled labor and paying low wages to industries demanding skilled, well trained personrel and paying higher salaries. New job opportunities created through this rapid economic growth have brought an in- creasing demand for personnel with specialized training, such as engineers in all fields and oiler professionals, programmers and data processors, business managers, and personnel for commerce and service health, restaurant and hotel, and construction industries. Projection studies indicate that there will be a minimum of 27,133 new jobs each year, for which trained manpower must be provided if the present level of employment is to be maintained. It is anticipated that employment for professionals, technical and 286 other skilled personnel will more than double by 1975 in commerce and the different types of industries now established or being established. Manpower shortages of skilled workers and technicians continues to be a serious handi- cap, both to established and potential industry and business in Puerto Rico. The economic growth means, however, that manpower shortages will continue to pose a more serious problem in the future than at present. Entrants in the labor force are increasing faster than training can be provided. While the economic growth rate has maintained a high level and job opportunities continue increasing at a rate of above 4 per cent, the number of jobless persons has also increased. The unemployment rate continues above 11 per cent, which is considered substantial. Thus unemployment continues to be one of the biggest probleths. New job opportunities generated by the economy have not been enough to absorb the new entrants or re-entrants to the labor force during the present decade. School enrollments continue to increase. By F. Y. 1967 total enrollment reached 729,423, which represents 102,305 more than in F. Y. 1960 which was of 627,168. En- rollment rate increased from 79 per cent in F. Y. 1960 to 86 per cent in 1966. Yet by 1967-68, some 23 per cent of the population ages 20-24 was neither at school nor at work. This situation poses a negative effect upon the expanding Puerto Rico economy. It is to be expected that increasing numbers of individuals will reach college ages in the next few years. A large proportion of these persons need to be served through voca- tional and technical education programs. Accute shortages of skilled and semiskilled personnel for health occupations, office occupations, distribution and marketing, home and community service occupations and trade and industry continues to demand a more vigorous approach to the provision of 287 vocational training for persons with special needs as a means of utilizing the unused labor potential which is available in the face of unfilled job opportunities. Educational Program for Persons with S229.11 Needs F. Y. 1968 During F. Y. 1968 assistance to persons with special needs was offered by the Edu- cational and Vocational Guidance, Agriculture, Home Economics, Trades and Industry, Health Occupations and Distribution and Marketing Education programs, through the fol- lowing activities: Educational and Vocational Guidance Guidance services were offered to socio-economically and culturally deprived out- of-school youth in four pilot guidance centers in public housing projects and in a Job Corps Camp. In the secondary school, guidance services were offered to slow learners, physically handicapped, and other groups of students with special needs. A census made in 1967-68 in three public housing projects and in a Job Corps Camp located 945 out-of-school youth. A total of 2,310 interviews were held with these youth and their parents. Four meetings were held with groups of parents and 632 home visits were made. A breakdown of individual services shows that there were 129 referrals and 84 placements in regular academic schools; 75 referrals and 53 placements in trade schools; 311 referrals and 108 placements through the Employment Service Office; 54 referrals and 21 placements in the Job Corps; and 34 referrals to the Youth Opportunities Center. Counselors carried out the following activities in these centers: 1. Census to determine the number of out-of-school youth in public housing projects served 288 2. Coordination with community agencies to provide services to these youngsters, according to their needs 3. Meetings with groups of youngsters and their parents 4. Interviews with parents and youngsters 5. Home visits 6. Administration of tests and questionnaires 7. Organization of activities such as trips, movies, cultural programs, social activities, and athletics The five most frequent problems presented by these youngsters were: economic con- dition, unemployment, poor health, poor family relations, and behavior problems, Vocational Education activities for disadvantaged persons other than mentally and physically handicapped continued or were initiated since February 1968 as follows: Vocational Agriculture In Vocational Agriculture courses in vegetable gardening, and farm mechanics were offered to 79 persons with special needs, which included 21 inmates on the state peniten- tiaries, 15 beneficiaries of the Public Welfare Bureau and to 43 youth from Work-Study Camps of the Department of Education. Home Economics Education for useful employment homemaking were offered in 37 communities to 6,621 persons with academic or socio-economic handicaps from 22 public housing pro- jects and deprived rural areas and beneficiaries from the Public Welfare Divition. Courses covered the five areas of homemaking education. Edtication for gainful employment was offered to 817 adults and out-of-school youth with special needs. These included persons living in 22 public housing projects served by the program and from areas of cultural and socio-economic limitations throughout 289 the Commonwealth. Courses offered were related to eight occupations: specialist in food preparation and service, specialist in home bakery, specialist in food preparation and serv- ice for special occasions, baby sitter and assistant in child day-care centers, companion to the elderly or convalescent in the home, assistant to interior decorator, homemaker's assistant, and assistant seamstress and worker m other clothing services. Trades and Indtistry The Trades and Industry Education Program benefited 1, 840 persons with special needs. Twenty one courses were offered to 377 inmates in 10 penal institutions and custodial camps, five to 80 juvenile delinquents in correctional institutions, 18 to 535 beneficiaries from the Bureau of Public Welfare, and 39 to 848 youth in Work-Study camps. Youth from the Work Experience Program of the Department of Labor, also participated in the program. Courses offered during F. Y. 1968 were autobody repair and painting, bakery and pastry making, barbering, building maintenance, cabinet making, carpentry and woodvvor:dng, construction drafting, cosmetology, dressmaking, electricity, masonry and bricklaying, ornamental iron works, power sewing machine operation, and plumbing and pipe fitting. A new vocational training center was established in the Nemesio Cana les Public Housing Project as part of a community program to prevent or control juvenile delinquency. A course in masonry and bricklaying was offered to 16 youth from this housing project. Vocational Training for Veterans Vocational training for veterans was offered under the direction of the Trades and In- dustry Program. This program was started in September 15, 1966, under Federal laws 89-358, 894, and 634 for veterans of the Vietnam conflict. In F. Y. 1968, a total of 1,838 veterans from the Corean and Vietnam 'wars, physically handicapped, and veteran's children were served. Fifty one courses were organized in 13 290 1 different trades using the training facilities of 14 vocational high schools. An increase of 725 persons was shown over previous year. The budget in F. Y. 1968 was of $355,400, which includes $18, 600 from the Educational Services of the Veterans Administration. Health Occupations Training as hospital attendants was offered to 20 inmates of the State Penitentiary as- signed to the penitentiary hospital. Practical nursing courses were offered to 17 beneficiaries from the Public Welfare Division, to 18 persons in the New Careers Program and to 15 persons in the Work-Study Program of the Department of Labor. At the request of the New Careers Program nine orientation courses on out-patient attendant, central supply worker, surgical technician, medical laboratory assistant, X-ray technician, medical record technician, practical nurs- ing and patient escort were organized for 104 persons. Distribution and Marketing A 66 hours preparatory course in selling techniques, in English, mathematics of distri- bution, and cashier training was offered for 18 drop-outs residents in a public housing proj- .ect in Arecibo. A 15 hours' course in flower selling techniques was also offered to 26 girls in a correctional institution in Ponce. Work and Study Program for Youth Some 1,800 youth from all vocational education programs in 73 school districts benefited from the Work and Study Program. These youth were paid $0. 80 an hour and worked an average of 40 hours a month in summer jobs in the local schools. Due to the fact that the budget was available late in the school year, this program developed during the months of May, June and July with a $195,439 budget, of which $40,000 were state funds and $155,439 federal funds. 29 1 Cooperation with other a er./....19t.sa Most of the activities for the training of persons with special needs have been devel- oped through cooperation with other agencies. Instances of cooperation with some of these agencies have been mentioned above. Courses serving persons living in public housing projec,'s offered by the Home Economics Program as well as the course in masonry and bricklaying offered by the Trades and Industry Program for 16 youth from the Nemesio Cana les Public Housing Project were coordinated with the Puerto Rico Urban Renewal and Housing Corporation. Many of the courses in Home Economics Occupational Education, 11 courses spon- sored by the Trades and Industry Program, a farm mechanics course sponsored by Vo- cational Agriculture Program, and a course for the preparation of practical nurses offered by the Health Occupations Program were organized in cooperation with the Bureau of Public Welfare of the Commonwealth Department of Health. Some of the Trades and Industry courses offered for persons with special needs were in cooperation with the Work Experience Program of the Department of Labor. Likewise, a course for the preparation of practical nurses and eight courses related to other health occupations sponsored by the Health Occupations Program developed in cooperation with the New Careers Program of the Department of Labor. Referrals from the Youth Opportunities Center received training in practical nursing. The Trades and Industry, Vocational Agriculture, and Health Occupations programs sponsored several courses for inmates in the State Penitentiary, correctional institutions and other penal institutions, in cooperation with the Department of Justice. Courses were organized in Trades and Industry and in Vocational Agriculture for boys in Work -Study Camps in cooperation with the Work-Study Program. Courses were also organized by the Trades and Industry Program in cooperation with the Cooperative Development Administration. 292 Teacher Training Activities A two-day seminar on Educational Programs for Persons with Special Needs was spon- sored by the Home Economics Program in coordination with the Pierto Rico Urban Renewal and Housing Corporation. The purpose of this seminar wat3 to exchange ideas and to study new trends and methods in developing educational programs in useful and gainful employ- ment in home economics to serve persons with special needs. The 125 persons in at- tendance included supervisory, technical, and teacher training personnel, 44 teachers of adults, and 51 high school teachers in charge of home economics occupational education courses, as well as representatives from the Bureau of Public Welfare, American Red Cross, Department of Labor, and the Home Economics Program Advisory Committee. Work done in correctional institutions Five courses were organized for 80 juvenile delinquents in correctional institutions developed in coordination with the Department of Justice. The courses offered were auto- mobile mechanics, barbering, blue print reading, cabinet making, power sewing machine operation, and sign painting. The course in flower selling techniques sponsored by the Distribution and Marketing Education Program for 26 girls in a correctional institution in Ponce were also developed in cooperation with the Department of Justice. Enrollment data Enrollment in courses for persons with special needs in F. Y. 1968 by vocational education program was as follows: Program Enrollment Vocational Agriculture 79 Distribution and Marketing 44 293 Program Enrollment Health Occupations 174 Home Economics (Useful Employment) 6,621 Home Economics (Gainful Employment) 817 Trades and Indusay 1,840 Total 9,575 Research No significant research in Vocational Education for Persons with Special Needs has been completed after February 1968. However, there is a study under way on drop-outs from vocational education courses to find out the main reasons why they leave without completing their training. Expenditures Expenditures for vocational education for persons with special needs in Puerto Rico for 1968 was of $278, 549 of which $118,045 were federal funds and $160,504 state funds, and no local funds. The total expenditures for Vocational Education under all Federal Acts for Puerto Rico in F. Y. 1968 as of June 30, 1968 was $14,172,285, of which $4, 848,369 were federal funds, $9,323,916 state funds, and no local funds. Plans for Vocational Education Programs for Persons with Special Needs for Fiscal Year 1969 Vocational Agriculture The following courses are planned for the school year 1968-69 for a total of 100 per- sons with special needs: agricultural production, for 20 persons in custodial Camp El 294 Zarzal in Rio Grande, Puerto Rico; agricultural production, for 20 youth in the Work Study Camp in Mayaguez, Puerto Rico; agricultural mechanics in Custodial Camp Punta Lima in Naguabo, Puerto Rico; and courses in agricultural production and agricultural mechanics, for 40 referrals from Public Welfare Bureau. Home Economics During the school year 1968-69 the Home Economics Program will offer training to 30 children from the Institute for Retarded Children in BayamOn, Puerto Rico. Training will be also provided for drop-outs who left school in the sixth grade or before completing high school because of lack of interest or academic limitations; persons in the New Careers Program; youth from charitable institutions like Boy's Town; those eligible in the Neighbor- hood Youth Corps; adults in low socio-economic levels, from depressed areas, and to residents in low cost housing projects. Trades and Industry For the school year 1968-69 trade and industrial training will be offered in 27 courses for persons in penal institutions. Training for 70 children from the Institute for Retarded Children is also planned for this year. Classes for other groups of persons from penal institutions, correctional institutions, low cost housing projects, and residents in de- pressed areas will also be offered by the Trades and Industry Program. Office Occupations During the 1967-68 school year training the Office Occupations Program has planned courses for girls in the Correctional Institution for Girls in Ponce; for boys in the Correc- tional Institution for Boys, in Mayaguez; for the State Penitentiary for Women, in Vega Alta; and for residents in the custody camp El Zarzal, in Rio Grande. Courses planned are for the preparation of typists. 295 In Maunabo, Puerto Rico, a pilot project is being offered for 15 students of low I. Q. but educable. This course will emphasize training in typing, filing, office techniques, Spanish, English, and bookkeeping. This training will take twice the length of time given to students of normal intelligence. A special retraining course will be offered for a group of about 25 graduates of those who fail in the test given by the Government Bureau of Personnel to qualify for employment. Health Occupations For the school year 1968-69 classes related to health occupations will be offered for socio-economically handicapped persons living in depressed areas; referrals from the Bureau of Public Welfare and others like those served in the preceding years. Distribution and Marketing In 1968-69 classes in distribution and marketing will be offered for persons living in depressed areas and to an estimated 125 persons who plan to migrate to the mainland. January 22, 1969. 296 VIRGIN ISLANDS Introduction The Division of Vocational is presently coordinating its activities with the Office of Economic Opportunity and the Neighborhood Youth Corps in providing vocational education training programs for youngsters who are experiencing difficulties in the regular vocational education pro- grams. Responsibility for developing and supervising programs for persons with special needs has been delegated to the Coordinator for Vocational Education, on a part-time basis. The estimated expenditures for vocational education for persons with special needs for the Virgin Islands, FY 1969 is $9,000. The total expenitures for vocational education in FY 1969 is $615,000 of which $137,000 is Federal and $478,000 is State funds. poupational Areas Proposed programs have been designed for: Service Station Attendants Nurse's Aides General Office Practice Carpentry (Helper) General Metal Worker (Helper) Distributive Education Health Occupations Office Occupations Trades and Industry Trades and Industry It is estimated that 45 individuals will be available for training in the above areas in 1969. Teaching Centers and facilities will be available in the Charlotte Amalie Senior High School in St. Thomas and the St. Croix Central High School in St. Croix. Five additional in- structors will be needed to implement this program. APPENDIX February DEPART EEM OF HEALTH) EDUCATION: AND WELFARE Office of Education Buroau of Adu1t, Vuoational and Librikry Pmarwas Division of Vocational and Technical. Education Washington, D.C. 20202 9 DMECTORY SmATE OFFICIALS WITH RESPONSIBILITIES FOR PROGRAMS OF VOCATIONAL EDUCATION FOR PERSONS WITH SPECIAL NEEDS State Alabama Alaska Arizona State Official Address Arkansas California Colorado Connecticut Delaware 3. F. Ingram, State Director of Vocational Education Louis D. Rid le -441=-411;ears,4001L. Stewart Miller Supervisor Special Needs Programs J. Marion Adams State Director of Voc. Ed. Wesley P. Smith, State Director of Voc. Ed. James S. Burden Supervisor Programs for Persons with Special Needs Saul Dulberg Consultant Program Development Special Needs Daniel E. Kobel State Director Vocational Education 298 Department of Education Montgomery 36104 Phone: 205-265-2345 Alaska Office Building Juneau 99801 State Dept. of Voc. Educ. 412 Arizona State Bldg. Phoenix 85007 Phone: 602-271-4395 State Education Building Little R ck 72201 Phone: 501-375-7271 721 Capitol Mall Sacramento 95814 Phone: 916-445-3314 State Board for Voc. Ed. 32 State Services Bldg. 1525 Sherman Street Denver 80203 Phone: 303-222-9911, x2151 Division of Voc. Educ. State Dept. of Education Box 2219, Hartford 06115 Phone: 203-527-6341 State Dept. of Education P.O. Box 191 Dover 19901 Phone: 302-734_5711, x279 State Official Address District of Florida Georgia Hawaii Addison Hobbs Supervisor, Industrial aM Adult Education Thomas C. Swift Consultant, Special Vocational Programs Kenneth Reynolds State Supervisor for Special Needs Albert J. Feirer State Director of Vocational Education Idaho John A. McDaniel State Supervisor, Trade and Technical Education Illinois Indiana Iowa Kansas Kentucky 336-173 0 - 69 - 20 George Jefferson Consultant, Persons with Special Needs Delbert E. Lewis State Supervisor for Persons with Special Needs Dan Kroloff Consultant, Vocational Education for Persons with Special Needs John E. Snyder State Director of Vocational Education Christine W. Wallace State Supervisor, Persons with Special Needs 299 Franklin Administration Building Washington, D.C. 20005 Phone: 202-783-6111, x537 State Dept. of Education Tallahassee, 32304 Phone: 904-599-5750 State Dept. of Education Atlanta 30334 Phone: 404-688-2390, x 295 Department of Education P.O. Box 2360 Honolulu 96804 Phone: 808-507-711, x410 518 Front Street Boise 83702 Phone: 208-344-5811, x451 Vocational and Technical Education Division 405 Centennial Bldg. Springfield 62706 Phone: 217-525-4876 600 Old Trails Bldg. 309 W. Washington Street Indianapolis 46204 Phone: 317-633-4841 Div. of Vocational Educ. Dept. of Public Instruction 217 Seventh Street Des Moines 50309 Phone: 515-281-5177 State Office Building Topeka 66612 Phone: 913-235-0011, x555 Div. of Vocational Educ. State Department of Education Frankfort 40601 Phone: 502-564-4286 State State Official Address Maine Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada C.P. McVea Supervisor, PerSons with Special Needs Elwood A. Padham State Director of Vocational Education Charlotte Conaway State Supervisor of Home Economics John W. Fitzgerald Senior Supervisor in Education Robert Kennon Coordinator Special Needs Programs Jane E. Preston Consultant, Persons with Special Needs Waiter Hutchins, Consultant Persons with Special Needs Marie D. Huff State Director of Home Economics William A. Ball Supervisor, Vocational Guidance and Work-Study Henry C. Ebmeier State Director of Special Vocational Needs John W. Bunten State Director of Vocational Education 300 Div. of Vocational Educe P.O. Box 44064 Baton Rouge 70804 Phone: 504-356-1492, x34 Bureau of Vocational Educ. Augusta 04330 Phone: 207-623-4511, x795 301 West Preston Street Baltimore 21201 Phone: 301-837-900, x8272 182 Tremont Street Boston 92116 Phone: 617-727-5730 Div. of Vocational Educ. P.O. Box 928 Lansing 48904 Phone: 517-373-3373 Centennial Building 658 Cedar Street St. Paul 55101 Phone: 612-221-2421 Box 771 Jackson 39205 Phone: 601-355-9361 Div. of Vocational Educ. Jerrerson City 65102 Phone: 314-635-8125 State Dept. of Public Instr. Helena 59601 Phone: 406-442-3260 State Capitol, 10th Floor Lincoln 68509 Phone: 402-473-1230 Department of Education Carson City 89701 Phone: 702-882-7321 State New shire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Puerto Rico State Official Charles J. Mitchell Consultant Vocational Guidance Warren Jochem William Sarantoulias State Supervisors Special Needs Program James B. West State Supervisor Special Needs, Vocational Education Florence Wagner Supervisor for Occupational Education Nurham O. Warwick State Supervisor Special Needs LeRoy H. Swenson State Director of Vocational Education H. D. Brum State Supervisor Disadvantaged Youth and Work-Study Programs Ronald Meek State Supervisor of Special Needs A. L. Ringo State Director, VOc. Ed. Special Needs Robert D. Edwards Chief, Div. of Instruction Consultation Dr. Maria Socorro Lacot Director, Vocational Educ. 301 Address Div. of Voc.-Tech. Educ. Stickney Ave. Concord 03301 Phone: 603-225-6611 Division of Voc. Educ. 225 West State Street Trenton 08625 Phone: 609-292-6010 Suite G. Harvey Bldg. 139 South Castillo Street Santa Fe 87501 Phone: 505-827-2297 State Education Dept. Albany 12224 Phone: 518-474-2619 Dept. of Public Instruction Raleigh 27602 Phone: 919-829-7362 State Capitol Bismarck 58501 Phone: 701-223-8000 State Office Bldg., Rm. 612 Columbus 43215 Phone: 614-469-3430 1515 West Sixth Avenue Stillwater 74074 Phone: 405-FR7-2000 State Dept. of Education Public Service Building Salem 97310 Phone: 503- 364-2171, 1634 Box 911 Harrisburg 17126 Phone: 717-787-6622 Department of Education Hato Rey, Puerto Rico 00900 State Official Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Virgin Islands Washington West Virginia - 71.11.411.100,...11-04,10,104. Address Francis J. McKenna, Consultant Vocational-Technical Education Curriculum Services George O. Smith, Jr. State Supervisor Vocational Guidance Roy Ziegler State Supervisor of Trade & Industrial Education Robert Ell Hurt Supervisor, Special Needs Thomas R. Jones Chief Consultant, Occupational Training D.:. Charles S. Winn Specialist Distributive Education and Persons with Special Needs Richard F. Sargent State Supervisor, Trade and Industrial Education George Orr State Supervisor Vocational Education Special Needs Wilburn Smith, Jr. Coordinator for Vocational Education Wallace H. Thoemke Assistant State Director M.D.T.A. & Special Needs Michael M. Murphy Program Specialist Vocational Industrial Educ. 302 Roger Williams Building Hayes Street Providence 02908 Phone: 401-521-7100, x691 Rutledge Bldg., Rm. 920 Columbia 29201 Phone: 803-758-3342 State Dept. of Publi Instr. Pierre 57501 Phone: 605-224 5911 205 Cordell Hull Bldg. Nashville, 37219 Phone: 615-741-3411 Capitol Station Austin 78711 Phone: 512-475-2294 1400 University Club Bldg. 136 E. So. Temple Salt Lake City 84114 Phone: 801-328-5371 State Office Building Montpelier 05602 Phone: 802-223-2311 State Dept. of Education Richmond 23216 Phone: 703- 644 -4111, x2954 P.O. Box 630 St. Thomas 00801 Phone: 809-774-5240 P.O. Box 248 Olympia 98501 Phone: 206-753-5682 Capitol Building Charleston 25305 Phone: 304-348-3075 *11111110110.1wrow State Wisconsin Wyoming State Official Address John R. Plenke Program Administrator Charles A. Kline State Director of Vocational Education 303 137 E. Wilson Street Madison 53703 Phone: 608-266-1506 State Dept of Education Cheyenne 82001 Phone: 307-777-7415 Moe. 133-1 February 1969 U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education. Bureau of Adult, Vocational, and Library Programs Division of Vocational and Technical Education Washington, D.C. 20202 DIRECTORY - EXECUTIVE OFFICERS AND STATE DIRECTORS OF VOCATIONAL EDUCATION Executive Officer, State State Board for Vocational Education State Director Alabama Ernest Stone, Montgomery 36104 A1aaka Clifford R. Hartman, Alaska Office Bldg., Juneau 99301 Arizona Sarah Folsom, 412 Ariruma State Bldg., Phoenix 85007 A. W. Ford, State Edu- cation Bldg., Little Rock 72201 Max Rafferty, 721 Capitol Mall, Sacramento 95814 M. G. Linson, 207 State Services Bldg., Denver 80203 William J. Sanders, Hartford 06115 Kenneth C. Madden, Dover 19901 William R. Manning, Presidential Bldg., 415 Twelfth St., NW., Washington 20004 Florida Floyd T. Christian, Tallahassee 32304 Georgia Jack P. Nix, Atlanta 30334 Guam L. P. Martin, Agana 96910 Hawaii Thomas H. Hamilton, 2444 Dole St., Honolulu 96822 Idaho D. F. Engelking, 518 Front St., Boise 83702 Illinois Ray Page, 405 Centennial Bldg., Springfield 62706 Arkansas....., California Colorado Connecticut Delaware District of Columbia J. F. Ingram, Montgmmery 36104 Louis D. Ridle, Acting, Pouch F, Alaska Office Bldg., Juneau 99801 J. R. Cullison, 412 Arizona State Bldg., Phoenix 85007 J. Marion Adams, State Edu7 cation Bldg., Little Rock 72201 Wesley P. Smith, 721 Capitol Mall, Sacramento 95814 M. G. Linson, 207 State Services Bldg., Denver 80203 Joseph F. Murphy, P.O. Box 2219, Hartford 06115 Daniel E. Koble, Jr., Dover 19901 Harold A. Clark, Presidential Bldg., 415 Twelfth St., NW., Washington 20004 Carl W. Proehl, Capitol Bldg., Tallahassee 32304 George W. Mulling, State Office Bldg., Atlanta 30334 Richard L. Spaziani, Agana 96910 Samson S. Shigetomi, 2327 Dole St., Honolulu 96822 Roy D. Irons, 518 Front St., Boise 83702 Sherwood Dees, 405 Centennial Bldg., Springfield 62706 NOTE: Unless otherwise indicated, Executive Officers and State Directors of Vocational Education should be addressed at the State Department of Education. 304 2 State Executive Officer, State Boltrd for Vocational Education State Director Indiana . Edgar E. Stahl, Rm. 500, Old Trails Bldg., 309 West Washington St., Indianapolis 46204 Iowa Paul F. Johnston, State Office Bldg., Des Moines 50319 John E. Snyder, State Office Bldg., Topeka 66612 Wendell P. Butler, Frankfort 40601 William J. Dodd, Baton Rouge 70804 William T. Logan, Augusta 04330 James A. Sensenbaugh, Baltimore 21210 Neil V. Sullivan, 182 Tremont St., Boston 02111 Ira Polley, Lansing 48902 Kansas Kentucky. Louisiana Maine Maryland Massachusetts Michigan,.... Minnesota Mississippi Duane J. Mattheis, Centennial Office Bldg., St. Paul 55101 Garvin Johnston, Jackson 39205 Missouri Hubert Wheeler, Jefferson City 65101 Montana. Dolores Colburg, Helena 59601 Nebraska Floyd A. Miller, State Capitol, Lincoln 68509 Nevada Burnell Larson, Carson City 89701 New Hampshire Newell J. Paire, Concord 03301 New Jersey Carl L. Marburger, 225 West State St., Trenton 08625 New Mexico Leonard J. DeLayo, Santa Fe 87501 New York James E. Allen, Jr., Albany 12224 North Carolina.. Craig Phillips, Raleigh 27602 North Dakota.... M. F. Peterson, Bismarck 53501 305 Edgar E. Stahl, Rm. 500, Old Trails Bldg., 309 West Washing- ton St., Indianapolis 46204 William O. Schuermann, State Office Bldg., Des Moines 50319 John E. Snyder, State Office Bldg., Topeka 66612 Carl F. Lamar, State Office Bldg., Frankfort 40601 William E. Johnson, Baton Rouge 70804 Elwood A. Padham, Augusta 04330 James L. Reid, 600 Wyndhurst Ave., Baltimore 21210 Waiter J. Markham, 182 Tremont St., Boston 02111 William F. Pierce, P.O. Box 928, Lansing 48902 Robert P. Van Tries, Centennial Office Bldg., St. Paul 55101 A. P. Fatherree, P.O. Box 771, Jackson 39205 B. W. Robinson, P.O. Box 480, Jefferson City 65101 William A. Ball, State Capitol, Helena 59601 Cecil E. Stanley, State Capitol, Lincoln 68509 John W. Bunten, Carson City 39701 Neal D. Andrew, Stickney Ave., Concord 03301 Robert M. Worthington, 225 West State St., Trenton 08625 Weldon Perrin, Harvey Bldg., Suite G., 139 South Castillo St., Santa Fe 87501 Robert S. Seckendorf, Albany 12224 A. G. Bullard, Raleigh 27602 LeRoy H. Swenson, State Capitol, Bismarck 58501 3 State Executive Officer, State Board for Vocational Education State Director Ohio. Martin W. Essex, State Office Bldg., Columbus 43215 Oklahoma Francis T. Tuttle, 1515 West 6th Ave., Stillwater 74074 Oregon Dale Parnell, 318 Public Service Bldg., Salem 97310 Pennsylvania David H. Kurtzman, Box 911, Harrisburg 17126 Puerto Rico.., Angel Quintero Alfaro, Hato Rey 00919 Rhode Island William P. Robinson, Jr., Roger Williams Bldg., Hayes St., Providence 02908 South Carolina Cyril B. Busbee, Columbua 29201 South Dakota Gordon A. Diedtrich, Pierre 57501 Tennessee J. Howard Warf, Cordell Hull Bldg., NaShville 37219 Texas. .. J. W. Edgar, Texas Edu- cation Agency, Austin 78711 Utah Terrel H. Bell, Salt Lake City 84111 Vermont Virginia Virgin Islands Washington West Virginia Wisconsin Harvey B. Scribner, State Office Bldg., Montpelier 05602 Woodrow W. Wilkerson, Richmond 23216 .. Arthur A. Richards, Charlotte Amalie, St. Thomas 00301 .. Ernest G. Kramer, P.O. Box 248, Olympia 98501 .. Rex M. Smith, Charleston 25305 C. L. Greiber, 137 East Wilson St., Madison 53703 Wyoming Harry Roberts, Cheyenne 82001 306 Byrl R. Shoemaker, 612 State Office Bldg., Columbus 43215 Francis T. Tuttle, 1515 West 6th Ave., Stillwater 74074 Albion Ringo, 306 Public Service Bldg., Salem 97310 John W. Struck, Box 911, Harrisburg 17126 Maria Socorro Lacot, Hato Rey 00919 Thomas H. Sandham, Jr., Roger, Williams Bldg., Hayes St., Providence 02908 Cecil H. Johnson, Jr., 903 Rutledge Office Bldg., Columbia 29201 E. B. Oleson, Pierre 57501 Charlie M. Dunn, Cordell Hull Bldg., Nashville 37219 John R. Guemple, Texas Education Agency, Austin 78711 Walter E. Ulrich, 1400 University Club Bldg., 136 East South Temple, Salt Lake City 34111 Cola D. Watson, State Office Bldg., Montpelier 05602 George L. Sandvig, Richmond 23216 Wilburn Smith, Jr., Charlotte Amalie, St. Thomas 00301 Ernest G. Kramer, P.O. Box 248, Olympia 98501 Fred W. Eberle, Charleston 25305 C. L. Greiber, 137 East Wilson St., Madison 53703 Charles A. Kline, Cheyenne 82001 FOR DISCUSSION PURPOSES ONLY October 1966 GUIDELINES FOR REPORTING PERSONS WITH SPECIAL NEEDS In reporting under Column 13, Students with Special Needs enrolled in vocational education, in pursuance of the Vocational Education Act of 1963, the following guidelines are suggested so that there will be consistency in the figures reported on enrollment: (1) Special classes (a) Basic education which is occupationally oriented - language and computing skills, social skills (b) Remedial education - special instruction in certain subjects needed to qualify for specific vocational course offerings (c) Designed specifically for the mentally retarded or Physi- cally handicapped (d) Designed specifically for persons in correctional institutions (e) Set up at the request of welfare agencies, in cooperation with adult literacy programs, as part of community action programs (f) Operated for persons in other institutional facilities who have academic, socioeconomic or other handicaps (g) Experimental, pilot, or demonstration programs - designed especially for persons with special needs (h) Classes for drOpouts (2) Individual services These are students enrolled in regular vocational classes who require one or more of the following list of services. Include these students in the regular enrollment figures as appropriate. In Col. 13, on the same line with the regular enrollment entry indicate in brackets. ( ) the number enrolled in the regular occupational program who received one or more of these services. (a) Students receiving basic education (b) Students receiving remedial edUcation (c) Students being tested with special tests which more accurately determine their capabilities and abilities (d) Students receiving assistance from the vocational rehabilitation agency 307 (e) Students who require and are receiving intensive counseling, psychological aid, and/or social work assistance (f) Students who are on schedules which are ungraded, are given more time for completion of the curriculum, are getting individualized instruction through tutors or by means of special learning machines 308 2 SUIVARY OF SELECTED ITEMS OF STATES' PROJECTED PROGRAM ACTIVITIES VinAL YZAR .19b9 Highji hts Table 1 - Employment Demand and Supply of Trained Personnel Projected annual training output of vocatimal education (1,257,351) and including other sectors (1,782,166) is 44.4 percent of the projected annual employment demand (4,017,682) . Table 2 - Summary or Vocational Education Instructional Programs States report a total of 101,389 instructional programs which are continuing, 9,209 programs to be expanded, and 4,129 new programs There are 48,632 continuing secondary programs with 4,863 to Lc cxpaadcd, and 1,644 new progvams to be addcd. There are 10,653 continuing postsecondary programs with 1,595 to be expanded, and 1,131 new programs to be added. There are 39,749 continuing adult programs with 2,398 to expanded, and 1,035 new programs to be added. There are 2,355 continuing special needs programs with 353 to be expanded, and 319 new programs to be added. Table 3a - Number of Schools by Type 3b - Estimated Enrollment by Type of Institution 3c - Allocation of Federal Funds by Type of Institution Regular or comprehensive high schools comprising 92 per- cent of the total number of schools have 64.4 percent of the enrollment and 47.2 percent of the funds. Junior colleges comprise 2.6 percent of the total number of schools and have 11.8 percent of the enrollment and 14.7 percent of the funds. Table 4 - Status of Area Vocational School Construction States report 278 projects to start construction and 344 to be completed during the year. 30? Table 5 - State Administrative Staff and Teacher Education States report a total of 1,775 professionals and 1,204 clerical on their staffs. b. A total of 318 institutions with 1,106 full-time and 847 part-time teacher educators provide teacher training. Table 6 - Estimate of Enrollment, Fiscal Years 1969 - 1973 Enrollment will increase from 8,259,782 to 11,605,461 in the five-year period. Table 7 - Estimate of Total Expenditures for Vocational Education, Fiscal Years 1969 - 1973 Expenditures will increase from $2,553,545,000 in the five-year Table 8 - Eitimate of Total Expenditures Fiscal Year 1969 $1,482,962,000 to period. for Vocational Education, Total expenditures are projected at over $1-1/4 billion with 21.8 percent from Federal funds, 37.3 percent from State funds, and 40.9 percent from local funds. Table 9 - Estimate of Federal Expenditures under the Vocational Education Act of 1963, by Purpose, Fiscal Year 1969 Federal funds are allocated as follows: Secondary - 29.3 percent, postsecondary - 21.1 percent, adult - 6.0 per- cent, special needs - 3.9 percent, construction - 25.2 per- cent, and ancillary services 14.5 percent. PROJECTED PROGRAM ACTIVITIES IN,J.9.0 _EMPLOYMENT DEMAND & SUPPLY Analysis & Reportinr. . ," = Table 1 lEx1itnd .... 4 1 Replacemen, MI....16, 1 Total Dema4d Vocationa Output 1+....4 1 2 7 ___......_1.4, 3_75. . Tat-al February '6! Output 10., +,4 1.. -10,2124M.,f.; __.__15 $155.... _7., 302 _ ____10 ,095 _ .._....1.6, 20.a. _ /83.4.550 .-__26.,80D ,_84 2 % o 1_4!:::47,S1 ...a......«:474.;*.s. 44 4 41000.11."..40.0014...... 44..........n.ii#41,1..).4., .44...........4 ..t........4:..o.i ....;....41.0.44:oi.is. .o. TOTALS ... 170990 / 2 144 078 4 012t58gI 1 . AicTiCa.717 063 48, 072 -- _15_94 COQ_ 154365. .._,....93.9.....,..._ 46.....9__ ,711 2, Alaska 11560 ..t.. 4,005 3. Art zo an 3_7_14 r_l -24467 I ...je2V.4% 6.(1-0 294 131___________6,675 .5;412_ .. 3.5 aocip... 34.7 A A .1.. I. 4 ..4...,41"4 . ; ...... la5*O.Q. 4___. 5. California _35,100 1Z&,5.50_ _24, 464 16.,16.5_ _las . Colorado 6 6_68 67 ..6_ _2195 7. Connecticut 138.0 __1.7,, 21,50 6 , 235... _39 *62.4_ 35.4.3.40._ 70, IL Delaware ... _22 r 142_ _264.831_ 22,1,142___ 52 .,2.65 5,.95..2 _24 4.3 . 5 -.UaR.7 9. District of Columbia 75 _19, 272 106., 43_4 ___49 , 5 kg_ 14204_ _14920 72 65.1 10. Florida : 42,3.02 ____17 ,.4 7.9 '182_ 3.5...7__ 11. Geossia 21705 13.4.822 : . 12. Hawaii ...4.2_, 13. Idaho 12,.800 .9, 60Q. _103,100_ _6.7 , 550_ 67,632 iti,iso 3,886 6, 276_ A9,03,9 34.... 2..1_ _3250 14. Illinois 000 45_,.5.5_9 _.____10.60(20 15. Indiana 103_8 ___211 ) _201,852. 3.9.3.83 31.2 16. Iowa _62.. 17. Camas 12,412 83,112 XI _64650 9 804094._ 102, 850_ _16 4,601 _534_698 9,i ___62.. 18. Kentucky 65750 13,155 ____,..30 $727 __15,220 ___38., 6.3_9 6, 8.011_ ._:._14.. 8 50...0 . 19. Louisiana _____32._100 _O. 362 . 11,100 :.7 44.62. _34095 20. Maine 6750 ...1 21. Maryland 1373.0 -.17 $.85Q ___59,80 0 15.212_ 1 C 3,5 80.___ -4., .630 3 3948 37,343__38 62,4 -4.61.050_ 22. Massachusetts _2.7_,.58D ti 8., 33 9 _3243 9 102,180 23. Michigan 520 66....5 _310.60 ____L15., 24. Minnesota 500.61_ 45., 85 1 91,912 97,47.0 _10,2_4Q_ 25,327 42. 6_____ 25. Mississippi 21638 ....18,255 39__893 ___A0,135.6 13 ,A 3 8. 27,-291.._. IL 7 26. Missouri 27. Montana 8291 13,3 82-.___22 IP?, 867.- ,073 127,5.67 5, 928 24.-9.--,,--- E.:Nebraska .5,007 13,-758 - -.-10..8......... 3 2,4_ 29. Nevada 6.64.0 -7,203 a, 617 ______3.4.47.0 5-6. New Ifirinp-iTiVe. ..41,..U.0.. 16,400 2,.64.9 __5.117 4., 7.54- ..0 31. New Jersey 3.93 - -24829.- 7,272 483 349 -29 -20 ..2 ___10.6040 ETWiv7li 1 exi c o 96.7-3 _.___691.353_ 3,502 --186,528 ---3104.7.65 5.4750 17,-175 -36, 9, 039 c2..6 0 6 33. New York 7557_8_ 34. North Carolina --126., 131,400. 27,694 .21.9,389 3 11,2 _____7 , 29..6.-. _2_3.65.0 35. North Dakota 4, 898- 35,447 4898- -45,253- 22, 762 -__.18...6___-, 36. Ohio '--3.24600 147,100,---2-7-1700 ,471 113, 880 37. Oklahoma 25 7 8 2__27 : 14,719 38. Oregon 24,4280 81,138 10 075 11,521 18.2 _mom_ 39. Pennsylvania um_ 2111, 744 58,461 3, 291 63,495 7,112 25.4 43.6 40. Rhode Island 83...84_ _Mal° _14.3.14_ 14 419 19., ND . _. 6.6, 272_ 904.12.9 IC 758 41. South Carolina mu_ ___5,566 17, 293 48, 97Q. 2,747 22 :563 . 3,753 41.7 7.7 42. South Dakota 2922.0_ 43. Tennessee Z7__ .. 123 st 0-49.- 3...1 ,A 3.9.... 22.74033 4.6 193 .___4.11.1 a° 87,538 33.2 38. 6 _ -_5/5 447 Texas :.-__.13.6.9.0.9 45. Utah 917_5 10, 938_. .5_, 766... 44,065 .... ..... 20,1 12..._ ...1.149.60 L49 4,457 ___18,4op. 6,824 46,742 91.5 --io:6 46, Vermont .3983_ 47. Vire212 __94 73,411 31,281 404860 63.6 _29386 48, Vi'ashington 34.9.30 18. 200 49,812 93 . 8- 49. West Virginia _534_130 50. Wisconsin 6_, 430 _ .34.016._ 174 60,733 11,11.0 51. WyotniK 5...8.53 7 . 91.1.7...._.... _.......... 4.9.g1 8 .___ . 1 ,080 67, 67,237 7.$-cc ____ _ k -675 _20881_ 52. American Samoa 10 275 16 ? 5 29 i 53. Guam 214_ .L...2..6 5.4. icer to Teo --, 55. Trust T.m.ri tory 56. _Virgin Islands 1676 712 2,388 155 271 t . PROJECTED PROGRAM ACTIVITIES - FISCAL YEAR 1969 Analysis & Repcntin3 VOCATIO'NAL EDUCATION INSTRUCTIONAL PROGRAMS February 1969 Tame ',.& a;:ovuuctLy '0 rose-Deconaaryf ACULL ..cira,,: ,5 115 11).:.npnri. New Cent,. Expend...New. 1. Alabama _3:4: 18 4 7 agew,Cont...,EI:FrAn4. r rj -,1 4 -.Al -0 7 2. Alaska . ..-1. - . ..,. 11. 1 6 . 9 39: 10 7 3. Arizona 1. 3 6 1 L 3 _ __5.. _ , . : : , . - *7 2 1 7 J ....19,1 322 ,_22;__.___3_ 1 5R 1 AI- 1n1 97Ai 97 It ... _ , _ _ _ _ . _ 4. Arkansas 11.t)19. I 14 , 3.,44,58 1361 5. California 18/5 192 862E 46 0 .3J, .11 6. 51.5...__ 1:1_ 51 '. 16 a 19' 92. 7. Connecticut 2.93._ 34 t____. 1 i: 8. Delaware _12. 22 ____11 _2 Q. 2_,Ii. 2-..._ li 1 9. District of Columbia -161 __13 62 1____ 0 _232 66 Q. 10. Florida 365 2,5.0 118 54.1 254 , 11. Georgia _an_ _Pin_. 1.429 123 96 _307 45 14 ' . 484 __43* 5931 3 234 12. Hawaii &3 7 . 0 5 34 49 1 0 :. 13. Idaho 3_' 9 54. .. 35.2,_ 1 3 _VAL 4_6 1188 175 14. Illinois _2 .Z._ ___11. 2, 1 92__ 110 7 - .Q 2 23 , 15. Indiana t,' .3.0 995 105__ 6_1 3 41 16. Iowa ': 743 2.10._.______,5. 4_1 : 63 1 17. Kansas 4.1_____311.4 I7 575 2 7 18. Kentucky :1.,1184 _4.21__ _12_ 284 12 42 1.7.2-16_44. 19. Louisiana _147 .27 112 25 IMO 20. Maine T.:-1' .144- -1) --24 185- 18 23 : 3.: .3 1 0 Q_ 21. Maryland , _A_ 1,_101__ 47 28 _____9i___653 --313i 29' 12 _235 -213 -3-7 ..._772 .._ ... 42 1652__95 4 22. Massachusetts __91 .13 13 47 6 62 23. Michigan s __194. .1 1,982 ' 16 _30_ . . .. .. _-3. _ . .300 _17_ _25 24. Minnesota 55.9_ 24 47 84 .2_1 25. Mississipi 13 ' 18 2 8 _____O 90 .038-. ___32 26. Missouri 1,026 151 48 2 __967_____Z8____14_ 43 27. Montana ---1 _5 -26, __1.2.9 43 JCL_ . _3_ ..-1.0 0 ____1_ .6 o -1 _ - _ .21_ ___4 _____11.-__91..._-1-26.._ ....0 28. Nebraska 0 11- 45 57 11 01- 8-152- 29. Nevada .1 10 _ _ _1 8 35 161-231 50 ___O 30, New Iling-Taire 38 10.- 0 11.. 0 --1. __.5.1_ 31. .New Jersey 3- 240 1CL` 9.21 61 25 -32 _.266 32. New Mexico 7.0 0 . i I 1. ----16 ._2__109 33. New York 492 4.1 14_7 ii 854 52 9. -08-, -6-; 517N or t h Carolina 203 170 44-i. 4B;.____7,65 5n .5.01_6.6 35. North Dakota 6 97 ii 6_;_-_61:____96 0 37 23. 20. - -,-26L-- 36. Tiiii-ci :8 484 , -35 3 --3 ____3 37. Oklahoma . 1.,..1.73 .....,--"3.9 -41 _97.--1.21- 3 _46 .0 38. Oregon 39 18 ; -!---71L-.-660-- 18 -.36 39. Pennsylvania '1,404 -1.63 -16 -3.7,-431 11-02--18- .12 -3- .264.__aoo_,:--57 40. Rhode Island 1-90-, 13- 1-7- ' ---13- 4 69 8 - - 41. South Carolina 13-249 -10 -Of- -55 -45-1 42. South Dakota 252- 0 16-..--1,9--.1. --.99.-....-26._ ........11'.....i, ..864......_...4:7_ 20-292 0--0,- .... .--74- --171.- 1111 - -234-- 29i 3408_ __21.. ---7.- .... __I . _..0- __.0 . .... ___ . s.-----] ............. . 43. Tennessee 1-,438-- --1.79-....---4 . 44. Texas ---.366 1716- ,308-- -300.-91- 45. Utah ' 1-0-162-- 25- - 302 .---29 1- $.. -._15. 1.. i. 0 ii. -602... .27 2 . 11 3 -0 46. Vermont 164 6 ..- --.10 -4 47. Virginia .1.9-527- -197______ 51 1552.- 0 ., . _.... -118- -1-24---I--188 48. Washiugtou 966 106-r 178 t -12. _.. ___0.. 108 191 1181 -226-210_ ---4 ' --- 2:. 458. '- -52 .._ __.0_. -1-- f. ----1 . 0 . .......0_ 0 86 --593 49. West Virginia 787 494-39-, .-____ _ ......___I ----.- ----28 50. Wisconsin 04---540------0-4-.-50;...5860. ---769 -25 51. Witomink. 153 -2 .-----9-.: -17 52. American Samoa - . Tr -- ...-211,--.. -...- -0 ----12.. 53. Guam . 11,. 3 0 ........11...___L ..____1. 54. Piierto Rico 249._. .-........0.. .. -01 42 ' -.- 40 -II - 121 27 _25_ ___3.4..!-___101 55. Trivia Territory- 1;11-7711: .------ TOTALS .i,4406i2:4ei;3.1,644 10653..1595 112 ..i :1,131 39749; 2398 - ' -. - .' ' 4 1,0351-.. t *1117.1111110.., PROJEC TED PROGRAM ACTIVITIES FISCAL YEAR 1969 VOCATIOXAL EDUCATION INSTRUCTIONAL PROGRAMS Analysis February Special Needs Totaj. ont. Elc.pand New Cont Ex; and New 0 3 170 _36 4 1 801 ;2239 0 1. '4.215_ Cft 160_ _11 421) 2 r 40 1.6,11 6 [.240 1.186 689 J3025 _13 ; 15.12 0 2115 0 1 '112,0,2 ____37 8 12065 .0 11846 0 4.61 .20 0 :1935 _-3 5 _987 __12_ 3043. Table 2 (coned) 1. Alabama 2. Alaska 3. Arizona 4. Arkansas '5. California 6. IColorado 10. Florida f Columbia 7. Connecticut 8. Delaware 9. 12. Hawaii 13. Idaho 14. Illinois 15. Indiana 16. Iowa 17. Kansas 18. Kentucky_ 19. Louisiana 20. Maine 21. Maryland 22. Massachusetts 23. Mickl-an 24. Minnesota 2.6 173 33. New York 31. New Jersey 30. New 'Hampshire 28. Nebraska 29. Nevada 32. New 111i. o 34. North Carolina 35. Nortcrialota 36. artio 37. Oklahoma 39. I'ennlvania 40. Rhode Island 41. South Carolina 42. South Dakota 43. Tennessee . 44. Texas 4S. Utah 46. Vermont 47. Virginia 48. 49. West Virginia 50. Vliscon5..in 51. VE.yontittr 52. American Samoa 42 _9- .30 34_ 77 32 7 3 6___ 3 __5 _._1___ 0 0 3215_ 2264_ 116 13 0 ---1-- -392 22. A) ______14______ ; 1 449 3_ ...0 _2_ ' 213 321.- 0 1-- ; 1832_ -18 0 2--- ',' 461- 106 11 6 6299 18 _A_ -to 3987 4 3 --0---2 1 :1_195 -29- ---69 0 t-27.9- 19 1 0- : 11891- 2 -0 2 :1---05- -54- 1 1------ ' '12087- 6 . -- --- 0 0 275 19- 3 1 1 -- -- - 1 QV., 2231 7 0- 0-- 1 570 - 77 19 --4 :12997- 191 --0 - 0 H 9625- 61 1 ___17 2127 3 __,I 0 2 370 198 25 _12 . 3465 0. 45 90 : 2620_ 17 1 6 : :1220_ ____ 242_ A __AL__ '.:7411.. ___ _ _ 3_ 0 ___Q. _ __I i! _259_ i d -28 1' 4). 53. Gum 54. Marto Ilk() 26 56. VirLin TOTALS , pJ 353 3 1'.2 101-S69 34_ .90 85 14 Reporting 1969 77 97 20 29 .5 .9aL _519_ 139 384 _81 _17 11 _228 45 69 ____93_ 54 _512 ____303 _191 4____ 12 ___24 9.5 22 _115_ __112 _364 206_ _20 __111_ _306 _91 33_ --22- 54 60 _38 1_ -24 -297 18 4._ _6 1 R 22____ ___287 __94 12 55 13 15 90 10 52- -87 291- 105 -25 24 131 68 1 36 506 344 54 15 155 485_ 11.1 131 32 - ---121 17 7 187 _ 674 47 50 _..__-23 -1 101. t...0 9209 4129 33.4 PROJECTED PROGRAM ACTIVITIES Table 34 PAItTICIPATION BY FISCAL YEAR 1969 TYPE OF INSTITUTION THaI Analysis 84 Roportir February 1969 To t a..1.4Sp.e.c..._.11..S.._ 1 .. -...... - _Tea/IS__ - - 13 .._5c6ol_____Q.0.11....1....0o11....,Comb,. .40___6 _ _ 108___ 17 V ....10..._ 0 do R4 ___7 10! _I__ .......3__ 4 .,.. _ W. .....2_ - 2 ern _ ..... _ ___ 3-- I. Alabama 2. Alaska 49 3. Arizona 123 , - ..........2L. 13 7-44.,...;;;;;.7--- ernri 4', U 5. California 17.2 .......- - - 1 . 4 ...........- ....1... 4.,_ 2I 6. Colorado 165 4 15_ __625 143 105 - - -- ..... - - -- 7. Connecticut ____136 8. Delaware 48 1___ 1 - 39 9, District of Columbia 15 _9 469 49.9 - - 2 10. Florida - _22- - 20 _ ..- ___511 11. Geolloa .527_ 12. Hawaii 32--- _____25 1 - _32 136 _3_ 4* a 22 - -- 13. Idaho . 142 - ----A J3 ._ LC Illinois 626 27 a 16 553 -- 15. Indiana ...' 482 470 1. _.:_11-_. _7._ At 2 3 . -- 16. Iowa 42_ 17. Kansas 239 1 - - .2 _4 - ___1_ 33 323 214. _____ 3.1.6 _ _ . 4_ _.......14 _ AL m'' .. -- 18. Kentucky -.464 19. Louisiana - 458 425. -4 .---..1. - - -- 20. Maine 134 21. Maryland ___112 6 120 . -, -5 - 10:. 22. Massachusetts "'MN '' ..-.....-=.... ___4 "T --... -- ...588 24. Minnesota 513- 7 - 543_ 478 _ _24_ -12-- __W. _3_________1__ 1, 26- 25. Mississippi 443- 1 1 -----426 37 26, Missouri 393 7 4 -- .27.-Nrontana 87 72 28. NiT.) r it a a _....2.10 - 29. Nevada 43 - - . ---11 -194. 1 38 - 3 2 1. 1 . -- ." -r- 30.. New Hampshire 47 . 6 40 6 211 .. . 31. New Jersey 951 5 18 32. New Mexico L94 1 _14 __37 1 _____34____ )L__ 2 83 753 651 127 751 2 41 13 3 5 4 1 - - - - 4 - 1 - i -- -- -- -- 33. New York 84B 34. Nor-tra7O1T Ta - _701_ 35. North Dakota 135-- 22 36. Ohio 815 37. Oklahoma 424 405 154 10 12 1 7 1 - .. -- 38, Oregon _169 39. Pennsylvania 6532 il 620 12 18 2 -- 40. Rhode Island 34-, . 2_-_____ 10 - 22 '1 1 28 301 252 414 as 8 1 . - - 3. 39 - - - 14 1 4 - 2 -. -- -- -- 41. South Carolina -425 ' - - 42. South Dakota 257 43. Tennessee 443 44. Texas 1021- 4 - -- 45. Utah . 92 01 .5.2 435 3' - 3 1 1 1 -- -- 46. Vermont ---.56- -3 - 47. Virginia 468 _______16 _2___ 1 12 21 - 7 3 1 - - 13 10 17 . r--'"'" -. -- -- 48. Washincitc)n 330- 6 303 .11_ 439 - 7_6 49. West Virginia 481 ' 8 50 Wiqeonsin --Ls4 52. AMerieml Samoa - . 53. Guam -5 5C Rued° Rico - 2 .._ 16 - - Ti -- ....- 354.._. _. 1, .371 55. bust Territory _3 , ____ _ . . - 56. V.,,ir:?..in 1.,;lauds....... .4,.. 182 ..................... 390 TOtals 14067 15 621 444 1 135 184 .......- 14 Percentage Distribution 1.1 , 2.3 92.0 2.6 0.8 1.1 0.1 PRORCIED PaCYJR,VM ACTIVITIES - FISOAL ?EAR 1969 Table 31 ESTIMAICD EratOLLF.ENT BY TYPE Or? INSTITUTION _....._. . _Spec. HS . . . nut i5 -905 000 ... ._ .. . . _._ 3. Arizona 59,632 . .100,745.. . 5. CulifcFaitt 990,775 (...,titoraclo 80 4.17. 7. Connecticut 000 21., 848 9. i)istrict, oil;ohtmhii2,000 .323,000 11. 530 -"^-. 530 2.1,950_ 232,800.. ri,dirt.na __ix:4 745 252- 63 i 189 -110 774 821108 _L4ou(sinia. .161, 166,365._ 22. Massachusetts 24. Minnesota -283,5 " 2256: iNilirsh4;t.isiii.P.P.L.---1110668.;155000-. 125,512_ 29. ICe-Ci-itin 2311' 578- _ 1 kin 296-- _ 700. 406; 237 8 000.. 6, 760_ .._ , 600 _ Analysis C '.ry 19(9 . I C on - Coll c Comb. trtict High Jr. -- Coll. , 475 ... - 120 . _ 6,10.1 . _1810 16;1119 19A,(i .75 , 000 200 Tech/PS School 47,195 ... ._ 24,675 000._ ---700. . . _ t..^ . 122a03 ____9.,850 .2, 37_5 _____2,548. .....7_,302 _.. - - - * .102 -.. - 58,440.._. 888_ 2,94,900 __ 55,024_ ....34 700__ _41 947-- .... 2,400._ _129_, 000.. ... ._202,210__ -.....9,450 . 289638 _ 1137 ..i 4400 M .1 .... _186,300. _ 30; 622.- . 103,378_.... - -158, 210 736 New JerFey 6"75° 3'2. -NiCs*N7NIC;;IC-ci----14.9÷9."- ,/ York 34. -52.911 .010009 35. Nort Ei Dakota 2k, 3:2_ 377 Oklahoma RA 708 PenosylTanla- -154300- ita; "745".. 40. R 19,161.... 41. South Carolina 134,522 42. South Dakota TenueNfice 14103: 45 4 445.. 6463.7.- 4. Vermont la, 973 _. 265 .. -205,843 -- - - ---10,-280- --28 148-- - ____500__ _17_,.435____ _3300___ 1, 844 138,544_. _200_ _3,300 20 ,000.____ - 90, 000_____380., 7.1,.624.__ .204485._ 2_, 811_ - ___660.__.....80., .7_71_-_ 155,521.. .. - _ ____160___ -16, .6.,100 118..642 11, 800 - . 14.,-267- -119.r7.72-. . 1086 1, 200- 467.447- -99474- 3,640 617---- --. 2780 - ----140 .....-12,633 -.- 261,477 7880 -.43,320 - 98, 885----90884 185-- - -.138,000- -42,000- OM -370 --5,200._ 1" - - 47, ;822 71-§.-Ve-;IVri:g1;11-n."- 233'089 50. P51°- 360- _180, coo ...- .- 4000 -117. .3500 -.315 9700. 800. 6332.. - 380 300 .35.60. 6924. -100- 9505 -5640- -750- -350- 562.. 1Q00. 5000_ 4.000.. 2310 1360.. -3684_ 6262- 495.0. -781_ 52. Antt.rica7tto.t;-. 4/ 910 - - 3, 800. --- 2;600 124 , 431_ 'tru.gt Tr.tz.: 115' .879 . _ 45$15, J?:.41.5 - 100).. - 2873..11141 -1300 00000 4.4 .- 1435 - .950 - 640 _ - .14466 -17721- ----50 33709 --150 ---- ---850 ....857 13237- ----.300. -1525 ---850 - BOO -2125 -4210 -.2-932 -80 - _129.9_ _15.00 6.10. . _. 800 . .30.0 !. 04 .--.865. ---61 3203 _ _.40. 9780 --265. - 1400 -120 - 7220 - 2110 -17.- 1830.--- 515 PL. -.--330..- 600 - IMI .-170 _87, 104_ . _238 .. 400 18101 36. - 9.45 . 17778 TOTALS 7,309,056 608,765 807,525 4,704,299 8(1019 66,36)i235,908 23,173 315 percent:.age Distribution 3 "1"17E- 6474 .."'"if.""1.1:78:-15.-A-r- :CU- 338-173 0 - 69 - 21 PROJECTED PROGRE24 ACTIVITIES - FISCAL YEAR i99 ALL-0312A 361P FEDERAL FUNDS BY TYPE OF INSTITUTION r........_.......................... TOTAL I , 053-1 . .49_8897_1 Arizona 4. Arkansas On 0 5. Catiforitit _18,0.01,1 _1,775 7. Connecticut _2,247 -8. Delaware -692 9. District of Columbia ..6261. _6,668 12. Hawaii 7.7.8 Lityabo 15. i it-na 7-7 -471300 _1,270 427- Fr: ItnSaS -2 8 18: Kentucky .3,685 -54 1 jaine 05 .1,415. 21. Maryland .2,1324 22. Massachusetts 23. 24. Minnesota .4,750 25. hlississipii 26. Missouri -4,408 27. Montana 6,562. 1, 17-9- 28.-NebrasTa 29. Nevada .....-4"f5834 NOT-NeT;TE.iii 31. New Jersey 10,300 32. -NrTexico 1,329 33. Ne-r7 York 15 150 34. North Co-ri , na 35. Worth Dakota 36. Ohio 12,4/0_ 37. Oklahoma 14587 38. Oregon 39. Penn 11437 40. Rhode Island 404- 41. Soutll .Caroli.na 17.1._ 42. South Dakota 1,17'Da. 43. Tennessee -* 6,478 44. texas .__15 , 393 45. Utah 1,077 46. Vermont 350 47. Virginia 6,925 48. Washington 3,03 49. West Virginia 93.1 50. Wisconsin 5, 860 51...Wyoming_ _5.99 52. American gamoa 53. Guam 259_ 54. Puerto Vico 3,597 55. Trust Territory 56 V' in t.tprds Spec. H.S. 1 CUg 259.... ..__-119_ -29-9 - ---2.78 _..--195....-. Tech/PS --. ..414.. ..1. -No . -...-...- -..--..........-. Ana kysis itepol:c:111,;; February 1969 (In 1,000 ' s) High J. School Coll. Coll.) Comb. tract $3,501 $. 14 .270 . 150. ..... 850. .715 1 /. A 1 1 041 t'1 _ .288.... _ _168 .___ _93. 17.0 No sm.. -.3,500..... ____1, INI ail ON INA ..- .50 11.6 IN IN, -151 17 ....6,950_ 7649 __8,47 .423_ 20 -.19_4._ 414 . - 475 193 - --- 5, 200- 200 ,357. _53- ____1, 647_ 333._ 537 .200 ----12-- -2249- .641 - 52-- - 13 .4854 --1., .974... 874- 2,087-- 400- -433- --53 - - 75 3 , 07.7 -513 PL.P11- - 0. SS ail ---------200 ...- --------.100.- ___ ---6.90 12 I _410. .. I 11 ale 61/I fal .223. 291 19.7- --- .214 _25.90_ OW 01 INS G.V Ye. doo m0 80 - 602__ .600 ._ .447 --2.1.1._ _3.60. 110 ale --11-- -.2 , 843.. _2,.728. L,.100 400_ 350 -8,-809- -23- -200 807 ----335 24 248 2,387 33 ons 9, 655 120 _.__976 80 '-20 23 1,500 -593 ---3.-995 5,86 7.01 _3,620 -2,099 1-,902 298- 2,415.- 610 .----101 - ------2,245 - - ----.3,-605 -332 - -38 197 23 21 3.91 _105_ II* el/ 11111 WI 376 Oh 611 all . /V Ai. M.- 591.. _30_ 437__ _300- .310 _20-_ _15. e *PPP .. -43--. -17-5- 00 214_ .300 400- 292." . ea ft* INS 50-- -450 .- 8,834- 1.28.. 461 81 _263 4,827 _1,196 625_ .399. 3, 854 _ _191 516 Oa an OW MP III MP 500_. 445_ Yr all 140 . 1496 _. .5.99.... 54 ._ 400._ _500._ _210 _. .-13-- -.73 it__ --256--. SE PIN Sit.el 1. 6.1 80 32 --30-- MO INN 411S as of alf ail MI ele Goa_ -60 - .16 INN MAL.- -60-- 1099- 135- -165- ._10___ _5.4_ ___ _16_ .50 tle 256 - -500 -. 611 ._82_ _ 6a 1, .--80-- --98 11/11 NA 611 IN. MP MI NA ON ISO MI MI 1100 05_ 611 1111.1 .1 IMP Ow as 8111 - "IP Ihm SOO -46 316 TOTALS $238.868 1210.27143 248 $112,818 1,35044 17668 17877 q.86 Percentage Distributioi 9.2 8. 1 7. 0. PROJECTED PROC;Rial ACTIVITIES - FISCAL YEAR .1969. STATUS C11' ARIA SCHOOL COnTRUCTION Table 4 'No. under 7-No. to No. to be Constr. start completed Analyclir; N:p4A.tJ.fte, Februa. 1969 __ . _.....may_...o.,_ 1. Alabama 2. AinNka 3. Arizona 4. Arkioc-0.,s LOU 9 _...11_1969... .......FY-1969---.... ._-_........... - G. 9 - - - . 1_ 71 9n - . r n 2 CR 1---- 5. Ari i orn a 20 6. Colorado 1,.._ _3 9 __..-. 17 7. Connecticut 9 8. Delaware 1 Z - 9. District of Columbia 1 13 1_ _JD_ 2 10. Florida .0 -13___ 5 --, ________ 11. Gear& 3 _ _ 12. Hawaii 2 2 ...1 13. Idaho 2 4 14".. Illinois 5 5. ... i 15. Indiana 16.- ra-wa 11 __4 3_ 5 .10._1 17. Kansas 18. Kentucky .5 1.5._- 23 ___ 19. Louisiana 20. Maine .21- - - _3 .7. . 2 _ 6 .3 12 --7 -_18._____ _________ ___.____.:_...... 21. illaryland _9 _IL 8 - 22. Massachusetts 23. Michigan 94 6 _3_ _6 7 .11 - - 7- 24. Minnesota 25. Mississippi .11 15 26. Missouri 27. Mitana 1 28. Nebraska -1 29. Nevada . 307 N-owiTainpshire _1 1 3 31. New Jersey 2_ -"I-- Al_ 32. New Mexico _14 - - 33. New York . 7 28 _11 4 2 12 _6. 34. North-Carolina 29 1 8,., 6 1 . . . 35. North Ira-F.Ora _5 1_._.. 32 4. _4 36. Ohio 37. Oklahoma 38. Oregon 39. Penntylvania 21_ ____15 2.. 7 8 24_ 2 13. 7 __ _ . 10_ 10 _2 3 40. Rhode -- --. . -- - - - 41. South Carolina ____5_ 6 _ ______ _____---- 43. Tennessee ____-__.10.....___ 45. Utah .2 2 _.7._ _O 3 46. Vermont 47. Virginia .6 15 1.0 7 A 2 13 48. Washington _5 _5 - - -, 49. West Virginia 6 .4.-I 1 50. Wisconsin 51. Wyoming 52. American Samoa . .1 53. Guam 51. Puerto Rico 1 1 1 - 55. Trust Territory .56. Virgin Islands - - 1 TOTALS 356 278 344 ,...-OJECTED PROC:flt,01. ACTIVITIES FISCAL YEa ;- 1969 ..0 STATE ADMINISTRATIVE STAFF -, Table 5 ..-,-- rrEi4 Pro- No. Pro- No. . fessional....f.Asstomal__ .C1erien1 . Alabama 2. Aladca *4 3. Arizona 4 4 1 Analysis & Reportin Feb. 1969 EDUCAT7ON No. of Staff 11.1 23 5. California 6 6. Colorado 7. Connecticut 3 8. Delaware 1 13 1. District of Columbia 3 8 10. Florida 11. Georgia 12. Ilamiii 11 . - 6 13. Idaho 6 13 14. Illinois 3 46_._.. 15. Indiana 1 / 3 15 16. Iowa _2.5._ 1/71Trt ns u s 3 1 1_ 18. kelituckl - 49 ,...___. 19. Louisiana 4 46 _ _ . 20. Maine 2 11 ......21 . .10. _9) 65 5 .15 0 24. L5 12 _25____ 8 2 s 8 . _7_ ____.2_ 6 22.. _8. 33 15.. 6Q 3 _.3 10 _3 . 6 _ 1 _5 74 5_9 21. Maryland 22. Massachusetts 1 / 6 23. Michitran 24. Minnesota 25. Mississippi 26. Missouri 27. lCiOntana .KT,Iitska 29. Nevada Hampshire 31. New Jersey 13 22 . __3 48 41 39, - _2 36 .12 1.6 9 33. New York 34. North Carolina 35. North Dakota 36. Ohio _3 37. Oklahoma 4_ 38. Oregon 39. Pennsylvania 40. Rhode Island 41. South Carolina 42. South Dakota 43. Tennessee lL 44. Texas 3 69 2_ 15 5 _75 45. Utah 46. Vermont 47. Virrinia 48. ton 49. West Virginia 50. Wisconsin 51. Wyoming 52. American Samoa 1 _2 3 2 ____55 12 53 L._10 __JUL 16____ 45 8 __Z1__ _108 _18 _12 3-9 _33 _A 8 _58 9 4 _31 '37 20 11 _3_ __8__- _ .25 __21 7 6 9 -7 8 24---._ --__10.---. - - . -32 18 4 _47 15 _.7.___6 16 24 9 SO -5 3 8 17 - ---- 4-- ---11. 6 1 1 5. 3 4 45 6 68 1_1 5 2 50 49 _ . _. 7 5 37 _9 ___32 1Q 53. Guam 54. Puarto Rico 55 trust eiritory 56. Virgin Islands 318 TOTALS Estimated 8 43 8 49 39 4_ 65 63 _10 7 32 37 12 4 104 1,775 1,204 5 2 19 4 4 3 6 .21 3 1 _7 5 6 0 ___ 2. ___32 . 8 27 -9 67 11. -1 40 8 ?.6 23 25 20 48 15 17 9 15_ 11 133 79 9 12_,. 14 2 12 22 9_ 51 18 .9 5 2 . 2 43 .__._43. 2 7 9 1 _ 7_ 318 1106 847 319 1/ Fall Report PROJECTED PROGRAM ACTIVITIES ESTIMATED TOTAL ENROLLMENT Table 6 - FISCAL Fl 1969 FY 69 itAnlEa YEAR 1969 - 1973 FY 70 FY 71 9 041-75T 1576-4771:11- Analysis & February FY 72 Reporting 1969 FY 73 ITT05-4761" STATE TOTALS WM-057 Alabama 152,905 180,726 224,105 284,215 369,616 Alaska 0,790 a Apn oon 1, On 14 non Arizona 59,632 64,615 47,335 50,389 76,531 Arkansas 177,000 203,200 230,500 243,650 283,000 California 990,775 1,040,358 1,092,423 1,147,097 1,204,510, Colorado 77,285 81,150 85,208 89,467 93,940 Connecticut 94,950 100,775 105,850 111,875 117,700 Delaware 21,545 25,753 29,171 32,444 36,107 District of Columbia 12,000 12,000 12,300 12,300 12,300 Florida 368,961 403,885 439,223 476,698 509,413 Georgia 325,742 355,557 400,509 430,003 459,285 Hawaii 21,416 25,363 28,830 29,000 30,000 Idaho 28,400 30,400 32,466 33,900 35;295 Illinois 232,800 249,500 279,000 300,000 317,800 Indiana 104,150 116,105 125,946 143,800 159,300 Iowa 63,533 69,801 76,638 83,551 S0,993 Kansas 62,883 67,608 72,746 76,876 80,068 Kentucky 110,774 122,265 141,753 144,131 157,487 Louisiana 151,000 155,000 161,000 165,000 . 169,000 Maine 32,820 34,740 '37,175 39,500. 40,875 Maryland 166,365 171,067 176,993 180,818 182,798 Massachusetts 144,700 200,200 224,300 232,400 242,000 Michigan 289,907 322,895 365,017 410,266 465,278 Minnesota 172,448 197,000 229,500 244,000 269,000 Mississippi 106,150 112,649 121,085 128,684 137,017 Missouri 125,512 143,325 160,360 182,095 206,863 Montana 19,410 22,205 24,545 26,457 28,435 Nebraska 53,058 56,990 61,440 66,000 71,500 Nevada 25,246 27,481 29,917 32,573 35,468 New Hampshire 14,620 16,880 19,175 21,620 24,300 New Jersey 286,818 310,818 332,597 348,605 365,733 New Mexico 25,010 26,500 29,450 32,600 36,150 New York 762,000 824,000 894,000 951,000 1,035,000 North Carolina 299,109 321,691 349,315 396,220 457,703 North Dakota 24,037 26,148 28,376 31,127 34,28]. Ohio 330,156 378,441 416,195 449,366 490,481 Oklahoma 88,714 94,292' 100,262 106,638 113,342 Oregon 75,800 89,400 102,600 113,200 122,350 Pennsylvania 308,437 333,283 353,709 370,760 391,677 Rhode Island 19,261 21,679 23,402 26,739 29,250 South Carolina 134,522 144,215 155,020 166,597 179,318 South Dakota 20,783 22,230 22,900 24,050 24,950 Tennessee 140,445 152,019 162,272 168,985 177;538 Texas 572,648 645,183 728,190 823,367 932,775 Utah 62,637 63,406 66,258 68,720 69,910 Vermont 12,877 13,704 14,638 16,104 18,084 Virginia 279,822 305,824 338,989 382,517 406,134 Washington 235,000 260,000 286,000 311,000 336,000 West Virginia 1/ 50,690 50,690 50,690 50,690 50,690 Wisconsin 180,000 195,000 212,000 228,000 245,000 Wyoming 6,763 7,410 8,185 8,805 9,955 Guam. 3,800 4,795 5,550 5,920 ,6,025 Puerto Rico 124,431 130,652 137,184 144,043 151,245 Virgin Islands 1,245 1,378 1,538 1,715 1,906 338-173 0 - 69 - 22 320 PROJECTED PROGRAM ACTIVITIES ES:MATED EXPENDITURES (IN 1,000's) Table 7 - FISCAL YEAR 1969 FY - 1969 - 1973 FY 69 FY 70 FY 71 Analysis & Reportin February 1969 FY 72 FY 73 State TOTALS Alabama Alabka Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South. Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia 1/ Wisconsin Wyoming Guam Puerto Rico Virgin Islands 1/ 68 Expenditures $1 482 962 1,945,676 2,198,619 2,342,402 2,553 545 25,846 2,660 9,775 16,000 154,000 10,010 26,000 2,161 2,896 53,160 19,822 5,160 8,955 63,641 40,100 40,473 5,547 20,891 16,096 5,115 39,101 30,4.70 42,519 39,t55 16;163 28,862 15,510 15,039 3,949 3,320 38,000 6,737 165,000 53,663 4,125 50,417 21,584 15;568 103,294 7,814 17,141 3,119 20,962 64,702 10,644 8,392 37,571 25,820 11,304 33,780 3,238 608 15,448 615 29,673 .024U, 12,417 18,:950 174,000 10,221 35,888 2,377 12,896 125,659 28,235 7,474 9,466 88,610 41,820 37,859 5,721 27,591 19,000 5,980 42,952 55,155 49,807 45;210 18,452 37,578 19,175 17,891 6; 688 4,990 50,000 8,097 180,000 112,751 4,420 109,909 27,120 19,353 113,625 10,099 22,880 3,592 23,047 72,235 12,500 14,410 45,551 42,435 11,304 46,500 3,946 :856 15,448 676 29,807 eer, 13,655 24,350 193,000 10,638 43,600 2,614 2,921 151,635 32,143 8,407 9,587 105,100 44,820 40,344 7,249 36,815 19,500 8,993 46,253 81,463 56,897 49,900 22,403 45,140 22,135 23,913 7,131 7,005 60,000 9,729 200,000 127,304 4,732 114,187 28,464 24,296 124,787 12,473 26,315 4,355 25,349 80,638 15,119 8,544 52,197 47,060 11,304 49,700 3,862 1,029 15,448 744 30,189 3,925 14,893 27,200 209,600 11,063 52,637 2,876 2,921 151,635 .35,959 8,407 14,594 111,950 49,920 43,173 7,740 43,472 20,000 11,179 45,917 86,111 63,151 55,500 24,556 56,176 23,800 28,231 7.505 9,435 70,000 11,366 220,000 145,937 4,931 60,926 27,923 28,181 133,865 14,619 30,113 4,720 27,823 90,050 16,260 7,569 63,212 43,935 11,304 54,650 4,067 968 15,448 824. 32,953 ,. lor 16,131 28,100 232,000 11,494 61,275 3,164 3,211 151,635 40,862 8,407 12,061 117,225 56,600. 46,288 8,486 47,897 20; 500 12,490 45,051 100,110 70,062 61,325 27,302 69,968 27,120 30,219 7,505 10,780 80,000 13,000 260,000 164,454 5,071 65,586 27,502 30,629 124,875 14,947 34,674 4,920 30,538 100,404 17,801 7,744 72,401 43,620 11,304 57,850 4,472 1,041 15,448 907 Stet PROJECTED PROGRAM ACTIVITIES - FISCAL YEAR 1969 ESTIMATED TOTAL EXPENDITURES (IN 1000's) TOTALS Alabama Alaska Arizona Arkansas California Colorado Cann ecticut Delaware District of Columbia Florida Georgia Hawaii Tdaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota' Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Guam Puerto Rico Virgin Islands Total Federal State 1214222 1.270,104 /RE756 7,783 199 2,231 3,729 862 1,118 17,531 2,250 2,137 40,908 9,800 1,855 3,191 8,731 3,213 16,156 2,212 8,050 1,250 1,700 13,362 9,419 4,900 12,711 6,140 5,300 551 475 492 1,186 9,000 327 68,000 36,659 1,047 21,045 2,645 4,398 34,865 3,864 7,381 357 5,591 39,297 4,727 6,083 1,539 5,673 1,255 6,302 163 349 10,719 478 21,882 5,923 2,649 570 7,405 2,174 10,105 3,369 69,862 18,000 10,010 2,494 23,909 2,738 3,158 653 2,907 769 53,160 7,351 Z5,064 2,279 2,896 1,041 5,747 1,231 45,224 11,078 13,477 6,415 40,473 4,227 10,791 3,202 20,891 5,685 16,096 5,646 5,115 1,532 31,498 4,518 30,470 5,564 39,614 9,875 33,705 5,085 15,163 4,408 28,862 7,062 3,415 1,155 6,097 2,183 3,792 584 2,956 960 38,000 19,000Y. 4,461 1,556 148,300 16,800 53,663 8,901 4,125 1,289 54,417 12,470 21,584 4,038 10,563 2,574 103,294 13,940 7,805 1,130 17,141 4,728 3,011 1,295 19,897 6,478 64,702 154393 8,130 1,449 8,392 741 13,949 6,975 15,435 3,742 9,920 3,064 27,214 5,622 1,842 599 608 259 15,851 5,131 615 137 Percent Distribution by Source 100.0 Analysis & Report::.. February 1959 Amount Local Transferred 110761.. 8,176 1,880 250 3,000 667 3,468 408 51,000 65 6,398 3,640 475 255 3 411*WWWWWIft W01.1004100.10.4M 94 4,901 1,063 7,985 1,220 OMMOMMOW 1,325 25,414 2,152 3,849 20,090 5,376 2 7,156 1,243 9,200 1,883 297 13,618 647 15,487 24,839 1,783 15,908 1,268 5,615 1,087 16,500 2 1,709 3,441 609 2,716 214 810 222 10,000 823 2,577 236 63,500 3,276 8,102 1,852 1,789 418 16,901 4 14,900 719 3,591 485 54,489 2,357 2,821 241 5,033 881 1,358 7,827 1,356 10,0.12 2,491 1,954 1,567 104 5,436 405 6,038 23 5,600 15,250 861 1,080 52 WOMAPOW1,00000 .00,1WWWWOM 136 21.8 37.3 40.9 PROJECTED PRWRAII ACTIVITIIS FISCAL YEAR 1969 ESTIMATED EXPENDITURES UNDER VOCATIONAL EDUCATION ACT OF 1963 Table 9 State (in 1,000's) Post. Sec. Sec. TOTAL ($71-1 Alabama 2,7 40 Alaska 194 144 Anson* 4;04 /Ub Arkansas 725 1,153 California 5,072 4,475 Colorado 465 639 Connecticut 1,302 587 Delaware 192 39 District of Columbia 223 85 Florida 768 650 Georgia 1,400 3,086 Hawaii 12 688 Idaho 303 399 Illinois 782 3,440 Indiana 1,868 328 Iowa 801 1,312 Kansas 681 415 Kentucky 1,120 2,350 Louisiana 1,550 1,800 14aine 741 276 Maryland 2,000 400 Massachusetts 1,697 605 Michig4n 2,581 2,000 Minnesota 780 1,591 Mississippi 1,214 1,065 Missouri 1,494 325 Montana 160 297 Nebraska 1,031 717 Nevada 98 175 New Hampshire 322 200 New Jersey 9,013 400 New Mexico 570 667 New York 4,700 1,500 North Carolina 5,179 2,370 North Dakota 598 318 Ohio 1,364 639 Oklahoma 1,117 629 Oregon 616 916 Pennsylvania 1,378 1,260 Rhode Island 131 73 South Carolina 1,636 1,918 South Dakota 313 243 Tennessee 1,571 3,177 Texas 3,013 3,651 Utah 348 377 Vermont 126 4 Virginia 2,012 350 Washington 813 900 West Virginia 351 68 Wisconsin 1,448 599 Wyoming 97 130 Guam 131 31 Puerto Rico 1,044 900 Virgin Islands 17 322 Pavent Y six purposes- 29.3 21.1 Adult Tra3 Spec. Needs Anc. Const Serv. W1751 159 14 800 830 60 MMM 130 10 10 ".. 15/ 230 95 321 1,193 448 746 2,983 82 161 200 446 29 219 MsiM 521 11.9 9 61 25 69 27 95 44 354 197 3,050 2,140 300 500 750 1,000 18 28 tho 33 19 5 ..MM 133 60 498 5,000 120 308 252 1,195 830 333 75 00 00 00 790 666 6 416 146 518 90 900 482 350 200 woo 0 700 65 14 270 105 150 141 1,300 388 77 112 1,669 391 619 68 3,000 1,300 217 131 1,250 930 242 143 1,176 383 300 30 1,300 1,5:0 17 12 241 90 87 26 131 84 117 40 110 36 10 265 87 1,687 600 6,000 1,045 25 42 199 1,500 2,450 5,000 1,650 400 00 00 25 665 260 85 20 208 777 37 6,500 587 189 15 1,270 706 247 122 101 476 572 365 6,208 3,739 36 6 544 311 332 82 300 252 80 30 50 101 36T 110 1,025 706 1,315 3,429 3,053 31 80 348 203 22 10 142 280 320 2,650 415 218 ;4 100 805 40 1,650 136 400 50 2,100 400 40 25 101 27 ON 00 ON 54 17 150 180 1,170 7 9 25 13 6.0 3.9 25.2 14.5 Analysis & Reportin February 1969 Total 2" 43;417 4,639 528 2,116 2,884 14,917 1,993 2,659 394 543 7,159 7,036 779 868 100700 4,782 3,311 2,329 5,460 4,600 1,471 4,379 4,551 9,562 4,898 4,225 5,$00 817 2,080 540 920 18,745 1,504 16,800 8,499 1,229 9,904 3,927 2,477 13,522 1,102 4,521 817 6,250 15,167 1,384 584 5,912 2,910 2,370 4,997 393 259 3,444 70 100.0 ' IS 0'01 WITH THE R 'JULA I.IUr SCHOOL Curriculum nd Teachi Techni ue 1. Too many requirements all through school - need to be able to select more courses. See need for more training in specific areas. Need to have facilities available for independent study, quiet areas for study, and regular schools do not meet these requirements. 1. Too much routine, not enough variety - students get bored. 5. Must always learn with smarter students - need to have instruction for *ach individual (move at own speed). 6. Do not like separation of bright students from slower students. 7. Positive reinforcement is vital to learning process for each individual students. 8. Negative reinforcement is used in many ways, "I know your paper is not too good but read it anyway." 9. Reading individual test scores out loud for everyone to hear is a poor teaching technique. 10. Why should any student be on the bottom. If he is trying he should have some measure of success. 11. Grading should depend on your ability and not on your achievement. 12. Courses need to he related to current times. 13. Students in high school should be able to select more elective courses and have less requirements to fulfill. 14. Why should I learn correct English? Is it necessary to learn every- thing that is taught in English. 15. See a need for ungraded classroom. Need to have individual instruction. 323 16. Time should not be a factor in learning. 17. Nany of our facilities are so outdated that they are not con ducive to learning. II. Student - Teacher Relationsh 1. Teachers need to be more sensitive to student's feelings - using the "Put Dawn" technique is poor. 2. Too much prejudgement about student - either because of previous siblings or from other teachers. 3. Ideal teacher takes time to know you - doesn't judge you gives individual help - does not "Put you down" - has an active interest in each student - not necessarily a young persons. 4. Most students are self-conscious in front of groups. Teachers must be sensitive to feelings of these students. Important that teachers are able to identify this type of students. 5. Teachers pick on students in many different ways. 6. Too much favoritism - "Good student" -"Bad student." 7. "Why do teachers give up on you," 8. Cannot talk to a teacher - want to discuss a point - teachers want to be the final authority . they are never wrong. 9. It is important that teachers respect students opinion. Teachers will say you're wrong but will not explain why. 10. Sensitivity to student problems is important. 11. Teachers at the regular high school are too aloof. 324 III. School Authorities and School Rules 1. Want freedom to move around - freedon of choice cigarette drink of water. 2. Too many rules. Wbat good does it do to suspend a student? A student skips school one day, suspended from school three days equals four days of lost school time. 4. The handling of the smoking problem by school authorities has been poor. 5. Some ochool rules dictate dishonesty. 6. Definite need to have people available when a student needs to talk to someone. a. Counselor b. Social Worker c. Teacher 7. What is the principal's job? 8. What is the assistant principal's job? 9. It is difficult to talk to authority figures. 325 IV. Miscellaneous Caterpries 1. A lot of cheating in school - "Why should I take an honest test?" 2. Many difficulties in transferring to Vocational High School, 3. Too many problems in transferring to Vocational High School in Minneapolis. 4. A diploma does not necessarily mean a job - training is important. 5. What does it prove when you have a high school diploma? a. Reliable b. Opens the door to a job c. Possibly means that individual can stick to a job 6. Dropouts do not always get the low -end J)bs. 7. High schools have too many students under one roof. Source: The Minneapolis Work Opportunity Center Charles F. Nichols - Principal-Director 326 November, 1968 U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OFFICE OF EDUCATION BUREAU OF ADULT, VOCATIONAL, AND LIBRARY PROGRAMS DIRECTORY OF SELECTED HEADQUARTERS AND REGIONAL OFFICIALS WITH RESPONSIBILITY FOR BAVLP (Headquarters - 7th & D Streets, S.W., Washington, D.C. Office of the Associate Commissioner, BAVLP 20202) ROOM TELEPHONE NUMBER Grant Venn, Associate Commissioner John R. Ludington, Deputy Associate Commissioner LeRoy A. Cornelsen, Special Assistant to the Associate Commissioner Albert J. Riendeau, Special Assistant for Organizational Relations James B. Roberts, Executive Officer Edward Jennings Financial" n444''r Stanley Fin'_, Director, Public Information LA.) ry Bernard Michael, Program Evalu'ation Officer (Vacant) Program Planning and Development Officer 5042 .5044 5022 5024 5036 5056 50g6 5012 5010 (202) 96-35601 (202) 96-25337 (202) 96-37996 (202) 96-36794 (202) 96-25696 (202) 96-26894 (202) 96-21166 (202) 96-37528 (202) 96-23830 Division of Manpower Development and Training 15662-A (202) 96-37132 Howard A. Matthews, Director, Division of Manpower Development and Training .1 Dwight Crum, Assistant Director 5662 -A - -- (202) 96-37132 William Bowers, Acting Chief, State Programs and Servicts Branch 5652 - -- (202) 96-35271 Orieanna Syphax, Chief, National Program and Services Branch 5674 -A --- (202) 96-33738 Division of Vocational and Technical Education 5102 - (202) 96-24981 Leon P. Minear, Director, Division of Vocational and-Technical Education Sherrill D. McMillen, Deputy Director 5002 (202) 96-23681 Lane C. Ash, Special Assistant to the Division Director 5102 (202) 96-24983 (Vacant) Chief, Pilot and Demonstration Branch 5102 (202) 96-24981 5126 (202) 96-37744 Michael Russo, Chief, Planning and Evaluation Branch . Edwin Rumpf, Chief, Development Branch c600 (202) 96-25131 John Beaumont, Chief, Service Branch 5624 0202) 96-37724 (Headquarters Professional Staff Continued) ROOM -2- TELEPHONE NUMBER. Division of Adult Education Programs Paul Delker, Director, Division of Adult Education Programs 5082 (202) 96-37445 Bayard Clark, Special Assistant to Division Director 5082 (202) 96-37445 Pedro Sanchez, Chief, Community Services and Continuing Education Branch 5901 (202) 96-37827 Morris Brown, Acting Chief, Adult Basic Education Branch 5076 (202) 96-37319 B. Harold Williams, Chief, Civil Defense Education Branch 5717 (202) 96-37861 Division of LibraryServices:litld Educational Facilities Ray Fry, Director, Division of Library Services and Educational Facilities 5929 (202) 96-36271 Raymond Stanley, Chief, Educational Television Branch 5909 ----- (202) 96-26457 Frank A. Stevens, Chief, Library Training and Resources Branch 59 22 (202) 96-35627 Elizabeth Hughey, Chief, Library Program and Facilities Branch .5925 (202) 96-36060 oz. Kathleen Molz, Chief, Library Planning and Development Branch 5915 (202) 96-36223 Paul C. Janaske, Chief, Library and Information Science. Branch 5919 (202) 96-37796 -3- I. REGIONS ROOM TELEPHONE NUMBERS Boston, Mass. (Conn., Maine, Mass., New Hampshire, Rhode Island, Vermont) John F. Kennedy Federal Bldg. Boston, Mass. 02203 Walter W. Mode, Regional Director, DREW 1500-D -- (617) 223-6831 Walker F. Agnew, Regional Assistant Commissioner, USOE 1309-A -- (617) 223-6870 Francis L. Scarano, Financial Management Officer, OE 1309-A -- (617) 223-7205 Urwin Rowntree, Director, Aeult, Vocational, and Library Programs 1309-A -- (617) 223-6640 James C. Cronin, Program Officer, MDT 1309-A -- (617) 223-6814 Nicholas J. Hondrogen, Program Officer, MDT 1309-A -- (617) 223-6814 Matthew E. Cardoza, Program Officer, VTE 1309 -A -- (617) 223-6814 Dora M. Sheldon, Program Officer, VTE 1309 -A -- (617) 223-6814 Jesse A. Taft, Program Officer, VTE 1309-A -- (617) 223-6814 Walter C. Verney, Program Officer, VTE 1309-A -- (617) 223-6814 Carroll F. Towey, Program Officer, AE. 1309-A -- (617) 223-6814 .o Arlene Hope, Program Officer, LS 1309-A -- (617) 223-6814 II. New Yorl: N.Y. (Delaware, New Jersey, New York, Pennbylvania) Federal Building 26 Federal Plaza New York, N.Y. 10007 Bernice L. Bernstein, Regional- Director, DHEW 1005 ---- (212) 264-4600 Joseph L. Hendrick, Regional Assistant Commissioner, USOE 1041 ---- (212) 264-4370 Michael Coffey, Financial Management Officer, OE 1041 ---- (212) 264-4427 (Vacant) Director, Adult, Voc., and Library Programs 1037 ---- (212) 264-4045 Frank Coyle, Program Officer, MDT 1037 ---- (212) 264-4046 Richard Klett, Program Officer, MDT 1037 ---- (212) 264-4412 William J. Melody, Program Officer, MDT 1037 ---- (212) 264-4047 Ester Edgar, Program Officer, VTE 1037 ---- (212) 264-4412 Loris C. Lorenzi, Program Officer, VTE 1037 ---- (212) 264-4410 John W. Stahl, Prograin Officer, VTE 1037 ---- (212) 264-4410 Grace Hewell, Program Officer, AE 1037 ---- (212) 264 -4416 Eleanor Smith, Program Officer, LS 1037 ---- (212) 264-4412 11 REGIONS ROOM TELEPHONE NUMBER III. Charlottesville. Va. (D.C., Kentucky, Maryland, North Carolina, Virginia, 220 7th St. N:E. West Va., Puerto Rico, Virgin Islands) Charlottesville, *Va. 22901 Bernard V. McCusty, Regional Director', D/BEW 507 ---- (703) 296-1221 Carl E. Seifert, Regional Assistant Commissioner, USOE 206 ---- (703) 296-1323 Joseph A. Viau, Financial Management Officer, OE 206 ---- (703) 296-1323 George Wallace, Directdr, Adult, Vocational, and Library Programs 209 ---- (703) 296-1341 Earl Dodrill, Program Officer, MDT 210 ---- (703) 296-1341 Arthur Goldsmith, Program Officer, MDT 210 ---- (703) 296-1341 Frank Briley, Program Officer, VTE 209 ---- (703) 296-1341 Sam Kerr, Program Officer, VTE 209 ---- (703) 296-1341 James W. Warren, Program Officer, VTE 209 ---- (703) 296-1341 William Neufeld, Piogram Officer, AE 209 ---- (703) 296-1341 Evelyn Mullen, Program Officer, LS 209 ---- (703) 296-1341 IV. Atlanta,, Georgia (Alabama,' Florida, Georgia, Mississippi, South Carolina, Tennessee) 50 Seventh Street, Mail Room 404 Atla. ta, Georgia 30323 William J. Page, Jr., Regional Director, D/HEW 401 ---- (404) 526-5817 C. J. Martin, Regional Assistant Commissioner, USOE 550 ---- (404) 526-5087 Floyd Kling, Financial Management Officer, OE 550 ---- (404) 526-3102 B. E. Childers, Director, Adult, Vocational; and Library Programs 551 ---- (404) 526-5311 Alex Carney, Program Officer, MDT 551 ---- (404) 526-3243 Warren Seeley, Program Of MDT 551 ---- (404) 526-3243 Jamie Woumack, Program Officer, MDT 551 ---- (404) 526-3243 John Browne, Program Officer, VTE 551 --,-- (404) 526-5311 M. C. Gaar, Program Officer, VTE 551 ---- (404) 526-5311 James Wykle, Program Officer, VTE 551 ON, ON, 11 (404) 526-5311 Cecil L. Yarbrough, Program Officer, AE 551 (404) 526-5311 Shirley Brother, Program Officer, LS 551 ---- (404) 526-5311 REGIONS Chicago, Illinois (Illinois, Indiana,,Michigan, Ohio, Wisconsin) -5- ROOM TELEPHONE NUMBERS 226 West Jackson Boulevard Room 406 Chicago, Illinois 60606 (Vacant) Regional Director, DHEW (James G. Brawley, Acting) 712 ---- 404 ---- 404 ---- 404 ---- (312) (312) (312) (312) 353-5160 353-5215 353-5488 353-6679 Peter Mousolite, Acting Regional Assistant Commissioner, USOE Charles Ross, Financial' Management Officer, OE William L. Lewis, Director, Adult, Vocational, and Library Programs Norbert J. Mattelka, Program Officer, MDT 404 ---- (312) 353-5218 Loyal Miller, Program_Officer, MDT 404 ---- (312) 353-5218 Hobart Sommers, Program Officer, MDT 404 ---- (312) 353-5217 Homer Edwards, Program. Officer, VTE 404 ---- (312) 353-5457 Daryl Nichols, Program Officer, VTE 404 ---- (312) 353-5457 Frances Saunders, Program.Officer, VTE. 404 ---- (312) 353-5219 M. Eldon Schultz, Prograt Officer, AE 404 ---- (312) 353-6843 James G. Igoe, Program OfJ'acer, LS 404 ---- (312) 353-5219 I. Kansas City, Missouri (Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota) 601 East 12th Street Kansas City, Missouri 64106 James W. Doarn, Regional Director, DHEW 539 ---- (816) 374-3436 Freeman H. Beets, Regional Assistant Commissioner, USOE 444 ---- (816) 374-2276 Len Davison, Financial Management Officer, OE 444 ---- (816) 374-2277 Thaine D. McCormick, Director, Adult, Vocational, and Library Programs 458-K -- (816) 374-3976 Albin Benander, Program Officer, MDT 458-C -- (816) 374-3846 Robert J.1Blazer, Program Officer, MDT 458-D -- (816) 374-3846 Carl S. Barber, Program Officer, VTE 458-E -- (816) 374-3976 John C. Dupree, Program Officer, VTE 458-F -- (816) 374-3976 William 0. Hogbin, Jr,, Program Officer, VTE-. 458-G -- (816) 374-3976 Byron F. Rawls, Program Officer, VTE 458-H -- (816) 374-3976 Harry H. Hilton, ProgramOfficer, AE William Cunningham, Program Officer, LS 458-J -- 458-A -- (816) 374-3846 (816).374-3846 REGIONS VII. Dallas Texas (Ark.,-Louisiana, New Mexico, Oklahoma, Texas) ROOM TELEPHONE NUMBER VIII. 1114 Commerce St. Dallas, exas 75222 James*H. Bond, Regional Director, D/HEW George B. Hann, Regional Assistant Commissioner, USOE Ralph Evans, Financial Management Officer, OE M. A. Browning Director, Adult, Vocational, and Library Programs William Cummens, Program Officer, VTE C. R. Eddins, Program Officer, MDT Edgar Henderson, Program Officer, MDT - Herbert Mackey, Program Officer, MDT William F. Sands, Program Officer, VTE Elmer Schick, Program Officer, VTE George Blassingame, Program Officer, AE Janice Kee, Program Officer, LS De.ger, Colorado (Colorado, Idaho, Montana, Utah, Wyoming) 904 1404 1404 1021 1021 1019 1019 1019 1021 1019 1021 1021 10017 10444 10430 15022 150 24 15024 15024 15024 15024 15018 15018 --- - -- --- 1=== =MOO 1111= 1111= 1111= 0.011= 111=0, fisM0111 1111= I= I= I= I= I= I= I= I= I= I= I= I= I= I= I= I= I= I= (214) (214) (214) (214) (214) (214) (214) (214) (214) (214) (214) (214) (303) (303) (303) (303) (303) (303) (303) (303)- (303) (303) (303) 749-3396 749-2634 749-2636 749-2341 749-2341 749-2341 749-2341 749-2341 749-2341 749-2341 749-2341 749-2341 297-3373 297-3544 297-3544 297-4295 297-4295 297-4295 297-4295 297-4295 297-4295 297-4295 297-4295 Federal Office Bldg. 19th & Stout Sts. Denver, Colorado 80202 William T. Van Orman, Regional Director, DHEW Lloyd A. Garrison, Regional Assistant Commissioner, USOE Richard O'Brien, Financial Management Officer, OE Charles A. O'Connor, Jr., Director, Adult, Vocational, and Library Programs Merle Broughton, Program Officer, MDT Paul Strong, Program Officer, MDT Russell Britton, Program Officer, VTE Pauline Garrett, Program Officer, VTE John Lacey, Program Officer,; VTE Roy Minnis, Program Officer, AE John A. Fisher, Program Officer, LS