ED 143 802

TITLE

INSTITUTION

SPONS AGENCYPUB DATE.

NOTEAVAILABLE FROM

1

DOCUMENT RESUME

08 CE 012 133

A, Comprehensive Career Guidance, Counseling,Placement, Follow-up and Follow-Through System forRural (Small) Schools:. FiMal Report.Ohio State Univ., Columba's., Center for VocatidnalEducation.Office of Education (DREW), Washington, D.C.1 May 77G007501-;231419p.; Best cops availableCenter-for Vocational Education Publicatidns, Ohio,

, State University, 1960 Kenny Road, Columbus, Ohio43210

EDRS PRICE MF -$b.83 HC-$22.09 acts Postage.DESCRIPTORS *Career Education; Career Planning; Elementary

Secondary Education; Job Placement; MaterialDevelopment; *Models; *Occupational' Guidance;*Program Development; *lama' School Systems; Rural.Youth;' Vocational Fcllowup,.-

ABSTRACT. .

Based on the career guidance needs of'rural youth andthe problems of rural educational institutions in meeting theseneeds; a systematic approach for delivering a comprehensive careerguiAnce system to students.in rural and small schools was researchedand developed by consortium effort. The objectives were accomplishedby completing the following tasks: orga4nize human and materialresources; conduct national literature search; preparestate -of -the -art paper; produce a handbook on carper guidanceresources for rural schools; prepare a conceptual model and programdesign; develop a comprehensive K-14 placement, follow-upr andfollow-through model; produce a comprehensive content and proceduralsystem for placement, follow-up, and follow-through; produce acomprehensive content and procedural system based upon the conceptual

N./model; develop a competency-based inservice training program; conductproject steering and national advisory committee meetings;,develop aproduct utilization plan; and prepare quarterly reports,recommendations "for future developlente'and a final report for USOE.The materials developed were reviewed and revised accordingly. Thisreport of the project's activities includes (1) discussion of the,development and review of sixteen documents which paralleled theproject's objectives (listed above) and which involve aspects of acomprehensive program of guidance; (2) suggestions made for future*consortium efforts; supmary of five limiting effects on ruralguidance programs; and rationale statements_which underlie theproject materials; and recommendations for future research anddevelopment. Appendixes cottain various listings, forms, abOtracts,correspondenceoand feedback related to the project's completion.(BM)

Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes everyeffort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects thequality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS).EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that ban bemadelromthe original.

41

A Comprehensive Career Guidance,Counseling, Placement, Follow-up

An& Follow-through SystemFor Rural (Small) Schools

EqNAL REPORT

Harry N. DrierProject Director

(G00750"1-231)

U S OEARTMENT'OF NE ALINOUCATION t WELT ARE

NATIONAL INSTITUTE OFEOUCTIOt

TM, DOCUMENT -AS SEEN- WE PDODUC EC) ETA( TL Y AS PEr F ,10 T P"-JAA4E PERSON OR OR(;ANrjp ,G,NATINO IT POINTSOG 01 ,0 wONSSTATED DO NOT NECESSAPIL* PEp9FSENT OFf ,CIAL NAT IONA, 'NS' JTEEDUCATION DOS T.ON ,G7 POL y

\40

The Center for Vocational Education -

The Ohio State University1960 Kenny Rdad

Columbus,'Ohip 40210

May 1, 1977

ti

0

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THE CENTER MISSION STATEMENT

The Center for Vocational Education intendsto increase the ability of diverse agencies,

) institutions, and organizations to solveeducational problems relating. to individualcareer planning, preparation, and progression.The Center fulfills its mission by:

:1:\

Generating knowledge through research

Delrloping educational programs needsana outcomes

Evaluating individual program needs andoutcomes

0

Installing educational programs and pro-ducts 1

2

Operating information systems and Arvices

Conducting leadership development' and train-ing programs

4

%.

A Final ReportOn A Prdject Conducted Under

Grant No. G007501231

The material in this_publication-was preparedpursuant to acontractviith-the U. S. Office of.Education, U. S. Department of'Health, Education andWelfare.-- Contractors undertaking inch projectsunder government' ponsorship are encouraged to ex-press freely thei4 'udgment In professional andtechnical matters. Points of view or opinions donot, therefore, ne essarily represent official U. S.Office of Educat n position or policy.

U. S. DEPARTMENT OFHEALTH, EDUCATION AND WELFARE

40

Foreword

Increasin demands for career` guidance, counseling, place-ment, and follow,-through programs in all our nation's schoolspresent new challenges. Sensitivity to the career developmentneeds of youth and adults and their unique comniupity environ-ments is essential. Working in a consortium, the Center forVocational Education:The Ohio State University; WisconsinVocational Studips Center, University of Wiscdnsin, Madison;and Northern Michigan University have researched and developed,a systematic approach for rural and small schools to use indelivering a comprehensive career guidance program for allstudents.' This report includes copies of the sixteen separatedocuments which deal with each-aspect of.a comprehensive pro-gram of guidance:

The primary intent of this technical inal report is toprovide other researchers and program developers of guidanceprogram products the procedural techniques and desI'ig.ns forboth research and development. Furthermore, it provides recom-mendationa to federal agencies, State Departments of Education,and regional or local educational agencies for further research,development, and technical service efforts in thearea of ruralschool guidance programs.

Special apprediation is extended to the project.'s AdvisoryCommittee and individuals in the State Departments of Educationof Ohio, Michigan,. and Wisconsin. these individuals gave freelyof their time to help assure that this project was conducted ina timely and cost effective manner.

Robert E. Taylor, DirectorCenter for Vocational Education

v

TABLE OF CONTENTS

CHAPTER I :

J

'

Introduction- .

CHAPTER II

1

Pioject Methodology and Procedures 11

CHAPTER III

Results. 39

CHAPTER IV

Project Summary .110

CHAPTER V

No Recommendations for Future Guidance'Research and Development Efforts . .116

APPENDICES. .125

.

APPENDICES

-1 APPENDIX A: Project Staff Listing1

c

PageI

125

APPENDIX B: Steering Committee Members 127

APPENDIX C: National Advisory Committee Members . . 128

APPENDIX D: Credibility Review Panel Members 129

APPENDIX E: Work Flow Network . . g = 130

APPENDIX F: Project-Work Network Requirements . . 131

APPENDIX G: 18 Month Project Progress Summary_ 136

. APPENDIX H: Steering Committee Planning Form. . . . 140

APPENDIX I: Abstract Review ProCedures 146

APPENDIX Search.and ReviewProcedural Guide `'149

APPENDIX K: Materials Search and ReviewIn-service Guideline Procedures 162

APPENDIX L:,,NatiOnal Search Material(State Department of Eduition) 178

APPENDIX M: National Search Material (I,&4) 181

APPENDIX N: (1) National SearchMaterial(Commercial Firms) .. 185

(2) Rural Guidance Resource HandbookDevelopmental Procedures. . . . . .187

APPENDIX 0: Summer WorkshOp Agreement -of Services . - 198'

APPENDIX P: List of Workshop Participants(Resource Assessment)

APPENDIX Q: List of Workshop Partiqipants(Evaluation) 204'

203

APPENDIX R: Agreement Letter - Evaluation Workshop. . 205S

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APPENDIX List of Workshop Participants.(Guidance Practices)

APPENDIX T: List of Workshop Participants(Community Welations)

Page

207

208

APPENDIX U: List of Workshop Participants(Staff Development) 209

APPENDIX V4 Steering.CoMmittee Meetings(Agenda andMinutes) 210

APPENDIX W: National Workshop Participant List 225

APPENDIX X: National Advisory Committee Meetings 228(Agenda and Minutes)

APPENDIX Y: Nation 1 Workshop Agenda 242

APPENDIX Z: (1) Feedback From National Workshop 244(2) Handbook Dissgmination Suggestions. 251(3) Rural Guidance Project Testimonial

(National-Workshop) 252(4) Post'Workshop Letters To State

Departments Of Education 253

APPENDIX AA: Copyright Authorization 254

APPENDIX BB: Cost RecOvery Justification 281

APPENDIX CC: Guidance Project CredibilityM1,

_RuralReview Handbook 283

APOENDIX DD: Guidelines for Utilization ofCredibility Review Panel Data -102-

Alb

4

CHAPTERI(

Introduction.1

Although an overwhelming proportion of the population

4of the United States lives insprawling urban areas, wsub-

istantial. proportion, approximately fort million, lives in

rural areas. Rural families are-scattered in small 'villaget';±.

towns and hamlets, farms and ranches; hips and plains and

valleys throughout the country. The combination ofvarious

factors specific to rural settings, such as geographic isola-

tion, limited range of occupational exposure; declining job

opportunities, and massive migration to urban centers in some

regions, present unique problems in providing sound education

and career guidance programs for rural youth.amiaa

The unique problems of career planning and implemen-'

,t4tion of plans by rural youth, in contrast to tleir urban'

CounterpartS, has been expounded upon by a number of observers

such as Burchinal, Haller, and Taves (1962); DeBlassie-and6,

Ludeman (1973); GriessMan and DenSley (1970); Hoyt (1970)r;

Kuvlesky J1970); Picou and Campbell (1975) and Warburton (1964).

Burchinal of al. (1962), irr Career Choice of Rural

Youth in a Changing Society, highlights career development

problems ot_rural youth by stating that9

rural youth do not as frequently have theskills, training, value ori'entation, andpersonality characteristics necessary for

1 -J

original occupational selection and sub-sequent movement up the ocupatiodal ladderin comparison with urban youth. These differ-dnces result from differences in'high schooltraining, occupational information levels,educational and occupational aspirationlevels, perferences among job and livingconditions, and personality, characteristics.

\."11

With shifts in'the occupational structuretoward occupations demanding more education,higher skills, andlonger training, ruralyouth face an increasingly competitive labor

,market (p. 24).

Griessman and Dens y 11970), in their review of

education for rural areas, int out that rural schools are

more traditional and resistant to change than urban schools. Tiley

also remind us that rural chools often have to operate with

limited financial, perso nel, and facility resources:- Many

geographically isolated schools are too small to provide the

kind of quality compre ensive 4program needed by their students.

GriessMan and Densley based upon their review, offered the

following'conclusion concerning the status of rural youth:

1. Students n rural areas have limited contactwith the industrial world, and as a result,havk a rrowedvision of vocational oppor-tunitie .

.2. Ope-half of the rural schools do not have fell-.time guidance counselors."

3. Corffprehensive guidance services are neededwhich emphasize occupational exploration andplanning, placement, and follow-up of graduates.

4. Surveys have shown that rural youth do not'want to migrate but are forced to for improvedemployment-opportunities."

1

1. This finding/pertaining to perferred pl &ce Of residenceand out migration is ndt^a consistent finding, as sugg.gted

. , by Kuvlesky -(1170). Apparently the desire to migratevaries by regidns and is often a functiOn of the totaleducational and employment climate of the region. '

2 10

5.,Programs should provide maximum individual'involvement and personal development toenhance' accurate self-concepts.

From a research study of-the status projections of

southern rvral youth, Kuvlesky (1970) concluded thatft4

rural youth genera12, have very high job and',educational aspitationS and expectations...._Rural youth predominantly prefer and to a '

large extent expect employment in prNe<iionalor semi-professibnal and technical types ofjobs...The vast majority of rural youthdesire college level eduCation and almostall desire at least formal vocation], trainingor junior college after high school...Currently,evidence from both. tin .soutk and Northwestindicates that few rural yo-6th either desireAs.or expect to farm (p. 6). le

In Nan examination of the vocational guidance, and

placement problems of rural youth,, Hoyt (170) has succinctly

summaized the advantages and. disadvantages for this popula-

tion. He sees the *Ildvantages as follows:

1. Rural youth are merelikely to have been-exposed to,and accepted the values of work-oriented society thfn are non-rural youth.They are more likely to come from homeshaving a work-briented culture,...and tcAPeework more as a way of life than...non-rur41youth.

2. Rural youth are more likely to have had actualwork experience than non-rural youth...Ta7theextent this is true, they are more likelyto have learned concepts related to workerdependability, punctualit initiative, aidperseverence than persons ho have -never worked.

3. Rural youth are more, likely to be'encouragedto becoine members of the work force than arenon-rural youth. Such youth are growing upin a work-Oriented society, and it -is verydifficult to e ape notfce...if one is a ruralor small town y . 13)1.

3

/./

4r,

in the same paper, the follOwing disadvantages

to rural youth with respect td,p.voic4ems of vocational guidance

and placement were listed by Hoyt: .

1. $Rural youth are less likely to have manpowerprograms of vocational training available tothem ,than are non-rural youth:

youth are lesg likely to have compre-hensive programs of vocational education availableto them 'in the-elementary and secondary school...than are non-rural youth:

3. Rural youth are less likely to havA opportuni-tidS for vocational try-out experiences throughplanned work-gtudy prOtams...To the extentthis is true, it is gerioug.in'termy of notonly the opportunities for vocational exPlora-tion,blit also.in terms of contacts with possibleemployers.

4. Rural youth are less likely to have opportunitiesfor differential kinds of specific course offer-4ings in academic areas than are non-rural youth.'1-1e presence, for,example, of several typesof English c urses is not uncommon in largecity senior igh schools, but% it certainly isin most rura ,schools.

5. Rural.youth are less likely to have opportunitiesto see the breadth of existing occupations in.practice -than are rion-rural youth.

6. Rural youth are less likely to haVe oPporturii.t4.es- fo? public post-high school occupational educa-tioh available to them than are non-rural youth.

7. Rural youth are less likel,q to have facilities,of-the United States :Prain/ing.and EmploymentService available to them than are non-ruralyouth (pp. 13-15).

It is Hoyt's contention that "to the extent rural

youth report fewer'problems than do. urban youth (which has

foundfoUnd by several researchers to be the case), th%Lir

problems'are, in fact, greater (p. 15)"."

12

Although 'the- previous synopsis' of the literature

has briefly conveyed the difficulties,rural youth face as

they attempt to implement career plapniml and job-educational_ .

placement, it does not fully captUre the entire scope of the

da/rural problem

exploration,

occupa.tional

. These difficulties inc lu limited occupational

insufficient training,opportiThities,vinade4uateF.

information,',and restricted access'to a larger

spectrum of job 4portunitieS. But, another major interacting

dimension of the problem lies with the-Capacity of the rural'

ed ational institutions to deliver a,comprehensive system

aof guidance counseling, placement, andiollow-through within

theii situational,lconstraints: These constraints include0 )

factOrs of limited staff, geographic dispersion and isolation,

'inadequate facilitie;, the lack of research and develOpment

resavrces to develop a master plan, and the dearth'- of innova-

.tive guidanCe technique tailored to fit the rural contest.'

Seyeral of the dUthOrs c

such: as Grpiessman and-Densiey (1970) and Hoyt (1970), but their

obSerVations only 'partially'describe institutional capacity

above have alluded to this problem,

problem. The ERIC Clearinghouse on Rur.al Education land Small

Schools has focused on the problem in congiderable:detail.

In their'monograph, Guidance Programs and Practices in Rural

and Small Schools, DeBiassie and Lud'eman (197,3) place theAlb

drgency. of the national rural schools problem in depressing

petspective by saying

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AAny publications exist on various approaohesland techniques used by counselors and otherschool personnel.iracilitating the dectsion-making, adjusting, and self-abtualizing processes

Ilthat pupils must -of necessity consider. 'Whilethe literature is replete with such publications,the vast majority of these textbooks and journalssegm to focus on guidance servicesitfor urbananajor large school youth, An intensive diteraturesearch carried out by the authors produced onlythree textbooks which focused precisely,ori smallschool or rural.youth: (1) Guidance Serivcesin Smaller Schools by Clifford P. Froehlich1950; (2) Stimulating Guidance in Rural Schoolsby. Amber grthur Warburton, 1964; ax70-4Th RuralPoor Students andGuidance by Thomas J. Sweeney,1971:

here appeared to be a need for a currentdoc ent which dealt primarily with guidanceprograms and practices in small and rural, schools.It was decided that this document should focuson ,(1). current guidance program models used.insmall rural schools, (2) a synthesis of theresearch findings in these schools, and (3)recommendations based on this synthesis which - I

would benefit-the guidance functionary or othersinvolved in.the guidance of small school and/orrural school youth. -An added incentive forundertaking this work was that most small orrural school counselors typically have littleopportunity,to exchange ideas with other counselorsor professionali and have little or no accessto the means for professional growth, particularlyin terms of what is happening in the fieldcurrently (pp. 1-2).

Warburton (1964) suggested ten obstacles that

impede the development of effective guidance programs in many

Small and rural 'schools.

1.)School board members; school administratorsand teachers often do not understand the inter-relation of a comprehensive' guidance program[with an effecitve educational proggam.

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2. Sbhool board4Members and community officials,and leaders are unable to command financialsupport for a wmprehensive curriculum whichis essential for the guidance services to

"' 'function in behalf Of the best developmentof the individual. Both the college boundand the non-college bound need to be served.The well-equipped indIStrial arts program isexpensive and rarely found_in the rural school.

3. Parents sometimes not understand the impor-tance of an education and their responsibilityfor encouraging children to attend school:regularly.- Children are at times kept home todo chores. The background of 'parents, loweconomic and social level of the family attendedby poverty and remoteness of the home, oftenbut not always, account for this attitupe inthe hOme.

4. Parents and pupils do not realize the importanceof post-high school education or training: forboth those children:with an without abilityto profit. from further academic courses.

5. Home visitation is essential if the Schoolstaff is to understancithe problems of theindividual boy or girl and to help in theirsolution. Distances of homes and the counselors'or teachers' lack of .time &xlci money often pre-vent the making of home, calls.

6. Students are unable sometimes to .participatein social'and other extracurricular activities-i-designed to rce delinquency by'providingwholesome recreation and to help the individualovercome personal and social problems pre-paration for a satisfying adulthood. Lack of

-transportatiOn, duties at home, and rigidparent prejudice against these activities are -

sometimes the obstacles.

7. Funds are not available to aid students of low. incoMe'homes ió remain in school because they

lack'clothing, school fees, and the like. Also,needS of the family urge the pupil to seek workto help out," particularly if he/ is having

difficulties with school work.

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8% Community-wide adult education and otheractivities to-stimulate appreciation of theschool And guidance program are not organizedunless diligent and strong leadership itavailable.

9. Continuous school leadership with vision toOrganize, develop, and seek'the means to solvethe above problems are not Often found inrural schools

10. Turnove5of administrators, Idbachers, andcounselors is a serious problem in the-ruralschool. The.educationallorocess of boys andgirls. needs continuity of effort.

As Warburton and others ,have pointed ,out, rural

schools are faced with many obstales-id-attempting to up-

grade their career guidance ppgrams to provide modernized.

delivery systems. We s'hou'ld not continue to overlook this

substaptial-portion of Americans and write them off as a'1

frustrating nati4a1 dilemma,. A clear mandate exists for

4

assisting rural schools and it. is imperative that viable career

guidahce, counseling, placemeAt, and' follow-through systems

be developed which can be implemented by. them.

ts,

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1

Problem Statement (-

Providing career-relevant guidance, counseling,,

plac'tment, and follow-through services to all students and

youth of a school district is an important goal of, an effective

and useful community educational sl'istem. To achieve this goal,

a comprehensive program, consistent with the needs and

resources of the community, must be in operation. While much

progress in approach and methodology_ has been achieved toward

this goal in recent years, these systems have typically

focUsed on large, highly-urbanized educational.

s stems.

Either average middle-class suburban communities r._.core

inner-city student groups have provided the usual situational

context for. such systems. But forty-one percent of the

nation's schools are in rural areas (National Educati n/

Association), where severe constraints exist op educat onal

resources and where varied patterns of local values impinge

on the design of comprehensivp career guidance system The

resources of individual State Departmentsof Education to

adapt 'rograms.for rural and other small-school systems are

generally limited by the' need'to concentrate on pressing

issues involting the large-volume and high visibility urban

areas:

To accommodate many different types of rural (small)

school:situations, no one guidance and placement procedure

is likely ever to be completely satisfactory. yet,' it is

likely t4t-portfons of many existing processes and materials

might be considefed 'useful and of ctive for most situations.

Based upon-tithe statement of the probleepreviously documehted,

this project took fully into account the uniqueness of rural

schools,-both in terms of the advantages and disadvantages

of the small community. This development effort was characteri-

zed by building on-the many positive elements that are

attributed to the rural settings, and attempted to overcome0

the nature constraints of location, employment potential,

citizenry compositibn, aria available re urces. To, this end

the delivery sy stem anows for regional an41ocal variance

among rural schools and communities. It allows flexibility

so,that,mOst any_rural or small school may choose from-an

array of options that best meet its unique situation.

Thii project Proposed a series of conceptual and

content documents such as guidance, counseling, platement,

and follow-through procedural guides; support resources, methods

products, and in-service staff training guidelinei which offer

multiple benefits to school dis4.4cts.across the country..0 I z

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CHAPT-ER II

a

aProcedures

The project',s objectives were accomplished by conduct-

ing and completing fifteen major'tasks. .The tasks were asti

follows: (1) Organize"human and material resources. (2) Conduct

national literature search,and review. "(3) Prepare state of the t

art paper on career guidance, counseling, placement, follow-up,

andfollow-through in rural schools. (4) 'Produce a handbook on

career guidance regburceg that can be used in rural schools.

5) Prepare conceptual model and program design "for career guide

ance, counseling, placement, follow-up, and*follOw-through pro-

\N_gram. "(6) Develop a comprehensiVe K-14 placement, follow-up,44/OP

and follow-through model. (7) .Produce a comprehensive content

and procedural system for placement, follow-up, And fo?ow-.

tArough. (8) Produce a comprehensive content and procedural

system based upon thkconceptual model. (9) Develop a competency'-

based in-service training program. (10),Copduct project steer-

ing committee meetings. (11) Conduct National Advisory CommitteeL

meetings. (12) Prepare quarterly repOrti for;USOE. (13) Develop

and submit special report. to USOE concerning recommendations fot,

future produCt development, J14) 1Pr pare'final report and sub-)

mit ,to-OSOE. (15). Develop product utilization plan.

18 ,

Y

t4,

t

The procedures followed in performing these tasks tire i

discussed 'in the following sect -ions.

Task 1. Organize,human and material resources

needed to accomplish project objektives.

Because the'project.was a consortium effort among

three agencies, (The Cen.er for Vocational Education, Wisconsin

Vocational Studies Center, Nrorthern Michigan University), much

time was taken at the initial stages to orient all staff members

to,the project. (See Appendix A for a list of project staff.).

This orientation included genera planning. meetings involving all

three agencies in which the project roles, functions, and- respon-

sibilities were developed and agreed' upon by the agencies.

It was determined hat a project Steering Committee

and a National Advisory Committee he formed to ,assist in the

management of the project. The Steering Committee *as composed-

of individuals representing the grantee institutions. (See

Appendix B for'list oP Steering CommittO members.) The

National.%AdvisoiT Committee was made up of ,experts in, the areas

of education, guidance,and research and development. (See

Appendix C for National Advisory Committee members.) his

committee was formed since the project has a strong national411..

impact potential and it was felt necessary to involve national

.4

leaders. (The activities of the Steering Committee and National

Advisory Committee will be discussed in relation to tasks 10

and 11.)

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a

Wiehin each participating state, groups of rural admin-

fistrators, teachers, counselors, students, and community repre-

sentatives reviewed the project's materials to provide an.assess-.

ment of their relevance and feasibility to the rural area.tA.

During the initial phases of the project, these 106 credib!iityar

review-panel members were selected and oriented to the process

in which they could be involved. (See Appendix D for a list

of Credibility Review Panel Members.) Chapter 1,11: Results,

provides detailed formation on the evaluation these reviewers

provided.

Another activity completed under this task was the develop-

ment of a project technical plan which set the tl'amework for the

project's activities. A summary of the activities outlined in

the technical plan and conducted throughout the course of the

project are depicted onin Appendix 'E, Work Flow Network;

Appendix, F, Project Work Network,Requirements; and Appendix G,

18 Month Project Progress Summary.

Additionally the Steering Committee would quarterly up --

date their production planning. Appendix H depicts an example

of such planning,

Task"-2. Conduct national literature Search and review.

The project staff. at The Centerfor Vocatidbal Education

initiated the literature search process. A computer search of

ERIC and AIM/ARM for research and development effdrts in the

areas pf rural gui4ance, counseling, placeMent,)follow-up,and

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follow-tnrough was conducted..

Some of the major descriptors used for the seaedt included:''.10

"Rural Areas

Rural Drppouts

Rural Education-

Rural Youth

Rural Environment

Rural Farm Residents_

Small Schools

Rural PopulationARural4Urban Differences

Rural Schools

Rural Family Rural School System'

-,Appropriate coordinate indexAg descriptors (e.g., guid-,

,,ance and counseling) were keyed with the major terms. The

computer search was conducted for materials with a publication

date of 1973 or later: In addition, ERIC descriptor cards were

screened by CVE staff to assess their relevance to the, project

effort. After this preliminary screening, approximately 1,000

descriptor cards were retained for further processing.

The AIM/ARM aomputer search resulted in approximately

600 abstracts of pcuments. These abstracts were then compared

with the ERIC descriptor cards to check for duplication. A

computer print-out of abstracts for the remaining descriptor

cards was \hen obtained.

All a stracts were then reviewed.by CVE staff according to

a very carefu

I, to determin

by the project.

consortium agen

ly developed Abstract Review Procedure, Appendix'

eir relevance to the major areas addressed

he abstracts were then forwarded on to the

le for developing materials in the

-assigned areas. At this point, the agencies determined which4

respons

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documents to obtain and use in their developmental effor

1

Each gency used the Literature and Materials Search and Review/

Proce ural Guide Appendix J, and the In-serviceNGuidelines-in

this developmental effort as seen in.Appendix'K.

Task 3. Prepare state Of- the art paper on career.

guidaiice,.counseling, placement, follow-up,-and

follow-through in r4ral schools.

The-three'grantee agencies cooperatedlin the development

of the state of the art paper. The purpose of the document

was t identify, review, and synthesize what is known about the

present conditions of existing career guidance1Drograms in

rural schools and communities.

The hypothesis developed for this study has that students1

living in rural settings are restricted in their career develop-

ment by such factors as,N*4

(1),

geographic isolation, (2) limit7

ed\range of occupational role model exposures,, (3) declining

job and leisure opportunities, (4) migration of rural community-

population to urban areas, (5) lack of in-residence trained.

guidance staff, (6) insufficient resources and facilities,

and (7) lack of financial support to solve their' indigenous

problems.: These limiting characteristics could result in rural

students having unique career planning and preparation problems

in contrast to their urban counterparts.

The information presented in the state of the art paper

was obtained from the documents secured throlgh.the literature, -

search described in Task 2. Each grantee agency developed

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summaries for portion's of the paper'. The .Center for Vocational

Education laas responsible-for summaries on: (1) characteristics--t .

of rural homes, (2 characteristics of rural schools,, (3)

characteristics of rural communities, (4) career guidance pro-

gram'planning...implementa /\ ion, ' (5) career galdance.program .goals

p. %.'and.objectiveS, (6) career guidance raCtices for home, school,

and community, and (7)staff development. The Wisconsin Voca-411

tional Studies Center wrote summaries on, (1) assessment for

.guidance, (2) resource .assessment, =(3) methods asses, sment,

(4) placement services' for rural youth, and (5) evalpaton.

Northern Michigan University rovided summaries on (1) rural

attitudes and values, and (2) community relations and involve-

ment. The materials were then reviewed, edited, And finalized-.

The State of the Art Review A Comprehensive Review of tUe

Strengths and Limitations of the Rural Home, School, and Commu-

nity for Improved Career Guidance Programs was the result of

this task. This document was used as a reference base for the

development Of the remaining handbooks.

Task 4. Produce a handbook on..career guidance resources

- that can be used in rural'schools.

The Center for Vocational Education way the primary-

agency responsible for developing Career Guidance Resources:

A Handbook of Resource Abstracts - Grades K-14. A vast search

was conducted to determine career development materials-that

could-be used by ruz-11 school personnel. An initial search was

conducted withithe State Directors of .Vocational Education,

-

*

S.

4

, State Directors of Career Education, State birectors of Guidance,-1

and State.RCU Directors. These.persons in all fifty.states-were

requested to provide (1) carter development: materials which.

their states had developed for use in rural schools and (2) a

list of the names of ten rural school districts which had de- .

velopet career guicfanCe materials. A copy of the survey which

was sent to these people is provided in Appendix L. The 202.

identified rural 'school districts were then contacted with a

request to provide their locally developedmat leis. (See

Appendix M for a copy of the letter Lksed).

Commercial firms werd also requested to provide information

on career development materials which they felt applied to the

1

rural schools. The 350 publishers contacted were asIZ*6-erto pro -

vide information on materials publishers since 1965 and costing

less than $75. The cost figure was provided since the project

staff felt all materials represented in the handbook should be

within the financial range of the rural district. ,(See Appen-

diX 4 (1) for a copy of the letter.) Firms that resoonded from our

mailing list and materials used in this effort can be found on

pp. 301-310' of this particular'handbook.

Approximately 200 agencies or individuals responded 5to

the above requests with usable information Or materials.

There were variouslibther sources of information for the

handbook. These included commercial publishers who have exhibits

at-the-1976 Annual American Personnel and Guidance Association

Convention; the libraries of The Center fon-nrc:tiOnal Education,

17 -

4

25

,

The Wisconsin Vocational Studies Center, and Northern Michigan

University; and,Career Tests and 'Resources by Jim Brown ofThe

'bffice.of San Diego (California) County Superintendent of-Schools.

The project director at CVE made an agreemeht with the Office

of the San Diego County Superintendent of Schools, San Diego,

'California to produce, in part or full, approximately 100 ab-

stracts from.a document they developed entitled Career Tests and

Resources. In exchange for ouruse of these abstracts, San

Diego County has the cpportunkty,to.preproduce'the,abstracts1

in Career Guidance Resources.

All ol the usable information received was abstracted

by project staff. Standard abstracting procedures were followed

as outlined in ERIC Processing Guide. As the materials were

abstracted, they were categorized according to the various

aspects of a career guidance program. This included age level,

special populations, content, and process areas. The content -

and process areas were"the basis for the organization of the

abstracts within the handbook.

1

1

1

Because of the vast amount-of material in the handbook,

_4three 'indexes were developed. The Mtin index is a cross-refer-

ence of the abstracts. The other two indexes provide a.publishers

reference and an alphabetical listing of titles of abstracted

materials.

After the abstracts were completed they were reviewed

twice. During the first review staff at the three grantee agen-

cies evaluated the materials. The second review was conducted

- 18 -J.

L.

by the credibillity review panel members and the national ad-

visory committed (See Chapter III - Results for more detailed

information.)

Thellhandbook*was revised And edited based upon the reviews.

, .The'procedures used in achieving this scope of work'are out-,

V' lined in'the Rural:Guidance Handbook - Developmental Procedures,

Appendixy (2).

Task 5. Prepare conceptual model and program design for

career gu4dance, counseling, placement, follow-up, and

follow- through program.

Ths Life Role Development Model was a cooperative effort

among the three grantee agencies. Much development was accom1

plished through Workshop meetings.

Task 6. Develop a comp ehensive K-14 placement;

follow-up, and follow through model. (See Task 8) ,

Task 7. Produce a comprehensive content and procedural

It

s tem forlacement, follow-up, and follow-through. (See Task 8)

.

, .

Task 8'. Produce a comprehensive content and procedural4 4..

systeM based upon the .conceptual model.

The handbooks which reflect the comprehensive content41

and procedural system for "career guidece program are

Planning and Implementation, Careei Developmest Needs Assessment,

Behiyioral Objectives, Resource Assessment,.EvalUirlo Outcomes,

Career Guidance Practices, Career Counseling in-thelkural-Schook,

I

2"

.

11 I

t4

Desk Reference: Facilitating Career Counseling and Placement,

Intlividualized'Aperoach to Career Counseling and Placement,

Community Relations and. Involvement,' aueal CoMinunitv Perspectives

Toward Career Development and Transititional Placement.

The folloi4ing discussion will deal with he development4,

of each handbOok separately. The review

Chapter III.

p

is provided in

Planning and Implementation

This handbook was developed by project staff at CVE.

The handbook was developed,becausle staff felt there was a need

to Kovide lorogram plannerS with ideas on how to'overcome the

complexities and difficulties of planning in a systematic manner..

Planning is especially imPortant, rural' schools because\re-4.

4,1

sources, particularly financial ones aie' limited. However',,

. .

parentalwrind'dommunity interest in and willingness to support

the schoOl program -tire widespread.. The procedures described ,

in this handbook provide a framework which will enable rural

educators td take advantage of the richness of these human re-,

sources. The handbook serves as the frame of refereh6e for

using the Other'handbooks in the program development process..

The handbook tas developed, by a writing team at CVE.

The three members of the team received continual advice and input

from other project staff memberg during the course of dfikelop-o

ment. The review was completed e credibility review

panels and the National Advisory Committee. Using'the information. .

I .11W

w

received during the review, project staff revised the handbook

and prepared it for camera,ready typing.

Career Development Needs Assessment

CVE staff( -',had the major responsibility for developing this

handbook which provides detail on how to conduct a needs assess-

ment. This handbook offers a set of practical procedures for

rural educators to use in (1) determining the career develop-

ment needs of'- youth, (2) determining a set of prioritized

guidance programs for their school, and (3) gaining'advice

from the,coMmunity concerning the school's responsibility in

meeting the needs of youth. This document was developed with

the assistance of a consultant, Dr. Arland Benson from Roseville

. Area adtooIs, St. Paul, Minnesota. Dr. Benson was brought

into The Ceriter for a one day workshop during which time the out-

line for the handbook was developed. His major responsibility--,..

was to generate, the career development needs,asseesment instru-,

ment and provided input to project staff on other portions of

the handbook.

Two project staff members took the responsibility of de-

veloping the remainder of the handbook. The handbook was sent

out fbr.review to the creditibility review panels and The Nation-

al Advis#ory Committee. After review data was anaIyzed, the hand-

book was ,revised by project staff -and prepared for camera ready:

. .,, . 1

type, f

- 21 -

vs

Behavipral.Objectives

This document was developed at CVE. The development and 0,

utilization of local data-based behavioral objectives have been

widely recognized as key in any effort expected to result in.

signifi,tant educational change. This handbook is a-response

to the need for direction in career guidance program planning

especiallS, at the local rural schbol .istrict level, and pro-1

..- .

vides procedures on how to evelop behavioral objectives. "A

major feature of the docume t is a selfinstructional manual1

.

on writing behavioral.Objectives. This manual is an abridged

edition of the Career Planning Support System's Manual for

Writing Behavioral Objectives developed at The Center for Voca-1

tional Education, The Ohio State University, under contract with

1

The handbook was develoiied bY a three, person writing team,a 7

4

Ireviewed by the credibility review.panO.s, revised based upon

the review, and prepared 'ior camera ready typing. , 1

Resource Assessment1

Rural educators may often have limited time and finances.

,

1with which to 'conduct a career guidance program. With these.,,

. .

constraints in mind, an attempt hadbeen made i 'this handbook

'to,construct an effective low cost, cooperative method for'

,helping rural educators become4ware of the resources available

the National Institute of Education.

to them.

- 22

'30 I

4

Procedures and materials for assessing, coordinating, and$16

'using career guidance resources in a variety of rural school

situations are provided in this documeAt.

The handbook was developed by CVE in cooperation with the .

Tri-County Career Development Rrogram in Nelsonville, Ohio.

The Center had a no cost sub-contract with Tri-County Joint

Vocational School to assist in the review and revision of this

and two other documents, (See Appendix 0;for a copy of the

Agreement of Secvices.). A six day workshop was conduiated for

the review and revision of the hand look. Nine rural educators,

(teachers and career education coordinators) were involved in

this workshop which was led by four project staff members. (See

Appendix p for list of participants), The participants ,1 working

in a small group format, provided valuable insights into a fea-

sible way of assessing and using ,local resources in the'rural/4area,

. .

After the workshop was completed, two piojebt staff members

refined the miteria18 developed. The materials were reviews

, by the Credibility review panels, workehop'participants, and

The Natisnal,Advisory Committee. The handbook was revised based

on review data and prepared for,camera ready type.

Deciding Via Evaluation

'The purpose of this handbook is to assist the user in.

(1) gaining a general perspective of evaluation, (2) develop- .

ing a program plan, (3) implementing the evaluation plan,. ,

23 -

r'

,111440:- , 1

(4) reporting the evaluation findings, and 1(5) planning future

programs based upon the findings.

This handbook-WaS developed by CVE014ject staff and re-

viewed and revised by the eight career education coordinators-__

of the Tri-County Career Development Program, Nelsonville,

Ohio in a workshop. (S4 AppendixQ for list of participants)_

This cooperative effort was a part of a second agredirsent with

Tri-County Joint Vocational School. (See Appendix R.)

1 Three project staff members worked with the career education -I

coordinato2s for three.days. 'During this time the project staff

members received. input from the. coordinators on thd type of

evaluation handbook that would be useful to them. This in-1$

pUt was reflecteq in the final handbook.

The handbook'was reviewed by the Director of the Evaluat)ion 1

Division at The Center for Vocational Education. Final re-1

visions and editing were accomplished based upop his input.

t,

Career Guidance Practices

The family, the school, and the community all have a.great

influence cm the career developmental of- :rural youth: This

document provides procedures,for career guidance practices

that are appropriate for the rural home, school, and community

environments.

This handbook was developed bor CVE in cooperation with

the Tri-County Career Development Program. (See Appendix° fo

the agreenient!) A Sjx.day developmental workshop was conducted

- 24 -

by five project staff memberts and attended by trnty-two rural

school personnel, (teachers, counselors, administrators, and

careerieducation cooprdinators). (See Appendix S for list of

participants.) The-workshop participants divided into three

small groups and developed career oriented activities that

centered around; 'the home, school and community;

After the completion of the workshop, the project staff

compiled the activities and wrote introductory material. The

handbook was then reviewed by the credibility review panels,

the workshop participant, and the National Advisory Committee.

Project staff revised the handbook based 'Avon the evaluation

prOviged by the review process and prepared it for camera ready

type.

Career Counseling in the Rural School

C:-.reer Counselinc; in the Pural School attem,)ts to nroviCe

content an,' process Eor delivery of individual counseling to each

staut_.nt. Tt -incuSes on the ongoin4j services the rural counselor

chn piovido prmirm,rn atically. Tt starts.1,7ith 1 (;oal statement an('

ho,.: each o;: the services ,interrelate. it also account,

re); the find' mu resource constraints ,,hick the rural couns;.-Y)oi

L-1c,

tho career counselthc corpon t is uistinct frow ne group

:npehent.(syste'rls approael) , it necessarily relates to it.

group progran focuses on 'provision of developmental experiences for

bi/erall curricular infusion.- The career counseainq component

focuses on the ongoing activities of the counselor in_wnrkino with

the unique devielopmental needs of each student.- 25

33

Transitional Career Placement, in The Rural School

This handbook describes a variety. of school-based activities

designed to assist.students accomplish that aspect of their career

transition related to locating, securing`, developing,,maintaining,

and evaluating their selected career objectives.

The placement/process is approached from both a programmatic

4and individual student point of view. The programmatic component

_--

stresses providing activities, services, and resources that have the

potential' for benefiting all students. The individual component

stresses ways of meeting each student's unique placement needs.

LaCh element of the placement program includes both studgnt ac-

tivities and'school/community activitid . Suggeatio are alsor//

included'for staffing a placement pr gram,. sel*cting program

objectives and evaluating the school's efforrein placement.

Desk References: Facilitating Career Counseling and Placement

This desk reference is designed to accompany the career4

counseling and placement volumes. It contains sections on

(1) using career information,- (2) sources of career information,

(3) .career fitlihg systems, (4J summary of individual inventories,

(5)- biliography on counseling and counseling methods, (6) career.

planning and placement resources, placement rcards, and

(8). an index of exemplary placement programs.

Individualized Approach to Career Counseling and Placement

This handbdok describes Ool.Pcareer counseling is a combination

of the systems approach-and one-to-one counseling to meet students'

idiosyncratic needs. Using a programmatic method, the counselor

- 26 -

34

collects, coordinates; and_refers-information to the student and

to others who can facilitate his/her development. The handbook also

describes a model for the counselor to help students make the transi-

tional role change from school to their first career op.tioir.

Community Relations and Involvement

The problem of community relationships appea7 to be the iden-

tification and implementation of a workable system valid for rural

career guidance prOgtamsx. The orientation of,this handbook to-

promote a systematic approach to rural school-community coopera-

tion. This orienta'Thn involves community/relations and community

involvement.-

This handbook was developed by NMU and CVE staff in cooper-

ation with the Tri-County Career Development Program (See Appen-

dix 0 for the agreement). Nine rural school personnel (teachers

and career education coordinators) participated in a four day de-

velopmental workshop. (See Appendix T for list of participants-;-)

This'woirkshop was conducted by the project director from NMU and

two project staff membersfrom CVE. Participants in the workshop

provided tsights- concerning a rationale for school-community

cooperation, strategies for school-community cooperation, and eval-

uating community relations and involvement in the rural school.

After the workshop to project staff members compiled the ideas

proVided by the workshop participants together with previously

.prepared material. The handbook was then reviewed by credibility

-.review panel members, the workshop participants, and National Ad-

visory Committee-members. The h ?ndbook was revised based upon

the review, and prepared for camera ready type.

--

27 -

35

Rural Community Perspectives Toward Career Devlopment

This handbook was developed primarily as a result of

research of the literature.- This research resulted in the innova-

tive orientation of-attacking adult values; namely, school staff,

parents, and employers. .Because of this orientation no input

was sought from rural practitioners.

Guidance, additional references, and rewriting assistance f-

to the author, the project director an NMU, were obtained from

CVE staff and Dr. Joseph Quaranta, Chairman Department of Guid-

ance and Counseling, The Ohio State Unkversity. A consultation1

workshop was weld at CVE-on FebruaFy 29 to March 5, 1976 to

provide input to the author.

After the workshop the handbook was compiled by project

staff on site at NMU. The handbook was reviewed by the Cre-

dibility Review Panels. The suggestions received from the

panels were used by the project directors of NMU and CVE in

revision of the handbook. It was then prepared for camera ready

typing.

Task 9.- Develop a competpncy-based in-service training

program.

The ongoing preparation-of staff members (teachers,

counselors, parents, communitmembers, and students) for their

expanded roles and responsibilities is vital to the success of

a career guidanbe program. Staff deVelopment is key to any

effort designed to effect Program change.

- 28 -

36

4

The staff development handbook was developed in response

to the need for direction in planningd conducting in-service

programs. Guidelines for in-service activities are provided.A

There is also a sample in-service activity-involving students

and a list of competencies individuals involved'in a career

guidance program should possess. The,handbook was developed;

by CVE in cooperation with the Tri-County'Career Development

Program (See Appendix R for the agreement). Eight career

education coordinators and three CVE staff members were involved

in a review and revision workshop (See Appendix U for list of

participants). The nearly completed handbook was reviewed

in the workshop and_suggestions for revisions were made.

Also, durin the workshop, the participants provided structure

for a sample in-service activity.

The information received from the workshop was compiled

by two project staff members. The. handbook wan then prepared

for camera ready typing. It Aid-not go through the credibility

review panels since the workshop participants provided an indepth

review of the document.- 9

Task 10. Conduct project Steering Committee meetings.

As mentioned in Task 1, -project Steering Committee

was-formed to assist in the overall management of the project.

-During the course of the project, the committee met five times.

September 23-26, 1975-at Columbus', Ohio

November f3-14, 1975 at Green Bay, Wisconsin

29 -

37

February 9-11,

April 12, 1976

June 2-3, 1976

1976 at Washington, D.C.

at Chicago, Illinois

at Madison, Wisconsindo.

The main purpose of having Steering Committee meetings was

so that individuals representing the three grantee agencies

could meet and'discuss the progress and problems of the. project.

Appendix V contains sample mibutes'of two of the five meetings.

Task 11. Conduct National AdVisory-Committee Meetings.

As mentioned in Task 1, a Nationalldvisory Committee

was appointed to provide advice to projeq/Cstaff members. The

five members represented state superintendents of education,

local rural school superintendents, counselv educators,

and experts in the field of rural education. Each of the con-

sortium states had at least one representative on the committee.

The committee met ee times during the project.

September 26, 1975 at Columbus, Ohio

June 3, 1976 at Madison, Wisconsin

December 8, 1976 at Houston, Texas

Appendix 'R contains the minutes of the three gs.

Task 12. Prepare quarterly reports for USOE.

Four quarterly reports and one annual report were prepared

and submitted to-USOE according to the requirements outlined in

Preparing Research Reports for the U.S. Office of Education,

December 1970. Each griantee agency was required to submit

quarterly and annual reports.

30

The procedure which was followed specified that tht'projeclof

director at CVE was to'develop 4 draft of each report with written

input from the other grantee agencies. The draft was then re-

viewed by the project directors at the other grantee agencies,

revision suggestion§ made and then finalized. Eachlagency was

responsible for submitting the reports to USOE. All reportS

were shared with the projects National Advisory Committee as a

means of communication.

Task 13. Develop and submit special report to USOE

concerning recommendations for future product development.

Portions of the final report and the executive summary

contain *recommendations for future product development. The0

State of the Art Review Handbook, minutes of National Advisory1

Committee meetings and the evaluation report of the National

Workshop also contain recommendations that will be useful to the

U.S. Office of Education.

Task 14. Prepare final report and -tubmit to USOE.

This final report is viewed as4i) technical report of the

major events, procedural designs and plans and guidelines used

in conducting this consortium effort. It was developed as a

noh publishable comparison document to the sixteen handbooks

that are being distributed at The Center for Vocational Educatioh.

rf The final report was developed by The Center for Vocational

Education because most of the project documentation is stored

at this facility. The author carefully analyzed all project

documentations and selected the most important data for use.

- 3i

33A

In this way the,final report can serve as a. historical tracing

of the procedures a national,three agency consortium, utilized

to complete successfully an extremely large and difficult

research and development effort. 1

Task 15. Develop product utilization plan.

Prior to developing a product utilization plan, there was/

a need to discover the potential interest in the field. This ,

was achieved through various means.

An initial activity of the project was to develop a

project brochure. This brochure provided an overview of the

project and names and addresses for further.information. ..As a'

result of the brochure and other promotional activities, a list

of 427 names of interested individuals was developed.' Thdir

letters of interest are on file at The Center for Voca lona]:

;Education. All letters of inquiry were answered by one of. the

three consortium agenci4 within one month after receipt 4nd a

second mailing included a final productiffiarketing brochure.:and

a letter containing informationlconcerning possible technical

service available by the developing "cies: `

t,Project staff were involved-in a number of national and

4

state presentation's during the course of the projeqt,as follows:A

Approximate NumberPresegtation'Setting of Participants

.-1976' American Voc.ationkl Association

National Convention, Houston, TX

a. Regular Seoti4 onal'Meeting

b. National Conference ProjeCt

- 32 -

40'

18'persons

,27 personst' A

1

74°

y

2.

"3.'

-

-7

Presentatiqn SettingApproximate NUmberof Participants

1976 American Personnel and

Gib dance Association, Natiorwl

Convention, Chicago, IL.,

1977 American Personnel and4i

.20 peilsons

Guidance Association, eat

National Convention,

Chicago, IL 18 persons

4. 01976 Second Annual CareerN.*

Edlication Forum, WaShington D.C. 52 persons

5. )977, Third Annual Career

-Education Forum, San Frpncisco, 'CA 2:4 persons

et.

4111

`

1176 Rural 'Sociological

Association Convention,

New York, NY

.7. . 1977 National Cateer Education

Convention, Houstin, TX

t

1976 Ohio Personnel' and .-, 'e --.

Guidance Conference, Columbus1 OH

9 Y 1976 Ohib EdVcAion Association,

28 persons

Vpersons V

,20 persons.

Conference, ColumbushOH .28 persons

.10. 1977 Ohio Vocational Education

Association Conference, ColUMbus, OH'. .

, 11. 1977-Illinois Rural Education

`CoMMittee, Special Called Meeting,

Carbondale, IL

-.33

Y. . 41

A

2'5 persons

42 person

Si 5

41)

aF

:Presentation Setting

P---12. 1976 Michigan Career Education

ifordinators, Meeting ,

A

Approximate Numberof Participants

-

Marquette, MI 25 peIsons

110. 1977 Rural Ca ter Education

National Communication Network

, IIProject Conference, St. Louis, MO 30 persons

14. 1977 Specia' Meeting for Repreqeri-

tatives of"9 African Countries.,,

Columbus, Ohio 12 persons

'415. 1977Special Meeting for International

Labor Organization,Washington, D.C.

16. 1977 The Center for Vocational

Education, Ohio State Department

tof Education 'and Ohio State

University Staff Meeting Columbus, OH

17. 1977 Florida"State Departmen t of -

IF

Education, Special Rural Guidance

_Prtct Called Statewide Meeting,

Orlando, FA,

18. 1976-1977 Thirteen Small Meetings.

Wish Special,Visiting GKoups to

'The Center for Vocational Edu cation

1977- Rurl. Guidance Project Workshop

Marquette, Michigan.

I - 34 -

42

2 persons

80 persons

85 ,persons

110 p4sOns

40 persons-

Presentation Setting

20. 1977 4th Annual Counselor-

Administrator Conference,

Angelo State University,

San Angelo, TX

;

Approximate Numberof Participants

130 persons,

Approximate Total 820 persons

Also during the project period numerous promotional articles

appeared in various education and rural sociological journals and

newsletters. The followin represpnts a list of the types of

articles and the number'of persoins receiving them:

Promotional Material Approximate Number"of Readers

1. Two Small Articles in the

American Vocational Journal

(1976-1977)

,2. A.V.A. Guidance Division

120,000

Newsletter' 01976) 32,000

3. Three Centergram Articles

110

1 1976 and 2 in 1977 , 1r 27,000

4. Article in the Catimere

School District National

Rural School Newslebterj(1977)

5. 1977 Evaluation and,Rural

Development N4wsletter

Totals 8 Articles

, -

- 35 -

.43

3,500

1.,000

183,500 persons

1

A major dissemination activity was the national workshop

which was held December 9, 1976 in Houston, Texas. The .purpose of. .

this workshop was to expose individuals In the fifty-state De-

I

-__( Z

., Ypartments of Education to .the.project's materials. The state

supervisors of guidance in the fifty states and seven territories

.' , 1

were invited to attend a day long workshop 'which took plaice at-the..

i

conclusion of the American Vocational Associatiori Convention__

Twenty-thret individuals,ettended (See Appendix W for a liSt of

..-- 1

.4

participants). 'During the course' of the program, participants

received an overview of the project's materials_and-providedI

input on howfthe,materials mightibe disseminated and used in

their states. '(See,Appendix.k-for worksholragenda,I

.) Appendix Y,

,

, - . .. .

r, .

provides feedback information from the participants concerning,

the .workshop, the materials and patsible use of the materials in

their states, in- service assistance needs and hole/ this distribu-.

. 1I

tion and in-service might be funded. Appendix:Z-(2) is a° list of

dissemination ideas that were offered"by-thb.datidnal wol.kshon

participants. Appendix Z (3) in.-se rVitesistance needs is

a copy of one National Advisory CeMmittee Te?stimonial given at4

^..'

,,

the National Conference end Appendix. z (4) is the letter sent%Oa 1

-t.

out to each of the 50 states and

.

7,territOries accompaning their0 ,

..,

project funded free'set of materiali'and.fifty.marketfng brochures.I

The marketing brochure is not coAtained in this report but rather

included with the set of Rural Guidance Handbooks for better usor: 1

."--

(;utilization.

#

-.36 -

44

.The product 'utilization plan which was :initially developed

is inc\luded in the HEW Request for Copyright Authorization,

Appendix AA. After two Months of study and discussions-,with

potential commerical firms the decision was made to disseminate

the rural guidance materials through. The Center for,Vocational

Education cost recovery system. Appendix BB provides some of the

rationale used in this decision.

Presently The Centers cost recovery product distribution plan

includes the following actions:

1. Print for sale 1000 .copies of each project handboOk'

. and four'binders to hold in the proper place each hand-.

book.

2. Develop and print 18,000 Multi colored marketing.

brochures to 8,000 rural schools, 3,000 counselor educa-

tion institutions, 50"state department of education,

.1000'inermediate educational service agencies, plus

numerous-other small groups.

3. Develop and have published short article on the product

in journals and newsletters.

4. Write a special letter,to each state guidance supervisor

and career edpcation coordinator announcing the

availability of the products and provide them with

50 marketing brochures each. Additionally, we will

be communicating the interest and "Center capacity to

provide on a cost recovery basis'technical service on

the,Rural Guidance Project.

37 -

45a.

"a;

5. Send one free set All the rural guidance matetralps

to the 57 st&te and territory depar.tments, of education.

6: Conduct an invitational cost recovery rural guidance

.workshop for thd State of Ohio in September or October,

1977

7. Send copies of marketing brochures to national project

directors who might benefit from the materials use.A

8..1 Have materials and brochures on display at National

Association Conventions, State Guidance and Counseling

Conventions, and a number of National Conferences held

under the direction of The Center for Vocational Educa-

tion, Columbus, Ohio,'The Wisconsin'Center for Vocatio4ai

Studies, Maaison, Wisconsin, and Northern Michigan

University, Marquette, Mich gan.

9. Northern Michigill University is printing and. distribu-

ting over 100 sets of the Rural Guidance' Materials for

distribUtion to the 70 schoel,districts in the Upper

Peninsula, 10 counselor education departments, and

other educational le4ders._1

10. The Center for Vocational Education.will h4v0 on display

two locations for the next year -the products of the

%ow/Guidance isrojeCet.

11. The Center for Vocational Education will send 500

copies of the marketing brochure to the 'Rural Career

Education Communication project director for national

distribution.

L

- 38 -

46

.1

CHAPTER IIIResults

Overview

1

4

The developmental effdit included the'review of the materials'

41106 credibility revieur poppl -members. These individuals were

rural administrators, counselors, teacheis, students, parents,

and community representatives in Michigan, Ohio, avid Wisconsin

(See Appendix D'Yor a list of-,the members.) The implementation.

of local credibility review panels was designed to provide an

assessment of the_relevance and feasibility of .the ruralized"

processes and products generated as a result of this project.---The panels were a critical element of the formative evaluation.

An active review of processes and daterials in all aspects of the

,project were olained by using the panel review team,concept.

Appendix CC contains the Rural Guidance Project Credibility

Review Handbook which des,dribes in detail the procedures employ-

ed with the review panels. Additionally Appendix DD describes

the procedures each consortium agency used in organizing and uti-

lizing credibility review panel data.

In addition to the panel review, five of the handbooks

were assessed by individuals involved in the developmental work-,

shops conducted in cooperation with the Tri-Cqunty career Develop-

ment Program, Nelsonville, Ohio;

- 39 -

a

This portion of the repo'rt will present the data recRived

from the credibility review.panels and 'how project staff utilized

the data. The review of each handbook is presentW. seoarate

'If a handbook was not reviewed by the panels, a de'tailed exp

tion of how it was reviewed and why is presented.

State of the Art Review

Because of tq research nature of this handbook it was de-

termined that our credibility review panel was not the aopmpriate

group to provide a profesilonal review. As an alternative mode./""

of review,, the handbook was reviewed bye 13 project staff, 6

National 1dvisory Committee members, an4,10'professionals who

served as non-paid consultants.

In summary this comprehensive literature review offers!

insights into the unique characteristics of thekrural horrie,

school, and community. It also analyzes the manner in which these

characteristics impact on the career development needs of rural

youth.

An in-depth review of the litetature supported the hypothesis

that students living in rdral,'areas have limited career development

opportunities. This condition is due primarily to the severe

lack of financial and physical resources.' In.addition, the problem

is compounded by the following characteristics of the rural settinu:'

(1) lack of brloadly representative role models for rural youth,

(2) geographic isolation of many rural schools, (3) declining joh

opportunities, and (4) lack of sufficient number of qualified

guidance staff. .

4

4048

This review revealed. a tremendous strength, in the avail-

abll ty of human resources which can be used to,great advantage

4 in lanning comprehensive career guidance programs for'rural

schools. Planning the implementation of such a comprehinsive

program can best be accomplished by involving the community as

well as the school staff in an ongoing effort.

The study of the literature disclosed a large number of models

for career guidance program development, but none specifically

tailored to the needs of rural communities. This State of the

Prt highlights the essential components of a systematic approach.to program planning and implementation. However, the need still

exists for a model and detailed procedures for developing a

comprehensive career guidance program in rural settings. This

need was addressed by the Compfehensive Career Guidance, Counsel-,

ing, Placement, and Follow-through System for Rural Schools-which

has been developed in light of the findings of thit paper presents.

This entire developmental effort constitutes the Rural America

Series.

Life Role Developmental Model

The life role model was reviewed in part by the credibility

review panel members during their initial orientation meetings

(1975 -76). &This handbook was conceptualized following an exten-

41' -

4i

k

sive literature and material review including 120 models and

guidelines from'local schools, universities, and state and nation-

al developMental efforts. Two nationally known consults

assisted 10-project ftaff in the development and review of this,-

I

I

I

I

document. The pr unary reason that the life role model was not

sent to our credibility panel review members is that there was

sufficient evidence through the state and federal models that we

were using that its contents represented the conscientious thirnk-

intj of thousands of guidance leaders throughout the country.

Career Guddance Resources

The first complete drAft of this handbook was sent to a

.select number (SO) of credibility review panel members during the

month of June 1976. Only administrators, teachers and counselors

were asked to react because it was determined that community

members and students had no reference point- by which to review

and react. Of the $0 panel members questioned thirty-one or

61% of them responded with extremely helpful advise.

The following chart presents the questions 'concerning the

specific content of Career Guidance Practices and how the panel

members responded to each question.

1

- 42 -

50

CAREER GUIDANCE RESOURCES

-

C

Question StronglyAgree Agree Undecided

\D4agree

.

.

StronglyDisagree

No .

Response

1.

.

The Abstract Index is usable

Comment: It would help ifthe index could in-

. dicate what is on a_ specific page, you

only know after you....;. have read-all,the

material..g.

More direction isI 'needed to find re-

'source abstract.

This is satisfac-tory. It givesa quick referencefor the proper

Aabstracts.

,.

12(39%)

.

14(46%)

,

3

(9.9%)

.

.

t

i

0

_

...

_-

0 2

(6%)

.

7

(

\

2.

.

_.

The organization of theabstracts is logical

_

10,(-30%)

_

1

20(65%)

.

0

"---

0

w

.0

.

.

1

(3%)

Comment: Gives a quick.reference for a,

_ particular area.

51 1M.

52

CAREER GUIDANCE RESOURCES (Continued)

II

tQuestion Stro;1gX

,agree°

A:

Agree Undecided,

DisagreeStrongly_Disagree

.oNResponse

3. The.abstracts contain sufff-cient information for you tomake decisions concerningthem future purchase and use.

Comments: Contains all nec-essary information

t

Cost will be a-..D. factor.t..

1 ,

I would prefer toview them'beforepurchase

.

9

(29%)

.

ow

S

,

.

18

(58%)

I' -

.

' 2

'(6%)

,

1

(3%)

,./,

0

,

1

(3%)

.

4. The volume of abstracts isappropriate.

.

Comment: What is "Appro-priate"? It ap-pears there is anadequate varietyso that One couldcertainly -findsomething to meetthe needs.

8

(26%)

.

-

18(58%)

-

41,

3

(,8 %)

.

1'

(3%)0

j1

(3%)

.

.

53

-'a

CARUP GUIDANCE FESOURCES (Continued)

y.--

B

_ 4

, Question " .

.b

.

.,..,StronNy

A qt -e... ,

gree.

Undecided Disagree gliCtrongly

DisagrpeNo

.

Response

5.

.

, ,

The, pjpeement of 4.dentafyngnumbers of 'abstracts with .thelist of pubkishers is helpful:

domments:- All_ eliminateate mis7takes, ink orderingand saves- time.

- ,.

Makes them easier., toy locate.locate.

.A

,,,iaThis area- could be

i.

./ improved.

-,.

12

(301.

- .

it

.

18(58%

4

,

.

.

. I.

A

0

.

0

,

..

1

(3%)

.

..

6.

;

The index ,which lists thetitleS of the m4telei1ls: and

.

. the identifying number of theabsWact is helpful. 0

,,,k 4.

Comments: Diiicult to eval-tlate. until. use ofthe handbook wouldbe initiated. .

"P... . .

saves people alotof time.

.

: ..

Good idea..

.

10(32%)

.

.a I'

.

.

-

.

19

(61%).

.

, --

,

2.

(6%)

.

,

.

.

*

-

-.

.

.

'0

,

l

.

t

o

1

(3%)

...

\`

0

.

.

.

.1

;

,

CAREER GUIDANCE RESOURCES (Continued),

'Question Strongly', .

Agree. Agree, Undecided DisagreeStronglyDisagree

NoResponses

7 The abs.tracts,are pertinentto the kield of guidance and

#couns,plfhg.

42.rn

Comments: To the best of my.judgement,, they(seem well suited..

14,(4

16--

(51%)0 0 0

8. Th4 abstracts are represent-ative.of the major efforts incareer guidance atthe pre-sent time. 41.

'-

Comments: It i'difficu t todetermine if.abstr,kcts are repre-sentScive of avail-able material.

The comprehensive-ness of the'ab-stracts does indi-cate a broad(andthrough coverage.'

To my knowledge, "asection liSting ma-terials by subject

^\..-1area would be help-ful. Our 'chersfee s is iMpor-

8

(26%)

4

20(65%)

2

(6%)

a0 1

(3%)

The major re ision 'suggestions made were to (1) simplify

the index, (2) simplify the introduction, (3).add section of

free materials, (4) use different colored-paper for each section,

(5) pla e on the upper right hand cokner of each page the numbers

of the abstracts on that page (i.e., al-a3, a4-a6.. i2 i28,

etc.) to make abstracts easier to find; (6)'list abstracts by

subject matter, and (7) develop a more indepth table of contents.

Suggestions 1, 2, 5, and 7 were followed. Suggestion. 3 was

not followed since abstracts on free materials were incorporated

with the other abstracts. SuggestiOn 4 will be-given to the

publishing firm that produces the materials. Suggestion 6

was not followed because the developers felt the best division$

for the abstracts was by the content and process areas of the

program.

Career Development Needs Assessment

The handbook was sent to all 106 credibility review panel. rr

mehjperS during the-month of May 1976. Sixty-two (58%) individuals

returned their completed Aaluation forts.

The educators were.requested to react tote entire document;

students were tasked to examine the issues and guidelines for

conducting_ a needs_assessment; and community representatives

were to'respond to the introduction and akAication.sections,;\

The following chart presents the questions concerning the40

'Specific content of Career DeVelopKent Needs AssessmeAdnd/

how'thepanel members responded to each ciuestion.

47

I.

The, suggestions made'fot revision included to:

1. Reduce the length of lie handbook.'.

2. Reduce. the length of questionnaire.

3. Simplify the language.

4. Have more of an emphasis on the home and

parent involvement.

5. Simplify the statistics.

These suggestions were taken into consideration by the

revisors. .4

48 -

CAREER DEVELOPMENT NEEDS r,SSESSnENT

Questions StronglyAgree Agree

. The simulated school commu-nity ,(Green Valley Local)provided .a realistic andacceptable fra,74e of reference_for thp needs assessmentprocess.

Comments: There could havebeen more casescited that wouldhave illustrateddifferent samples.

Good way to do it.

Understandable,not necessarily.functional.

9

(15%)43(F9%)

Undecided

6

(10%)_

DisagreeStronglyDisagree

NoResponse

0 _ 0 4

(6%)

The detachable forms will beusefIll to anyone conducting,)'a needs assessment.

Comments: Some schools maylike to changesome forms, but icould be easily ,

done.

62

Some may be oversophisticated forrural apprication.

Very useful andhandy to use

11(18%)

36

(58%)2

(3%)

0 5

(8%)

63

CAREEP DEVEDOP!!ENT NEEDS ASSESSMENT (Continued)

Qustions StronglyAgree Agree Undecided

Stfongisagree,

4

The sub goals presented wereclear and assist the readerin understanding the needsavessment process.

Cements: Too technical.

They gave a gen-eral idea on ex-amples but thereal' reason forthem was unclear

Also helped toclarify main:gsgals.

13( 21%)

30(460

0

(15%)

0

7

(19%)

DisagreeNo

Pesponse

0 3

(5%)

The goals and sub goals pre-sented in this,,Aandbook arepresented in emanner whichclearly shows them as ex-'amples to be followed and inno way 'eaves the reader_witlthe impression that they arethe only goals and sub goalsa school system should in-corporate in their program.

Comments: True, the bookleaves open theidea that a wisedecision would be

404to incorporatemore ideas if=wk Mamma

_10(16%)

44(71%)

4

(6%)

.16

0(0%)

0(0%)

4

(6%)

rt

CAREER DEVELOPMENT NEEDS ASSESSMET" (Continued)7 .

Questions StronglyAgree ,r Agree

-

UndecidedStronglyDisagree Disagree

v.oResponse.

-

.

Good layout andorganization ofgoals and subgoals.

,

.

,

.

..

.

,

.

5. This handbook deals with thecritical issues related to

1 needs assessment.co1-,

Comments: Needs vary-from-t community to

. community-but itdeals with thegeneral issueswhich concern nearly everyone.

Too comple,needto be reduced tomore simplifiedcatagories whichare direct and tothe point.

All aspects are.covered.

4

4.........

7

(11%)

'-

- 39(63%)

...-

,

11(18%)

-,

1

(2%)

.

0'(0%)

.

4

(6%)

-

.

,

.-

6, ,Tne,,examples used 'io demon-strate how needs assessmentinstruments might be develop' P

5-(8%)

33 -,

(53%)16

(26%)5

(8%)

'0

. -

3

(5%)

6t6

CAPEEP DEVELOPMENT NEEDS ASSESS:TNT (Continued)

Question

ed loca'lly'for grade le,feltK-6,' middle school, and10-14 are clear and usable,.

Comments: Did not have thisreaction whilereviewing.

Material can beused easily on all

yv levels of educe-tion.

Rather complexrural teachers andcounselors. may notaccept.

fo

7. 'These materials will stimu-late faculty, student, andCommunity interest in be-coming 'active palticipantsin guidance developmentactivities.

StrdnglyAgree Aaree Undecided Disagree

StronglyDisagree

8

(13%)23(37%)

17

(27%)7

(11 %)

4

(6%)

Comments: Faculty memberswill need to wantto participate inorder for thismaterial to beffective% It

48 will he their en--Lbuslasm 41121.1.. esms..

NoResponse

3

(5%)

let

Qt.

11.1711,

411*CAREERAWVELOCNT NEEDS ASSESSLIENTw(Ccintinued)

1.11= Wismoow $ 111111,,,V 1111W--

Jr/

411!uestion Strongly

agree 'Agree UndecidedStrongly

Disagree DisagreeNo

Response

4.

eagerness that willsell the need forthese kinds ofmaterials.

4The materials arenot .the , vehicleneeded tp'stimulatethe above groups.

I wish they would,bmt the human' mindis a strange thing.

1,

'

a

44-

4

44.

a

\ 71

0

.

,

Behavioral Objectives

This handbook was sent to all credibility review panel

members (106 individuals), during the.month of May, 1976. 'Sixty-'-

four (60%) of the fAorms were returned.

The educator4 ,were requested to react to the entire document,

students were to read the self-instructional man4

tehavioral.ob3ectives, 4ind the community representatives were to,

for writing

it respond to the procedures for the development of career guidance

prociram behaviorlrobjectives.

The following chart present's the questions concerning the

specific content of Behavioral:Objectives and how the panel

members responded'to each question.

The suggestions for revision included:

1. To reduce the length.

2. To explain such terms as goals, developmental goals

and priorities.

3. ,To simplify language.

4. To add more examples.

L.

The revisors.took these suggestigns.into consideration when

oaking their changes.6

4-.54-

P

72

BEHAVIORAL OBJECTIVES

.

Questionsti Strtpngl y

Agie 1Aa

Agree

..

Undecided DisagreeStronglyDisagree

No.»

PespOnsie,,

. .

1. The materials presented inthis book will ttimulatsfaculty, student, andcoMMunity interest in be -'coming active participants'in guidance program develop-

Lf-elent activities.. .

Comments: If reasons aren't.

I

found why thisapproach won't work,.

0 the students may0 h. rnot realize the

alue of the mater-'als at this time;the facility will

I probably want toglace priorities oncontent.

.

"-It all depends onhow it's Otro7duced.and-receivedby the individuals

. being involved.

MO As an educator, the'materials make'sense. ;.!ight bedifficult forstudents and

-community.. 7.3 It %,111 aid in^44. stimulating :.,lore

1

(11)

"

4

PA

.

.

.

.

'

A

_

r

,

.

,

...ir

27(42%)

.

.

.

r-,

23.(36%)-

.

.

.

.

E

.

-

.

.

/----....-J

f rf

,

(*Ill%)

.

,..

,

.

.,

,

,

,,

...

_

.

II(1%)

_

..

4 4

(6%)

.

.

,

.

--,4

.

74

t -

BEHAVIORAL OBJECTIVES (Continued) .

Questions StronglyAgree

interest perhaps.

Great appeal andvigor to arouseverall interest.

Agree Undecided DisagreeStrongly-Disagree

NoResponse

'01I

The rationale for using be-havioral objectives in ca-

,

eer guidance programming isclear and sufficiently de-tailed. ,

Comments: I' think thissection was veryeasily .understood.

Not by the use ofthis book alone.

The idea of be-havioral objec-tives is good.

I am not surethey are clear

sufficientlydetailed.

-8

(12%32(50%)

11(17i)

4

0, 5

(8%)

3. , The procedures for behav-ioral objectives brain -.

?7( storming are suficiently(1.mlemook_

39 '-

(61%)

a 9 3 -

(14%) (5%i

1/MEM MONIMIlli .11/1Mal AMA&

.0 5

BEHAVIORAL OBJECTIVES (Continued)

Question Stron-11Agree Agree Ur.(4.ecide-1 Disagree

StronglyDisagree

\.-No.

Respwse

-

.

Coaments: Brainstorming me-thods could be usedin all kind ofeducational situa-tions so teachers.,becarie aware anduse this technique,

Seemi complicatedat times, also time

icomsumng.

-LT,

4 Excellent ideasand suggestioftsand tvhniques.

.

_

.

M

.

_

.

_

4.

,

The procedures for writingbehavioral_ objectives for.the,careerAuidance pro-gram are clearly presented.

.

Commento: Need more descrip-tion. -

Tke writers werevery detailed.

rootnotes'ana. other hints arehelpful.

.

, .

1

rv: .

.

13(20%)

.

.

.

37(50%)

,.

. ,

.

.

-

-1

r-

,

.

1.--

4

(6%)

't

J

."F-E-1.-

4

(6%:,

.

. -

0

---..

.

6

(9%)

./

1

.

vr

BEHAVIORAL OBJECTIVES (continued)

Question StronglyAgree Agree Undecided- Disagree

StronglyDisagree

Y.r)

Response

Section III of this handbookis-adequate forself-instruc-tional purposes. y_

Comments: Self-explanatoryand can be usedeasily on amin-dividual basis.

Ui

Answers- showwhether readerOsfollowing thecorrect path/ofinstruction.

Need more-exam-ples.

17(27%)

26(41%)

6

(9%)2 0 13

(20 %)

'6. The component parts. of be-havioral objectives areclearly defined-

Comments: The terms -asso-ciated with be-havioral objec-tives are clearlyunderstood.

They are statedbut could be re-peated throughoutthe program tO-

.get the pointmINEN.INE

19(30%) (36%)

10(16%) _

4

(6%)0

7i.

(10%)

4

BEHAVIORAL OBJECTIVES (Continued)

Question StronglyAgree Agree Undecided

across more easilyand clearly.

Needs more in-struction in ob-taining the 4 com-ponent parts

8i

Disagree StronglyDisagree .Response

82

Resource Assessment a ..,

This 'handbook was' reviewed, by all 1G6 credibility review

panel members plus the nine participants of the Tri County

I

developmental workshop during the month of Septelter, 1976.

Forty-five or (39%) of the evaluation forms Werd returned.

Al.rwho reviewed the document were asked to react to the entirq

handbook.lor

The mart Of the following pages presents e questionsf.

1concerning the:tpecific content of Resource Assessment and how

the paneltWiber responded to each question.

The suggestions for revisen included to:zy17.31

1. Sim lify,language.

62. Provide for feedback to the various groups

who are being asked to participate..4

3. Simplify forms:%I Li \__I'

\ .

wAll of these suggestions were taken into consideration when

the staff membOls revised the handbook.

41

It

-; 60

$3

4

I

414

RESOURCE ASSESSMENT

. ,

, QuestionQut .

' k

St4OP.qiyAfree -17-----Agitk

..r-.-

v .

irt.:ndecided

_

.

Dis greeStrpnglyDisagree

WY S.

NoResponse

1:4The recommended studentactivities preslitited inthis handbook are practi-cal. '

Comments: However, would, . . clastroom teach-

ers be willingto alter theirclassroomschedule to ac-o .. .

4 H commodate.this... . 1

,

4 . c. , Yes, could

'. used by any- student.

f - ° 44/

...

Miglit not pro-..

duc4kconsisstentresults depend-

, ing on maturity6 , of students.

.-

-.

41.

A.

2..,_.

(4%)4.-

.

..,,

_. ,

40°

,

.

,

;.

.

,

-0 4p v1

_,,,,

. 34

(76%). .

,

-<

. *-)

,

,,

I I,

',1

,

.

W

)*

.

.

'. .

.

.

.

411

5' .

(,11%),

44

, .

-,

4. *.

,e,.

,

. .

,

,

,

,

,

,

,

4,,,

.

\,.

.

,

L

t

.

,

A

.

O

.

.

-...

z,,,

0

.

S

416

'

"-

.

.

.

,

.

.

.

P\

......s,

3

(6%)

0

.

,

.

b

.

2. +here rwik adequate-%

maternls for 'conducting-' amd implementing 'the.

resdurce assessment pro-ceduelbs delScribed.

.. ,-..

Comments: Easy to put ,66

. program ..in mo-84 tion. -

4

.

0

(18%)-

.

-,

. ..

. 32(7%)

.

,

.

p

,

,

. 3

(7%)

.L.

..; .6

I

' 4.

0 .

0

.

'0

61

\

,,

.

6

.

1

$ (2%)

.

,

..

-

.

5- -

RES6URC,VASSESSMENT. (Continued) ---:

Questio StronglyA zee A ree Undecided Disa ree

StronglyDisa

No

Much more thanadequate..'

Almost too many -

many schoolsfileould have tcc

simplify or justuse parts.

. Co4uctidthe resourcesurvey and collecting theresouKce'data.could easilybe accomplished by follow-ing the procedures andusing the materials as.presented in this hand-book.

ComMent9: May be easier*Sari thatli.donebut it sIlFuldbe worth thetry.

if 3

(7%)

Yes and itcould be very' 141;useful to aschool in con-ducting itsguidance prog-ram.

30 , 8(68%) 4 (18 %) . (5%)

0

*

.

RESOURCE-ASSESSMENT (Contirlued)4,

Question StronlyAgree* Agree Undecided DIsaree

Strongly- _

Disagree:,;c),

Response.

. I doubt it, so_many people re-sist fillingout forms.

,

.

,

\

..

---\

%

4.

,

A resource catalog couldbe Constructed easily byfollowing the proceduresand using materials pre-sented in this handbook.

-,

Comments: Ideas and formscould be easily

I

organized intoch a resource

, .t...)

c4tdItg.

Depending on thepeople and the

. depth of thecatalog.

.

I'm not sure itcould be coin-structed .:,"easily".

,

, ,

.

-

(

A

.

-

3

(7%)

.

t.

,

,.

.

'33

(75%)

,

i

,

.

.

$

'7 .

(16%)

.

.

aw

.

.

.

.

.

. '

,0

.

.

.

,

.

.

.

,

.

0

.

.

.

I.

(2%) ---

.

,

.

.

,

,

&.;

4,

REiOUPCE ASSESS NT -(Continued)

A

Stroncly )kgree Agree Undecided Disagree

Stlon.glyDisagree

Using the catalog and re-porting the use of the re-source is demonstrated

1effectively through theprocedures and materialsalp this handbook.

Comments: Very usefully.

6

(13%)35

-(77%)

V

2

(2%)

11.11111

0

NoResponse

1

(2%)

. ,Updating the resourcecatalog could be accom-plished effectively using

T, the existing materialsAnd procedures.

Comments:°Very importantconsideration.Glad- to see itdeveloped.

,

'I think a card-catalog may beeasier to dipoiet-E

How Often-sh ulcthere be andating? That,shobld be thejdetermining fac-tors, to whent4the updateAMi

6

(.1.3%),

33(73%)

V.

5

(11%)0,

(2%)

RESOURCE ASSASMENT (Cbontinued)

Question.

StronglyAgree Agree Undecided.

.

DisagreeStronglyDisagree

NoResponse.

,.

7.'Surveying the followingpopulation is necessaryfor.,an effective ResourceCatalog related to careerguidance program.

a.Studens

Comments: Not sure aboutuse of 4-6'Student re-

a\

LP sources., -

i

Yes, becausestudents, willbenefit mostthrough the''career guidanceprogram.

t,I'm not sure,yod will getenough out of

"students (ele-mentarY) to'make it worth-

_ while. I'd4 skip the, little

ones and go directly toparents. ,

.

. .

16(35%)

sift_

. I

ow

f

.

.

23(50%)

.

,

5

(11%)

,

.

.

a

(

0

.

_

. .._

,

'.

.

-

0

.

.

/

.

2

(4%)

_

,

,

',. 40.,

..

Question -

RESOURCE ASSESSMENT (Continued)

StronglyAgree Agree Undecided Disagree

b.Parents15 18 3 1,

(34%) (41%) (7%) (2%).Comments: Eliminate thisgtoup and handleany known abili-ties throughidentificationof communityresoltces.

Questionable.

All are vitalelements whenconducting. asurvey concern-ing a school'scounseling andguidance pro7gram_for itsstudents.

t;)

c.Staff

comment-s: All are vitalelements whenconducting asurvey concern-ing a school'scounseling andguidance*pro-gram for its

2147,%) (33%)

0

(4%)

rRESOURCE ASSESSMENT (Continued)

S. 41_

QuestionJ ----,

StronglyAgree

,---Agree Undecided Disagree

StronglyDisagree Response

No

,

0

.

.

0d.Community

Comments:

(1,

-.4

.

(,--

. V.

.

;.

All of thesegroups havethings to offer.It is necessaryto use anyworthwhile ma-terial that isavailable.1

-

Nothing is worsethan to ask forttime and assis-tar from busypeople withouta plan for theiruse when a pos-itive responseis 'received.the resourceassessment lead-er should coor-dinate an effort

cwith instructorto utilize all

..

.

.

16(36%)

.

.

.

__

.

.

.

.

\

.

.

.

_,

20(44%)

.

, -

.

.

.

.

, 3

(1%)

.

,

.

.

1

,

.

.

.

.

.

.

.

.

.

.

.

.

.-

.

,

n

6

(13%)

.

'

.

...

.

S

community re-souca personsfwithin a de-

finite.ime-span. To fail

RESOURCE ASSESSMENT (Continued)

Question, StronglyAgree Agree

a

to do this is tbmake communitypersons feel thatheir completionOf an interviewguestionnaTiewas a waste oftime. Thiscould also havethe communityperson feelingthat his skillsare' not impor-tant or needed.

a*

I

10.

Undecided DisagreeStronglyDisagree

NoResponse

Deciding Via Evaluation)

4'A tentative draft of this handbook was used at the evaluation

handbook development workshop held in Nelsonliille, .Ohio, in

October of 1976, See attachments Q and R). Ten rural baseda _

itscareer education. coordinafors spent 4 days each in ts review

and ,revisions. Add#ionally a Dr. Jerry Walker, Associate

Director, Dr. Jerome Noblitt, and Dr. James Altschuld, staff,

Evaluation Division, The Cent4r for Vocational Education, spent

numerous days in the reviewing. and drafting of the final version

of this handbook.

Aehe workshop mode of review was selected forpthis,pandbook

rather than'the panel mail review because of the complex naturere'

of the topic.

A

Career Counseling in the Rural Schools

This handbook was originally developed by the staff at the

Wisconsin Center for Vocafional Studies. Upon completion of the

first complete draft copies were sent tip the credibility review

panel. The credibility review panel response data is on record

at the Wisconsin Centei. Upqn analyZing the feedbaCk suggestions,

the Wisconsin Center staff conducted minor revisions.

Desk Reference: Facilitating Career Counseling and Placement,

This handbook was originally.developed by the staff at the-,

Wisconsin Center for Vocatioftal Studies. Upon completion of the'

first,complet00e draft copies were sent to the credibility review

-, 69 -

100

panel! The credibility review panel respone d1ta is on record

at the Wisconsin Center. 'Upon analyzing the feedback.suggestions,

the.Wi-sconsin Center s aff conducted minor revisions.

An Individualized Approach To Career Counseling and CareerPlacement

This handbook-was reviewed by the professions on the credi-

bility review panels. .Twenty evaluation forms were returned to

the Wisconsin Vocational Studies Center. Feedback data was

analyzed and used in making final revisions-of thisihandbook.

This data is on file at the Wisconsin Center.

Transitional Placement in the Rural School

This handbook-was sent out for review to all credibility

review panel members.. Twenty-seven evaluation forms were returned

to the WAconsitVocational Studies Center.

IThis feedback data was analyzed and used to make final

revisions to the handbook. A complete set of feedback data is

on file at the Wisconsin :Center.

Career Guidance Practices.

The handbook was sent to all members of the credibility

review,panels and to the 22 individuals invblved in'the tri-.

county developmental workshop, (128 people) quing the month.

of September, 1976. Forty-five (35%) evaluation forms were

returned.

70

101 4

The following chart presents the questions concerning the

specific content of Career Guidance Praeties and how the panel

members responded to each questions

4 Suggestions for revision of-the handbook included:

.1. To shorten the manuscript.

2. -To reduce the exhibits.

3. To make sure the activities were applicable to the

rural community. 411

4. To provide alternatives for isolated areas where

there are insufficient community resources on careera

- guidance.

The first three suggestions were acted upon by the rT-

visors; the last one was not since it was received past the deadline

for- return of evaluation forms.

- 71 -

102

i

Questions

N

CAREER GUIDANCE PRACTICES

...

StronglyAgree

A

A a

Agree Undecided DisagreeStronglyDisagree

NoResponse

The description of andprocedures for developinghome-centered guidancepractices are clearlypresented and easilyunderstood.Comments: Very many valu-

able ideas werepresented. The

1 involvement ofthe parent is

-..]

n.) an absolute.,D

I must in anycareer guidance

.L.

program. . c

I ,believe par-ents 'would notadcept many ofthe ideas pre-sented here.

tHow about aspecial intro-duction to par-ents explain-ing procedpresand techniques

19(42%)

- 22(49W)

Pt

3

(2%)

.4 0

1

CAREER GUIDANCE PRACTICES °(Continu,,)

Questions StronglyAgree

.

Agree Undecided Disagree

.

StronglyDisagree

NoResponse

Z.

-

The description of andprocedures for developingthe group counseling practices are clearly pre-sented and easily under-stood.Comments: The self evalu-

ation is espe-cially impor-

,tant. The fa-

....)cilator must be

w well trained inI doing this work

with staffmembers. A usergood section.

I'm not sure Iunderstand"Starters andStoppers."Evaluation tech

,

nique p. 65'stresses howkids "feel" an.I think theymight "feel"'bettdr if Itook"them swim-

ming to whatthey-are com-paring theseactivities.

- 1, ti : ". .

12(27%)

.

,

27

(60%)

.

5

(11%)

,

.

t

1

'

i

.

_

0

.

4

.

0/'

,

1

(2%)

-

Ca.

CAREER AIDANCE PRACTICES (ontinue-d)

Questioqs StronglyAgree Agree' , ,Undecided Disagree

StronglyDisagree

f"No ':

'Response

.

Assumes adequat1010. staff in ru l'

elementaryschools' andjunior highs.How often isthis the case?

Ice

.

.

w

,

to

M

. _

.

.

.

3.- The description of andprocedures for developingthe subjebt-matter-center

---1 ed guidance practices are.c.

clearly presented andeasily understood.comments: Very well organ

_ ized. Wouldlike to have

otherseen oerdisciplines be-sides English &Social Studies.Community worldsection is ex -,cellent.

.

.

MYes, and can beeasily followedin a step-by-step procedure.

.

1

ie7-

13

(29%),

,

.

.

. .

, .....

.

, .

.

28(62%)

,

.

.

.

1

.,..,

.

3

(6%)

P

.

.

.

;

,

. r

.

.?

.

.

.

,b

.

.

.

1

(2%).

.

.

-

.

lb

-

ummy

tiv

'CAREER GUIDANCE PRACTICES (Continued)

I

.

Question -

_

StronglyAgree Agree

,

.

Undecided QisagreeStronglyDisagree

NoResponse

...

.

.

Pages*101-106. .

on an integra-4 ted approach.

. are good, but. many examples

, On pages 107-109 appear tobe activities

\ over and aboverather than in,connection

-.4

t.71 * with subject.

matter ccIpten-Teachers lhaynot wish to

. give required, time indicated.

. ,

1

.

.

.i

. ,

1.

.

.

p

,

.

.

.

.

.

.

.

.

\

.

..

.

,

.

.

__.

..

4.

.'f.

:.

-,:ltke desOription of andprocedures for develop-ing the nonsubject-matter-centeredguidancepractices are .clearlypresented and easily ,

, .understood.Comments: The presph-

titaon wasclear,.concis

,< and practical

10-...t

4

.

14(31%)

.

-

.

27

.

.

3

(6%)

.

.

.

0

.

.

ik

0

,

....

,s0K

.

0

.

.

,

*-'11 U,

CAREER GUIDANCE PACT-ICES (Continued)

Question StronglyAgree Agree Undecided Disagree

StronglyDisagree

No

i couldn't.1

understandthis section.

\

Yes, as easyto follow assubject matte

,

. -

d---,

'-40.

.

,

rjasponse

5. The description of andprocedures for develop-

I ing the community-----1 centered guidance prac-m

tices are clearly pre-! sentediand easily under-

stood. 4

' Comments: This bringsthe communityiiptp theschool as afull fledgedpartner. Thecareer fairis -a good ide.which hasbeen'done yea,years ago inour school.Adopting agrandparent -

,a good idea.

.

111

.

.

12(27%)

4

-

1

.,

.

30(66%)

, .

*

3

(6%)

..

'

.

.

0 .

'

,

0

1

%:,

0.

.

CAREER GUIDANCE PRACTICES (continued).

Question StronglyAgree

-.

Agree Undecided DisagreeStronglyDisagree

NoResponse

.

.

I

-.+4

1

..

.

,

/1.3

k

Yes, easilyincorporatedinto localrural commu-nity.

Many ruralareas lacksd4ticient-busihess and/industry forlocal careerfair.

ardoMins y

ruralwould havefew opportunities for pro-fessional in-ternshibs.Senior citi-tens. proposalmisses theopportunityto use.theirlong exper-ignbe to ex-pand studentcareer awarf-fleas.

.

""(-...

,

.

i

Y

141/4.4;

lit

.

i2

.

.

.

.

.

.

.

,

.

.

,

by

-

.

-

d

.

,

_

.

,

-

.

,..

.

.

1

,

.

.

.

,

.

-

.

-.

.! .

N.4

.

.

.

.

...

_

'

-----.

,

.

.

.

.

,

114)^

ti

. CAREER GUIDANCE PRACTICES (Continued)

Question

. The examples used to de-monstrate the appliOatioin the hypotheticalschool district (GreenValley) are useful.Comments: Gives guidanc

perAbnnel andstudents ex-amples tofollow when

A

1/6"=MINIM

they use theprogram.

Yes*, closelyrelated tolocal ruralschool dis-

ttrict.

.64I think thisis by tar thebest book inthe series wehave evaluates.It has themost helpfulAormation,in a way thatis effecientlorganized sothai. a class-room teacheror counselorcan put the

StronglyAgree

20

(44%)

Mimi§ 11111

Agree

22

-Undecidea

(48%)

StronglyDisagree 'Disagree

0

A

0

NoResponse

2

(4%)

//=ism mom NOM

CAREER GUIDANCE PRACTICES (Continued)

Questions StronglyAgree Agree

".1%.

Undecided DisagreeStronglyDisagree

NoResponse

-4,

,

'i

,

-...1

1

,1"4..

\

.

7t

,

,

.

fl. t

.,-..,/

suggestionsdirectly-i0topractice Ath-out a lot ofplan writing

_ oh% his part.\--It's like afast frozenT.V. dinner -you can have

- it-on thetable in ahurry. I'mcopying partsof it and .

distributingit to varioussubject matteteachers.

C

.

.

-

.

,

-..

,-

,

-

,

,

.

)

.

uk

.

.

.

..

.

...

.

',..'

,

.

.

/

,

.

1

.

.

,

. _

.

. ,

.

.

.

r-

.

_

.

,

u,11_

- r

Staff Development

This documerit was not reviewed by\the credibility review

paneretembers because of) developmental. time line problems.

Instead of going through the credibility panel review, the

--document was, reviewed by eight career education coordinators,A

in a workshop situation./The coordinators were provided a copy of

the handbook a week prior to the workshop for their review.

During the three day workshop

coordinators

.(see Appendices 0 & U), the

rovided ihdepth review suggestions and'assistel in

the revisions process.

Community Relations and Involvement

The handbook was reviewed by 106 c edibility review panel

members and the nine tricounty workshop participants during

the month of August, 1976 (see Attachments 0 and T). Thirty

six (31%) of the evaluation forms were returned.

The following chart presents the questions concerning the

specific content of Community Relations..10

The major suggestion for revision were to:

1.' .simplify the language

2. condense the sizelpf the document

Both of these suggestions were taken into consideration

by the staff persons doing the revision.

46.

4

COMMUNITY RELATIONS AND INVOLVEMENT

Question Strongly*Agree 44.

,,,,.;Agree

.

Undecid d DisagreeStrongly'Disagree .

Na ;

Response/

1.

.

,

.

The materials in thishandbook will stimulatestudents, staff, andadministrators to becomeinvolved in the commu-nity relations and in-volvement efforts.Comments: Material only-

no-with aninterested

m \staff member-)_,

ve!Ar much so.il

But only in afi

. simpliedversion.

-

It should-"stimulateteachers.

4

(11%)

,

_

.

_

'''

.-

26(72%)

.

.

.

5

(144/

$

.1

(3%)

t

A'

.

'

.,

.

.

0

.

.

.

'0

,

.

2. The materials in thishandbook will promotegreater,community in-volvement in the careerguidance program.CoMinents: Not just the

--:* material. Hoag. will thecommunity getthe i forma-.tion'" People

4

(11%)28

(78%)

.

..'. 3

(8%)

1

(3%)

. .

0,

,

.

,

0

121

*1

4

S.

, I

COMMUNITY RELATIONS AND INVOLVEMENTAContitued)

Questidn. .

StronglyAgree

a

Agree Undecided DisagreeStronglyDisagree

aResponse

,,

are to thepoint where,,they don't wisto become ih-volved.

,- .... .

. . Would treabe. . mendous guide.,

,

m If used. p'ro-tv

perly.1 _

__,

.

.

/vo

.

,

.

.

_

.

.

.

.

.

....

_

.

,

.

.

.0

.

. The application materialssuggested for tommuniptyrelations and involvementin a ool's careerguida ce program areu-sefuCbmme Some of the 'II'

,

questions needto be custom-ized to localneeds,. c

# 2.

.

Needs mo e., involvement.

'than just -. guidance,*

plvaningcOmMittee.,

..

'54,1 .

.

t

.

11(31%7

..-

-is,

*

..

,

.-

/

I

.

,

.

21

(58%)

.

,

..

.

.

..'

,

.

N...

3

(8%)

.

.

.

.

1

(3.%).

.

.

4

"--

.

,

'

r

.

.

..

0

4

.

,

,

.

.

-_-:,

.

,

.1-

.

.

0

.

. .

4

.

-

...

.

COMMUNITY RELATIONS AND INVOLVEMENT (Continued)

Question StronglyAgree Agree

.

Undecided Di agreeStronglyDisagree

NoResponse

4.

.

4

' Suiggested activities forlocal cdtmunity relationsand 'involvement eeforitsare apOkopriate.-Comments: Excellent!

I feel -you areMing toogeneral ih thiarea as all

I

communities,m

backgroundsware variedand thustheir

.

interests., .

.

.

5

.

.10

,12(33%)

.

.

.

.

T

4.

20(56%)

2

(5%).2

(5%)

..

.

.

A

-

5.

81, .

This material should bemade available to schoolcareer guidance and forcareer education per-sonnel at a reasonablecost. /Comments: I believe the

government, .

. be it stateor federal,

,.-

1

should pro-.

_

vide such. 'material.

,.

1'24 -. .4.,

f

.

15(42%)

' _

. ,

.,.

--'

,

1,7

(47%)

_.-

.

.

11.

....-

2

(5%)

,

.

.

2

(5%)

.

, ..

.

..----

.

0 0

125.

_ft* COMMUNITY RELATIONS AND INVOLVEMENT (Continued)

A

Question ,StronglyAgree Agree Undecided Disagree

StronglyDisagree

NoResponse

6.

-

. .

.

.

A program.based upon the__methods and techniquespresenteal-will result inincreased school-communitt.

'involvement.Comments: You can't tell

by just read-ing - I would

, t have to seeco the results.Au

I Possibly.

On these sixquestions Iam beingoptimistic.

_

-.

.

A.

. .

4.

9

(25%)

.

.

..,

.

--.

....

_

.

!

21

(58%).

.

.

,

0

6

(16%)

,

1

.

_

-'

.

-:

__

.

.

0

.

.

_

.

0

.

.

.

--

)

.

0

,.

,

*et'

--

.

_

".1

Rural Community'Perspectives Toward ETeer'Development

The handbdtk was reviewed by all 106 credibility review

panel members during the month of ...July, 1976. Fifty-one (48%)\--6. F

evaluation forms were returned.

The following chart presents the questions concerning the

specific content of Rural Community Perspectives Toward Career

Development and how the panel memberresponded to etch question.

Suggestions for revision included

1. To provide more concise instructions.

2. To-shorten the length.

3. To' develop a more detailed\table of contents.

4. To simplify some of.the language.

-"-- 12685

RURAL COMMUNITY PERSPECTIVES TOWARD 'CAREER DEVELOPMENT

Question StronglyAgree

,Agree Undecided Disagree

StronglyDisagree

NoResponse

,

'1. ThelMaterials presentedin this book will stimu-late faculty, student,and community interestin becoming active par-ticipants in the adultcareer attitudes andvalues change program,Compents: I think this

material' can1

arouse muchco

interest. Itshows whatpeople can do.I think mostpeople don'tknow what avalue careereducation canbe to young _

high schoolstudents.

I wonder whatthe reactionof parents an.communitywould be on

.the question-naire'. .'Our ,

community isvery re-served.

AA ?

5

(10%)

-

25(49%)

.

ai

14(27%)

4

.

.

. , /

5

(10%)

-

.

-.-

**-1

(2%).

.

.

1.

(2%)

.

.

,

.

,

130

I

RURAL COMMUNITY PERSPECTIVES TOWARD CAREER DEVELOPMENT (Continued)4'

_

Question Strongly. Strongly NoAgree ' Agree Undecided Disagree DiqrAgree Response

.,2. The pui-poses of eech 39 4 3 0 1section are clearly set (8%) (76%) (8%) (6%) (2%)fort4.

_

6Comments: Could be clear--er.

I think each e

section is wel,

cstated. It ...

follows wellwith the top-

1'

.

.

..

....

m ic.-..,

1

I have to reathe materialseveral timesto fully undestand all his

,educationise.

3. Procedure for building 8 32 4 6 0 1the sch l's own atti- (16%) (63%) (8%) (12%) (2%)tudes d values assess-ment rogram are clear*

t

understandablle, and coin.t,.be used as a basis for

.

an adult attitudes andvalues change program.

tComments: This docu-ment

.

_.is.ex- 4

..cellent for

.1.3l31 ,.

(RURAL COMMUNITY PERSPECTIVES TOWARD CAREER DEVELOPMENT (Continued)

a

Question

0StronglyAgree Agree Undecided DisDisagree

StronglyDisagnee

No ,

Response,

eliciting theadult values ofthe district.

,..._

I think thewording andeverything waseasy to under-

. stand, and Idefinitely

co think thisco material can

be used.

The steps out-lined make iteasy to follow

,

--- ,

-

.

.

.

e

_

,

4. The instruments suggestedfor the pregram seem use-ful.Comments: T4e quality of

the instrumentcould be im-proved, ifwriters wereconcerned tohave and state-a reason orpurpose for

133each question-

9

(18%)

.-

29(57%)

,

,

8

(16%)

-

1

1

(2%)

_

' 1

(2%)

.

a_

3

(b%) -,

, /3

RURAL _COMMUNITY PERSPECTIVES TOWARD CAREER DEVELOPMENT (Continued):or

Question1 ,

Strongly,z ,

Agree41,

Agree '.k

Undecided..

DisagreeStronglyDisagree

- No D

Response,

,.

instrument armto construct

.

r alternativeconsequencesof the possibl

.. findings..

Definitely.. ,

.,Too complica-

co. ted and timev) consuming for

1 the'iteacher,

tt parents,- and.' employee,: I

doubt whethetmany would;'get involved.

.

,-

I

.

- .

.

.

.

_

,

.

,

..

.

,

,

.

,

.

,

.

,

.

.

,..

.

..

'14

,

...

.3

5.t . .

-The Choice of popdlations-to receive the attitudesand values 'change-5pro- -.-"gram ie. appropriate interms yf the stated.Purpote'of the handbook.Comments I feel. every-/ one in the

. ..cgrnmunity

, should -help.-,.

4,

13;x. ,

R

v.

8(16%)

de

..,.

.

.

.33(68%)

,

.

-

.

,

.6

(12%)

_

3

(6%)

ilf-

. .

.

t.

.

.;

0

.

t

*

4

1

(2%)

...

.

,

..

13--

p

,RURAL COMMUNITY PERSPECTIVES ,TOWARD CAREER' DEVELOPMENT (Continued)-ea

StronglyAgre.e Acme isagre Disagree

6. Suggested local schoolusesof career attitudeand findings are appto-piiate.Comments: What is giver

is appropri-ate, but Ifael thelocal schoolcould be

4 better helpeck.sp with. more0 effort by

the w.riters:and researchers to,pro7vide orci,eate more

A alternative6 uses an,d

more detail-about uses.

7

I am notreall/ sure,can'only

go by whatI live seenat urschool.

5

(10%)

rr

\32

(63%)12

(23%-)

0 2

(4%)

38

a

RURAL COMMUNITY PERSPECTIVES TOWARD CAREER DEVELOPMENT (Continued)

Qestion c't -ongly,,3)--_-_1:1 agree 1_3,ndecicled

_

Dis5.gree

_

StronglyDisagree

.:0

R=--s--_,-;n=_-_

Individualschool userscould alsobe developedto fitdifferentschools withdifferentpeople.

1

.

.

.

, . ..

.

7,

1

vp

A program based uponthe methods and tech--niques presented .willstimulate adult interest in and support ofthe,career guidancep-rogram.'Comments: I agree..,

parents andcommunitymust_ beinvolved,'but I 'm novery im-piessed witthe in-strumentsfpresented,

.. and Iwonder abouthe degreeto which

13 -.-'ik they 'wouldp.

2

(4%)

.

24(47%)

.

,

,

. .

_

15(29 %)

.

.

5

(10%)

,

.

.

1

(2%)'

.

-

.

..

.

_

%Am

,..

Ll

(8%)

.14 0-

RURAL COMMUNITY PERSPECT ES TOWARD CAREER DEVELOPMENT (Continued)

'4N1

Question Strongly'Agree Acre Undecicled Disagree

StronglyDisagree Res,-Lonse

stimulateadult par-ticipation.

Each commu-nity couldIwild offl'Ee ideas inthis book.For a schooljUst,gettingstarted, itcould be abenefit.

Some adults:will pro-bably beturned offby any inteference.Have youmade enoughprovisionfor that?

a. This material shouldbe made available toschool career guidlnceand/or career educatijpersonnel at reasonablcost .ill

13(25%)

27(53%)

7'(14%)

2

(4A)

1(2%)

RURAL COMMUNITY PERSPECTIVES TOWARD CAREER DEVELOPMENT (Continued)

Question Stron glyAgree Agree Undecided

L..Disagree.

StronglyDisagree

NcRest:cnse

_,-

wI

.

/7

.

Comments:

.10.

*

...

143

Again we needto view thetotal fain-fished pro-duct.

I think thismaterial canbe veryuseful tohelp ruralstudents de-velop a .

bettercareer ed-ucation attirtude. Thematerial canbe of muchhelp:

,

This progran.is needed,and many'benefitscould berealized.A-schoolmust placethis pro-gram on theguidancecalendar.

.

1

, .

.

.

I

,

,

'

.

.

,

.

r

.

.

*

.

,

..,r-

.

.

.

r

_

.

144-- -- 4

Planning and Implementatition

This handbook was sent to,fifty-one selected credibility

review panel members during the month of August, 1976. These

individuals, administrators, counselors, and teachers, were

asked to react to the whole document. Twenty-five evaluation

forms (49%) were-returned.

The following chart presents the questions concerning

the specific content' of Planning and" Implementation and how

the panel members responded to each question.

The major revision suggestions made included

1. The area of in-service to the teaching staff and

the infusiOn of career development concepts needs

further development.

2. Lack of examples of information needed in parent

survey at outset of process.

3. Large educational,type words are used and make the

material very difficult for lay persons, business

people, etc to understand.

The project staff took the following recommendations into

consideration when revising the handbook.

146- 94

PLANNING AND IMPLEMENTATION 4

Q.,:estion . StronglyAgree Agree Undecided Disagree

StronglyDisagree Pes-:cnse

1. The organization of thehandbOok is logical.

.

10(40%)

15

(6-0%)_

0 0i

0 0

2.

.

.

The role of planningin a successful compre7hensive career guidanceprogram is clear.

.$

10(40%)

.

14(56%)

1

(4%)

iti

0 0

3.

1

... 1

The steps,,of the plan-ing cycle/ are useful inprogram development.Comments: The planning

cycle is- very good

(easy tocomprehend)and I feel,if followed,would bringresultsthat mightbe direct-ing localsituations.

7

(22%).

..

.

,

17(68%)

-

0 0

.

.

0 1

(4%)

.

4. The procedures on thePlanning Committee ireclearly described.Comments: However,

some of the,

1.46other mater-ials pre -

11(44%)

14

(56%)-

_

0

.

.

0 0

_

0

.

°

Sr '', t '_..

-PLANNING ANDvniict IliTION.(Continued). '..:,

.. 71 'I '' 0.,)3

uestisn

g-:

-

I

,

I

4'

sent* a marcomplete des'criptioncould beslightly morcomprehensivdithoultadd-

'ing bulk,

Good sugges-tion forcommitteemembers.

5. The time ipstifiates foreach planning stepprO-iide usefill guidelines.

diComMents: Good .ideas.

Each schoolmust. initi-ate its ownestifflates,howeverWhat is goodfor oneschool is

* riot es-,

4 sat good-for

Agri1,

Necessaryperhapt gipt--who knows., -4

, I

1'

Ag"..!iee `UnclecIcied Disagree

4

5

(20%)

StronglyDisagree

No '7

Res.conse

4

0

11111111111 111=1111

dc

1

(4%)

. (

PLANNING AND IMPLEMENTATION (ConigNiaged)8

Question Strongly'Agree

. .

Agree Undecided DisagreeS',.-,rongly

DisagreeNo

Regs:,:onse.

A food targeto shoot' for

.

t. .

'--S

,

6.

-

The appendix items(forms) will be usefulto program plannprs.Comments: Very iseful.

Need pore...1 t opportunity

.0' for rural-.., People..

1 - (structured. .agenda is

good-example,,.., p. 45).

-. cs'

The best #part of tfie

-A document.

.e.

,, 4

1 .

- it.*411":

9(36%)

.

I

1

.

15(60%)

.

.

,

-.,

....

.

a

.

:

.

.,

46

0

,

10111°

,

,

,

.

.

.

.

.

A,

0

.

,

J

1

(4%)

,

.

1.

.

AS7

.

.

..1,

If

ti

7

For all of the documents that went through the credibility

review panels, gdestions'concerning the reviewer's initial

reactions and general review reactions,were asked. ,These ques-

tions, selected comments concerning these questions, and how

the reviewers responded to the questions are presented the

following chart.

V

4

.

984

152- .

INITIAL REACTION DATA

Question' StronglyAcree

t,

Agree

,

Undecided Disagre4S.

StronglyDisaaree

NcRespQnse

1.

.

. r

The product has overall.appeal.Comments: Career Gui.OL'

.

35%

.

.

-

.

,

,

N

.

1

58%

.

.

._

...

,

.

.

,

e

.

,

.

.---

.

3%

.

,

.

.

.

.

c..

,

.

/

.

0%

.

.

,

.

.

°

,

.

;--',--

N

.

,

1%

.

.

r

-

,

.

,

,

,

.

,

4

.....-1.,ance Re-sources -_,At

_first thewhole bookseemed aver-whelming,but after'patient Con-

1/4.0 sideration,1/40

I-find it to1 b.:, a worth-

whi,le listof resources

.Planning and

.

Implementa-tion- short,precise,fairly clear

CommunityRelationsand Involve-ment - Verypracticalprogram.

2.

_

[.

The content-and presen-'tation of this materialis acceptable-and

153. _

,

1.

.0.

_.

.

,,, --,

. -_

..w

ik.

-

s

154

Question

should beimdade availablfor purch e.Comments: Resource

AssessmentI like theway this boois developed

Rural Commu-nity Perspectives TowardCareer De-velopment -

Content,Yes - pre-sentation,no

Career Guid-ance Prac-tices Amust forall schools.

4

INITIAL REACTION DATA (COntinued)

StronglyAgree

29%

Agree

51%

Undecided

11.

9%

Disagree

a

8%

to`

StronglyDisagree

.,004%

NoResl:onse

2%

GENERAL REVIEW REACTION DATA

Questionr

StronglyAgree Agree Undecided

. ,

DisagreeStronglyDisagree

:\:o

Response

1.

.

The format of the material being reviewed islogical.

Comments: Career Guid-

30%

.

.

.

.

,

62%

.

5%

__

.

-

-0%

,

4

_

,

2%

-

.

a ce Prac- N.6./L:s - The.. tin y,,f the form-at is well

I-- p.lanned.,

1- ResourceAssessmentEverythingis coveredin detail.

.

Career De-velopmentNeeds AssesmentExtremelylogical.

2. The material could be,adapted to fit my locaschool district.

Comments: Behavioral

26%

.

%

60%,

9%

,

i%' 1%

,4.

3%.

i

158

Objectives-We would

157 chan9e rtI and

GENERAL REVIEW REACTION DATA (Continued)

Question StronglyAgree

. Agree Undecided DisagrebStrongly'Disagree

NoRes-zonse

cause we havEdone a greatdeal of workon behavioralobjectives.Our methodof settingup a Develop-ment afCareer Guid-ance ProgramBehavioralObjectiveswould needto be differ-ent. -'

Planning andImplementation - Withbroad policychanges.

Career Guid-ance Re-sources - 'If--someonewould takethe time,I'm sure itcould beadapted any-where.

r

- .

GENERAL REVIEW REACTION DATA (Continued)16

I. .

,

Question . 4:

Stxong17Agree Agree .. Undecided

-....,

4'

DisagreeStronglyDisagree

NoResphse-

i

.

,

1 ',

,

.-.

3. The material does motreflect race, sex, cul-

4 tur,A1, ors socioeconomicsocioeconomicbias:

. I 1 :Comment:4: COmmunity

.

.

-,

.

46%

.

..

-

,

.

.

,

-

..0

.

.

1

.

N.

t

.46%

.

.

,

... 4'

.

..

r.

.

,

.

%

.

,

.

.

-3.

.

.s

0

l'

.

1

3%

1. ,

-

)

'

.

.

.

tA

AA

-

o

,

,

1%

,

,

,

Or'

..

.

,-

o

,..

A,.

,

.

4r

.

$

..

.

-.

l

,

1%

.

0

C

.

*

....

2%

-

.

.

1

.

/

--162.

Relations_ .

and Involve-- - ment - I

.

--1 feel 'thismaterial is

0 'totally- anti(4prejudice an;reflects no.raci4-1,sexual, orquaturkl

. preferencemat -so-

. ev4,i

e3 ReSoUrCtk`° Astesiment-

iNo Way.

,

-', Career Guid'-ance Prac-

. - tiCeS.7

. ., Anything

-(4#: that empha-- if Asizes de-.

sirabilitv.

* Ot-work,; 1.g2 . wQrk ethic,

. etc. has. .-

A 4

GENERAL REVIEW REACTION DATA (Continued)

Question StronglyA5.ree Agree Unaecicied Disagree

Strongly'Disagree

NoResponse

some cultur-al and socio-economic bia!

*

4,

4. The Material appears tohave flexibility formodification withoutlosing intended out-comes.

0Comments: Rural

ComminityPerspectives/TowardCareerDevelopment-Intended out

strated, tcomet weretrated, and

some changeswould notdrastically- change theoutcome ofthis mater-ial.

BehavioralObjectives-To beginwiith, If don

:ofeel-it nee

/b3 modificatio ,

30% '7% 0% 2%

ti

GENERAL REVIEW REACTION DATA (,Continued)

0

-2=N.

bUt i f, some -

-thing was al-tered, I'think, thebooklet woulaloose some-thing.

Career Guid-, ance Prac-

1-

P tides - Can(ft

be easilyadopted andmodifiedwithout us-ing mainobjectives_and pur-poses.

A.

Strongly,Agree

4Agree Disacree

5. suit-ableIo the local. ruralpopul tion.,

4

Comment: Planningand Imple-mentation-As I haveindicatedthere is noreason thatanyone coul165

59%

StronglyDisagree

NoRestonse

4_

9% .004%,.

2%

16r6

GENERAL REVIEW REACTION DATA (Continued)

S

Q,1estion StronglyAgree .Agree Undeciied Disagree

StronglyDisagree.

NoResponse

or shouldhave troublewith thismaterial.

ResourceAssessmentSmallerlocalschools dis-trictso , might not r°rnwant to take1215 such anin-dipth

// plant\

Career.De-velopmentNeedsAssessmentIt Would beapplicable_,to urban A.well.

P 6

v. The marial easilyunderstood.

Comments: Planningand Imple-mentation

16 Should bero -ms

.2% 53% 5% 6% 2% 2%

GENERAL REVIEW REACTION DATA (Continued).

\ -,.... .

.

Questionc

Strongly' Strongly NoAgree Agree Undecided Disagree-- Disagree Resconse.

,

here.. A

Career Guid-.

ahce Prac-tices- For ,

teachers,yes. But / _

.

many of the.

surveys used.

.,

forms whichmy students ..

1-..

o would have-4 4a hard time

'

1 4 figuring out.

0-

-, ,Relations

..and.Involve- .

ment -- '1

The language4 .

needs agreat-deal

, ifft. of .simpli-,

fying'. r

.

.

The ideas presented inthis handbook are vita .

". .,in implementing an.

.ffective rural guid-.....

e program. 25%__

'51% 17% 4% .004% 3%-

Comments: 'Career GdId ).

.ance Re-. 0

----.111169

I

._

,. . ) ,

_.,

a

GENERAL REVIEW REACTION DATA (Continued)

Question

co

17/

I-

I

sources Noa great many"vital" ideapresented,but a goodresource re-ference -the purposefor which itwas intendedI assume:

Rural Commu-nity Perspec*tives TowardCarper De-yeaopment -The idea ofthoroughlyexploringadult valuesand attitudeis certainlyimportant ina rural set-ting, butI'm not sureit's vit4if youth can

, make intelligent deci-sions. ,

StronglyAgree Agree Undecided Disagree

StronglyDisagree . Aes!ronse

41

GENERAL REVIEW REACTION DATA (Continued)

,

.

0 4..

i

Question. ,

.

.

-

St.ronglyAgree

,Agree

_

Undecided- .

DisagreeSCrongly

ID1s-4greeNo

Response.

i

,

.

.

,

.

,

0

1

-

.

.

.

.

i

k

_

.

173

.Career De=

.

.

..

.

,

_

.

,

,.

;

.,

.

.1. .

.

. -

A

.

. .

.

_.

.

..

,

.

to-...._,

_

i

,

s..

_

.

. .

-.,

.

.

_

.

.

_

.

.

4

.

..

A

e

.

.,

.

. .

.

,.

.

...

--,

.

.

.

i.

174

velopmentNeedsAssessment-Very vital.

.

.,--

/7

;

I

lop

CFrAPTER-IV11Projec SumnIkry

.

fir .

44 .04'Nae brand range of_objective6 and operational procedures4 .--

v°tpethe pro3ect have been freely addres'sd, and successfully cark--.

.

f40°tied oUt. Attempting.torcompaete a complex.project n con- 0

loi

sortium among 1-major-major educationalkstitutions6s a costa .

.' effective way of-me6tingqo national priority; hirever, it-did,pro-.

.,

JP ':-,

-vide a sbries of planning, communication aq.developmerit,prob7. .

-f, tdhei

lems.' Based apon'in.experience- Imre these coordination pro-*..,

blems Are eventuallIS"resed, the following.

are 4uggesbions

. ,.,

.

"

-folOpture,consortium efforts. . Avt, # 410-, 0*.

i - 1. One siftg'ie agency should have the full thanagement-

, '

Land coordination responsibility .for the- projects'

I

complete scope of Work.'3

2. .Siigificant 'changes- in the utilizatio n-'of projectr

funds at any consortium ageniltthoul be clLred with,,

.-

:. ..

cdropetatingagencis.

3. Modification in procedure's, 'me Lines, or .material,

Content skouldPobe agreed

4. An explicit,:coordijidted

.41t.

4, #.'"

to by all.corisotium agencies;

scoProf work,' a 'time line,. /),

mill roles ancr,-.riwponsibilitibs need tq be '4eveloped, .41 C',

1Pi

and agr*ed5 to by all'dqoperating agencies '.prior to.--

... ...- 4 $

tht*ii) .on of the project's research develop-%lt,t

ment..afforitA/L. . ;

-.1`.Cpoperaing agenties need to be in planud.and pre-_

-T.- 4 itschedules done communication at least twice m9nthly., .

_ . .

,

eil.\,. - 410's- .., 41475

,

.

4,.

N.

w

a0 -

pand to meet for at least two days each quartet for_

_ .

,pl.apning, ev4W andiorobill resolutiellan purposes.

6,. Report toth sponsor need to be-developed using a

IL 'multi - author te hnique with the consortium director

. , %finalizing thP report for individual agency s bmiccion.

.

r\ 7. PL agencies should be involved in'selectinivkJ

,

project staff. Consis, tency'of thoulpt, workin

style andlPeriNalities is most important tor', . , 0 4-'consortium working relationships.

\q\

. TheAppearCh and development efforts of the Consortium-s,discovered an evident need for state4divisions of vocativonAl

education and guidance and counselling to provide increased!

leadership,Jfiaterial resources, in-service training and technic,ttL/

a'

support assistance to therural local education agencies. This. ,

research and Tevelopment project, fundecrbytthe U.S.40ffice of,A

Education (USOE),'Bureau GE OccUpaional an4.Adult Education,P

(BOAE), documents-the unique characteristiOs and limitingcon-

ditkons of the rural, home, schodl and commOnity:" 1:161so'*

.

analyzes the mand.W in which theSe characteriStics impact on the

, career development needs of rural youth. pener4111,1' the condi

tidns fqynd which.hav limiting effect ort guidance' programs/ 1

in rural schools are; ,

dal.Sevire lack of financial and physical resources,

111P.

- 111 -

1 Pc.

4.Ik

r

4

2, Lack of broadly representative role Modele for rurA.

219 youth,

93. Geographic isolation,

4. DeClining jOb opportunities, and

4 5. Lack of sufficient nume of qualified guidance staff.

The fowilig findings dined froman indepth study of the

guidande program needd of rural schools gave rationale and

direction for the development.of the project materiald:_

1. Career-guidance7in,the rural- schools must-be Viewed__ _

asa programmatideffortfdesigned to meet the.caricr

development. needs of their yglIth'and adults:.

guidance programs,ar developed t e unique strengths

-of the.imial home, school and community shoulakbe.

recognized and bulk upon. 42. The availability of human resources is,viewed)as a

tremendous strength in the rural 'commudity.1- This

,resource-needstg,beutilized in the pl.inning ofdlow

improved guidance programs. PAnningofor the im-

plementation of a comprehensive program can best

be a'Ccomelished by'invOlving thecatilmunity'as well

A- asincreated school staff an- ,ongoing

I. Asseisment of the'tkecifi der development needs-

6

of .students does not seem to 1 evidefit intrural. .

.. ,----..,

t ',-- schools. 'Availability of this'kind_of,sudent data is

- 112 -.

1774 it6

4A

S

a prerequisite to reftli-stc planning. Assessmentl.las

to be addressed from two distinct perSpectives of aA

g oup approach and an j.ndividual approach for counseling

pu oses.A

4. Guidance program planpers in rural sthoolsdq not

seem to be utilizing-the lbractice of developing local

data based on la) programicals, (b) program qbjec-

tives, and (c) studentbehavioral oblectivel. New

effortsneed to be considered to overcome this 00

0deficiency.

5. Guidance,pr3giam pIaiinert, guidance staff and teachers

' in rural 'schools do.not-realize the unique and

potential amount bf resources that are available

to them in their community'. These resources have

to be systematicallyii4ntified, or9anied, ,utilized,

and ,valuated for theLimpromement of jocalguidance

program activities. a6. Education'al staff, in'cleneral, are not.aware and/Or

do not value,their*potential responsibipty totfosterA

,c7,-

self understantling, deciAson making and problem-. low

solving skills i their studpnts, ,It appears that.

"there is a need for a but comprehensive 'model.r.

.

0. of career develorent fait rural school use as.well'as'

*a competency-based staff development Orogram.to bring

'abOut change .in this area.A

41,

- 113 is; _178.v.

.6;

.1. 9

1

7. The role of coUnselort and school staff is_vital to

the delivery of effective guidance and counseling in

the rural schools. One-to-one counseling may still

.be the most valuable method, but in view of predictable

time and staff constraints in the rural schdols; heavy

reliance for providing counseling must be placed on

,others, e.g., (a)"-staff, (b) peers, (c) parents, and

(d) 'community members. Also, numerous other guidance

functions need to be provided in the home, classroom

and commUiiity to achieve the 'objectives of a com-

prehensive career guidance program.'\

8. Effective staff and community orientation, training(

and continued involvement is vital'to the success of a

rural based guidance program. Improvoement guidance

in rural schools appearg to be dependent upon heavy

invoLvement on the part of school staff and community.

members, unfamiliar with the functions. of1

9. In- some cases, the attitudes and values of Oral ,

parents, faculty and emPloye'rs appear toeimit the

plans, goals, and aspirations of their sons and:4-

r daughters. Rurality; economics, geographic is6latiOn,, .

and /ifititid rdle models ald vfork observation/experience

settings as well as limited guidance assietanCe all

contribute

1 ,coUn4;ing

to the need for specialized guidance 'and

programs at all grade levels.

t-

114- -

Materials

1)'

and resources need to build upon the unique

4strengths found in the rural communities, homes and

schools in an effort to.provide a broader base Of

knowledge; exploration Ad positive-experiences

throughout the formal spbool years.

While thigapjet has provided a beginning for rural

educators interested in developing,new or renewing existing

guidance programs, therelare a number of additional 'research'.

and development activities whiCh should be considered by

federal agencies, state depaitments, mukei-schocif cooperatives

and national level educational centers and laboratories.'.

a.

vry

'!<1`."

,,,,1

'C II A P T E R V

'Recommendations for FutureGuidance Research and Development Efforts

The purpose of this chapter' is to synthesize into three

categories new research and development efforts determined

critical for The U.S. Office of EducatiOn.to consider, i.e.,

-research,Oevelopment, and techniCal service.

7'

These recommendations afe based upon the project staff's

litejltuTe review, field observations, dis6ussions with sevenal

hundred rural educators, and credibility review panel member

feedbacks. Project-staff examined such recent research as

Career Deve141ent of Youth: ,A Nation Wide Study, ACT, 1973,

Rurdue Opinion Poll, 1972, Cheer Guidance Needs of the fiation's

Youth and Adults, NIE, 1975, National Survey of Vocatiohal

'Epucation Needs, Tke teneer Vocational Education; 1977,

V,Vocational_Guidance in 'Secondary Schools, atestilts of

,

a Nation. * T

Study, The Cent#r for 116cational Education, 1968; and The

3 ,s, N,

National Longitudinal Stody% High School Class of 1972,

National Center for Educational statistics, 1974. Additloh411Y,- .

the staff'eXamined,ttie federal legislative 6erspectiveg and

mandatel found in The educational Amendments of 1976, P.L. 94-

,482; Career Education Bill, H.R. 7_and1S13824_Employment-..

Resoufces Act 'bf 1977,,S.1; The Youth initi tives Act of 1977,

, .

H.R. 20; and'others to find implicafions for developing4n

1 1TO

, 1

I

4

4

,

,4hw

I.

recommendations for enriched guidance programs in rural schools

and communities.

)After 'two years of developing guidance materials for rural

schools and collecting numerous-data for analysis, 'it has been

determined that the need for improved guidance services in rural

schools appears to be critical enough to write the following

recommendations.

RESEARCH

1. Development of-long range research plans on such

topics as

Aal barriers to guidance program devetopment in

rural schools,

(b) cases for limited number of_ professional

guidance staff hired in rural'schools,

(c) attitIdes of the adult rural communitis towards

guidance, counseling, and career.development-1

needs of youth and adulti,.

1

(d) job mobility of rural youth,AI

(e)' the relationShip between economic conditions

and existance on nature of school*gtidance

program support-,

(f) the patterns of rural yo h And adult's career.

aspirations and expectations as compared to.

-t117(s- i 9 2.

t.

b

V

J

their counterparts in suburban and urban

areas,

(g) guidance' techniques and serves that multi-_

school educational cooperatives can provide

rural and small schools,

(h) the types of and reason! for rural student

distruptive school and community behaviors

a nd develop recommended strategies to deal

with the causes,

(i)- 'the unique sex bias conditions in_the___r_ural

home, school and community and strategies to

overcome these attitudes or practices,<_

(j) the unique occupational and educational coping

and adjustment problems faced by rural youth

and adults in transitio n'and possibl e r.esOlu-

tions to these problems,

(k) the need for career resource renters and

special re sources and services for rural air

small schools,.

(1) the career development patterns of rural

youth broken'down.by.sex and- race, 40411. 7(m) significant otherg influence in the rural

Community,

(n) the needs of rural adultsompo are experiencing

mid-career .changes and ways'to meek these needs,a

741124.

116 183-

Wit

(o) the proportion of available state and federal

funds for career education, and guidance that

were -utilized by rural schools and what caused

this funding allocation,

(p) the ways of providing better labor market

projections, mobility factors and job

obsolescence data associated with rural

communities by state and/or bUSOE regions,

(q) the validity and usability of available

interest, aptitude andlIcareer developmept needs

assessment measures that are applicable to the

conditions, values, attitudes, ett.,'of rural

youth and adults,

Ar) leisure time option's and their effects pn

adults in rural communities'-

(s) study af the cause-effect relationship between

esocioldgical, economic and/or psychological

'Influences and career decision making for youth

in rural settings.-$

DEVELOPMENT 4

1. Development of models, techniques and materials for

use by two-yeqr cpir-year educati9al institutions

that serve rural co, unities. This development would

help capacitate the institutions to:

- 119

184o

(a) serve as technical service agents to rural

schoolg,

(b) provide in-service activities based upon their P

local rural schools needs,

(c) assist in program development activities,,

(d) assist in multil-community surveyS, assessni(ntsc''

(e) provide career resource center use opportInities,

and

(f) provide for ongoing guid4ce program monitoring

-- and evaluation.

2 Development of-models, techniques and materials

to assist rural schools in more fully utilizing the

services and resources ofJ

(a) public and private employment agencies,

(b) vocational rehabilitatla programs,

411(c) mental retardation institutions,

(d) older aged groups,

('e) industry and business vganizations, and.

. .. .

(f) federal legislative resources such as CETA,

ConserVation corps, Youth Employment Act.

3. Development of a prototype and gUideliries for the

, establishment, opereitiort and evaluation of carger,

l',?souxce centers iA, rural communities.

120 -

-185

0

I

4

4. -DeveloRment of careerguidance materials and models

for speCial target populations :within the rural

communities, i.e!", women and girls, minority groups;

handicapped aV disadvantaged.

5. Development of materials and Prograins for ,increapiftg

the aware.riess, attitudes and capabilities of ruralr

parents in cher to increase their involvement'in.k.

the school's guidance program. Since parents are /

the primary influence on career choice of youth

little hope fdrfull guidance program effectivenesS'

can be realized wi out their informed impact.

1

.6.',!Development of materials, techniques and opportunities'

to.aid rural youth'in experiencing a fuller range of

work observations and positive .work -site experiences.

This.could be accomplished' through new approachelto

work study, work experience, field trips, community

participation opp6rtunities, simulations, sabbaticals,,

demonstrations, etc\

7, Development of a national, regional and possibly

state leVel rural school career. guidance co uni-

cati8n'netiwork: This network could serve to

determine the kiiii4s of information needs rura4*0.

- 121 -%186

11.

8.

lbAlb

"educators have as well as provide on-the spot

answers or referral service,

Development of mega programs, e.g., T.V.,

filmstrips, at addres-s the unique needs and re-,

sour - -s used within rural homes, chools and.4

community groups and settingS.,

9. Development of programsland techniques that,will

address the unique dropout problems of rural youth!

10. Development of creative material emonstration,

relationdhips and articulations that_could be

established between rural schools and their area

business, government, labor-and commullity.organiza-r-

tions.

TECHNICAL ASSISTANCE

1. bevelopment of a set of in-service training materials,

techniques- anclopportunitieS that will assist local

.. .,

rural school district administrators/teacheks and

guidance specialists'to:

(a) understand the career deploymentneeds of

youth and adult's,

1"--1122 -

187

ta)/

a-

(b) under

f_tancl the necessity for and ways of

rfr re ewing their guidaned,progra,, .

(c) plan and evaluate guidance programs,-0:,

(d) understand, how to more full useuse the home

and community idikhAolann , developmefit

and delivery of guidance,

(e) understand how to ddvelop classrooff, home

and communitc)iased guidance activities,

(f) understand how to more fully use time and

existing local talent for increased counseling

effectiveness and availability.

Development of a network of trailed profesqionals

on a state or regional level *b respond to the.in-

service train -ing nds of rural schools. These'1 .;

trifined prbfeAsionals could well come from

(a) multi-school educational cooperatives,

(b) Jeopselor preparation programs,;

(c) state departmen,tsof education,,

( trained peers,and

Private consultants i4 the surrounding area.

.

An agency like the Center for Vocational Education

4 '

could develop the'Materials and%training cdpabilities,

Set up and operate the technical service systems and

-

188 .

prepare the local trainers for their future work.

.

31 Development within a national center or educatiohalfr'

. -

laboratory the capacity of providing on-site

technical service to those rural districts needing

assistance. This technical service could include

such things'as:

4_@:)in-service leade.rship

(b) assespment consultancy

(c) data analyses and interpretation

(d) program evaluation>

(e) material or activity development

(f) program-monitoring

(g) information and agency referral

4. Development of a system ofcounseloLexchange betWeen

rural, suburban and large tity,coupselors.

These recommendations represent ideas that seemed to be

implied or mentioned in our research.and development efforts

and those which may be most helpful in assisting rural schools

in preparing for future guidari'ce program renewal. While many of

these recommendations already have been addressed for non-.

rural populations, there is a suggested ,need to address them

related to the unique characteristics of the rural school.

- 124 -

189

50.

APPENDIX A

. Consortium Staff

The Center foi Vocational Education

Harry N. DrieHelen M. DavisKaren S. KimmelKaren S. WhitsonValija AxelrodMary M. KorfhageRichard Green

li

- xoject Director- 4sistant Project Director

e\search Technician I

- Program Assistant- Gra uate Research Associate

g- Gra uate Research Associate- Consltant, Ohio State

Department of Education

Wisconsin Vocational Studies Center

John D. HartzSusan J. KosmoWayne A. Hammerstromtan L. NovakDoris J. Kreitlow

Northern mickgan University

Walter M. Steingsndra Hampton

- Project).Director- Researc Specialist- Research Specialist- Research pecialist- Research tpecialist

- Project DirActor4r0ject AssiStant

- 125 190

1/4

National Advisory Committee

Everett Edington, Director, ERIC/CRESS; New'Mexico State Urtiversity, Las Cruces, New Mexico

Martin W. Essex, Superintendent, Ohio State Department of Education, Columbus, Ohio

tr. George Leonard, Professor, College of Education, Wayne-State University, Detroit, Michigan

Barbara Thompson, Superintendent, Wisconsin Department of Public Instruction, Madison, Wisconsin

Gaylord Unbehaun, Sceftrintendent of Schools, Brillion, Wisconsin

State Department Coordinators

Lorran Celley, Consultant, Wisconsin State Board of Vocational and Technical Education, Madison, Wisconsin

Richard Green, Consultant, Division of Guidance and Testing, Ohio State Department of Education, Columbus, Ohio

Jerry Henning, Consultant, Wisconsin State Department of Public listruction, Madison, Wisconsin

James Mahrt, Guidance Supervisor, Michigan State Department of Public Instruction, Lansing, Michigan3 it

Robert Meyer, Career Education Director, Wisconsin State Department of Public Instruion, Madison, Wisconsin

'Paul Speight, Consultant, Wisconsin Sate Department of Public Instruction, Madison, Wisconsin

Special Project Advisors

Wilbert A. Berg, Dean, School of Educationjlorthern Michigin University, Marquette, Michigan

Robert Campbell, Prram Director, Thetenter for Vocational EdUcation, The Ohio State University, Columbus,Ohio

Jack Ford, Assistant Director, Division of Vocational Education, Ohio State Department of Education, Colbmbus,Ohio

Roger-Lambert; Associate Director, Wisconsin Vocational Studies Center, University of Wisconsin, Madison, Wisconsin

Raymond Wasn, Director, Division of Guidance and Testing, Ohio State Department of Education, Columbus, Ohio

Special Contributiirs

Anna M. Gorman, Research Specialist, The Center for Vocational Education, The Ohio State University, Columbus, Ohio

Andrew J. Bush, Graduate Research Associate, The Center for Vocational Education, The Ohio State University,Columbus, Ohio

'Joan Blank, Wrjter and Editdr, The Center for Vocational Education, The Ohio State University, Columbus, Ohio

O_ rest Cap, Graduate Research Associate, The Center for Vocation's' Education, The Ohio State University, Columbus,Ohio

John Meighan, Research Specialist, The Center for Vocational Education, The Ohio State University, Columbus; Ohio

4- 126

191

r

APPENDIX B

Project Steering Committee Members

Harry N. Drier - ChairmanVThe Center for VocationalipEducation

Helen M. Davisthe Center for Vocational Education

4

.John D. Hartz.Wisconsin Vocational Studies Ce4er

Roger LambertWisconsin Vocational Studies Center

Walter M. SteinNorthern MichiganynivefsitY

Wilbert A. 'BergNorthern Michigan University

David Pritchard - Ex officio MemberBureau of Occupational and Adult EducationU. S. Office of Education

I

192 4

4

-

4

APPENDIX C

National Advisory Committee Members

I

Dr. Eyerett EdingtonDirector, ERIC/CRESSBox 3 APLas-Cruces, New Mexico 88003

Dr. Martin W. Essex, SuperintendentOhio State Department of

Public Instrxiction65 South Front StreetColumbus, Ohio 43215

Dr. George Leonard, ProfessorCollege of Education325 EducationWayne State UniversityDetroit, Michigan 48202

Dr.,Barbara ThompsonSuperintendentWisconsin Department of

Public Instruction126-Langden StreetMadison, Wisconsin 53703

0Mr. Gaylord UnbehaunSuperintendent.of SchoolsBrillion Public Schools315 Main StreetBrillion, Wisconsin 54110

a

- 128 -

193.0.

Appendix D

CREDIBILITY REVIEVOIPAISIEL MEMBERS ri

This rural school career guidance project represents an effort to build upon the unique strengths of the. rural settingand to overcome the problems faced by educatort, parents, employers, and students in rural schools and communities.The use of local credibility review panels was designed to provide an assessment of the relevance and feasibility of theruralized processes and prbducts generated as a result of this project Individuals representing educators, students,parents, and employers were organized into fifteen review teams acrots the states of Michigan, Wisconsin, and Ohio Thefollowing individuals gave freely of their time and competencies over a-year's period to increase the effectiveness of ourefforts.

MICHIGAN

Kenneth Groh, Administrator, PowersDennis Stanek. Administrator, Rapid RiverBill Wininger, Administrator, RepublicDave Gallmetti, Administrator, RepublicPeter RigoniAdminisnator, White l'iQeEarl Eliason, Teacher, ChampionDave Morin, Teacher, White PineRay Pomroy, Counselor, LauriurnBarbera Stebler, Counselor, HutibellJohn Peterson, CounSelor, GladstoneCharles Kalhoefer,tounselor, StephensonBonnie Hansen, Counselor, PowersMichael Mefdrum, Counselor, MarquetteKenneth C Co.unselor, White PineDavid Hooker, Student, AhmeekMatt Amenn, Student, GladstoneTheresa Lepthien, Student, EscanabaKeith Johnson, Student, RepublicRecta Mayo, Student, RepublicAnita Mimi, Student, Republic.Craig L Kinnunen, Student, White Pine

'Cynthia Mayfield, Student, White PineEdith Jeruch, Community Rep LauriumRoy Swanson, Community Rep , Escan'abaLois Miron,tommunity Rep , RepublicBin Mykkanen, Community Rep , RepublicSusan Bek kola, Community White PineDate Hanes, Comtnunity Rep ,unityCopt Robert Hartman, CommunitiARep ,

Gladstone

Special thanks is extended to the followingCareer Education Planning District (CEPD)coordinators who provided much leader-ship enee-coordinationlo the Material reviewProcess

Thomas Pierson MarquetteAlger Intarmechate School District

Paul Kimball Copper CountryIntermediate School District

W Leroy Liimaaaa -Gogebic OntonagonIntehrodiate School District

-Ivan' Ryan & Karl Arko DeltaSchoolcraftIntermediate School District

OHIO

Edward Pogue, Administrator, PortsmouthWilliam Mann, Admihistrator, HebornHagar Sphrlock,pdministrator, WheersburgRay Tearney, AOrninistrator, FremontGerald Snyder, Administrator, ChillicotheEverett Park, Adminiitrator, ChillicotheHelen Snygr, Administrator, WaverlyDarold Figgins, Administrator, MontpelierStanley Miller, Administrator, ClarksburgMax Knisley, Administrator, ChillicotheCarl Fogle, Administrator, NavarreTony Zuppei Administrator, AllianceKenneth-Schppan, Teacher, CantonMary Lou Wachtel, Teacher, MassillonMilton Mille,Teacher, NavarreJohn Smith, Counselor, CantonRobert Mason, Counselor, GranvilleJoyce Windnagle, Counselor, DefianceDonald Anderson, CounseI4, BambsidgeDonald Kerr, Counselor, WestervilleWesley Snyder, Student, Canal FultonDallas Chaffin, Student, ChillicotheJoni Hoover. Student, NapoleonJill Decker, Student, SherwoodKim Burton, Student, PortsmouthDudley Nichols, Student, PortsmouthVance Holtir, Student, JohnstownCerolyn'Ford, Student, JohnstownPaula Morgan, Student, ChillicotheWade Golay, Community Rep , Canal FultonMable Alley, Community Rep , LondonberryMerl Beeman, Community Rep., NapoleonWilliam Hall, Community Rep , WheelersburgLana Rowe, Community Rep., Portsmouth

_Janet Everett, Community Rep., JohnstownLloyd Butler, CoMmunity Rep., NewarkPam Whaley', Community Rep., WauseonCharles Knapp, Community Rep , Chillicothe

- 129 -

1_9 4

WISCONSIN

Ted Kakahouras, Administrator, BangorFred Ponschok, Administrator. ShawanoAl Szepi, Administrator, LaFargeEugene Hawkinson, Administrator, BelmontJim Wall, Administrator, PlattevilleAlan Beeler, Administrator, Johnson CreekTheresa Worachek, Administrator, ReedsvilleJim Romskog, Teacher, West SalemJames Leavitt, Teacher, BelmontMargo Thiede, Thcher, PlattevilleLeona Chadwick, Teacher, Ft AtkinsonGr.ant Mattes, Teacher, ReedsvilleSusan Zimmerman, Counselor, OnalaskaTheda Gill, Counselor, PlattevilleTerry Van Himbargen, Counselor, Johnson CreekLarry Olson, Counselor, ReedsvilleCharlotte Buckbh, Counselor, $harienoKevin Brig; Student, BangorJo Ellen Hesselberg, Student, SpartaJackie Buckhop, Student, BelmontRon Voigts, Student, BelmontTheresa Stuehler, Student, WatertownMitch Winter, Sti;dent, Johnson CreekKathy Welch, Student, ReedsvilleTim Wenzel, Student, ReidsvilleSteven Brbcter, Student, ShawanoSteve Darm, Student, ShawanoJirenita Reath, Student, ShawanoCharlotte Hoffmann, Parent, BangorShirley Heins, Parent, BelmontMr & Mrs. William Daley, Perents, GreenleafLloyd Niedfeldt, Community Rep , BangorJoseph Klein, Community Rep , Cuba CityHelen Krause, COmmunity Rob , Johnson Creek

c -Betty Lernbergerommunity Rep , WhotelawWilliam Becker, Community Rip ShawandiJ A Kasten, Community Res) , ShawanoCharles Marohl, Community Rep , Shawano

4

vo

Appendix E

Rural Guidance Project

WORK FLOW NETWORK AND ASSOCIATED REQUIREMENT LIST

4

/

,2 I 1

\ ...4., /.41-5 I 11/04-42/250-0540-0440I 312 1.31.3

,N '4

\ '4 1-10413 ei..

1215 1215 1220 ActuityWON

\Web °cutupConotretnt/ /

I

i12 17

/ /./ ONO/ \I94 NI / I N

,N

N/ ,

12 2011

I

1212 I 12 13 /Me WIlk 0.0 / 2012 20..13

12 1,1 121.5 12 15

INF

7

F LEGEND

"

fAttesloye

Plcennt

-444

151 IA

. / NoodsAsummt 9

5'

3 1 1122

1123

Neff...dm VNuee C

I.512WA 1.5134O e

151111 15115 151

1.51 C 1 AWAKED

God. Dvaltja2a3_0.40La401.."4451

Resource Awe E

0144Nns

Ceeueueuy Rem7.714 1.5I2I4 1513$

FoIlow thteulh

k

Dellmrj Inrune J " 3'u.,, " "iast---LeEIL444

A

151.315.040-0.4,--1511N

15 110 1.5125 15130

.51" 15 120 1 .51301410-4.0-0.14110 15 126 1.5130

1 7 1 1 7 1 171 171 171 171 171I

t

.1

542, I61 3NWON

1 2 141.3'

171

O NO

S

15 1

14,,1WO

1911

3 1 1 1

Ias.

1911."41bte 112242

1911

3112 3113 3114 3115 3115

1975 1976 1976July Aug Sept Oct Not Dec On. Feb

1 Nat AP, t Mel UNI July Aug Sept Oct Now Dec

11.

130

1 9 5

WORD NETWORK ASSOCIATED REQUIREMENTS4.CTIVITY 00CE

1.1.1.1 Organize ann,crient staff1.1.1.2 Appoint and orient

National Advisory Committee1.1.2.1 Organize and draft tech plan .

1.1.2.2 submit tech plan for review1.1.2.3 Finalize tech plan1.2.1.1 Conduct literature search

and review (Phase I)1.2.1.2 Conduct material search

and review1.2.1.3 Determine-limitations of

available materials1.2.1.4 Develop state of the art paper1.2.1.5 RevilS, draft of state of

the art paperw 1.2.1.6 Finalize state of the art paper

1.2.1.7 Organize available materialsfor abstracting

1.2.1.8 Develop draft of methods .handbook. 1.2.1.9 Review draft of methods handbook

1.2.2.0 Finalize methods handbook1.3.1.1 Develop prograM model1.3.1.2 Review program model1.3.1.3 Finalize program model

- '1.4.1.1 Develop.programstandards1.4.1.2 -Iview pyogram %tandards1.4.1.3 Finalize progranstandards

Development of Guidance FunctionHandbooks

1.5.1.1ADevelop placement handbook1.5.1.2A Review placeme9p handbook,1.5.1.3A Finalize placement handbook1.5.1.18 Needs assessment

- 1.5.1.1C Attitudes and values1.5.1.10 God1 D-7Vellpment

1.5.1.1E Resource assessment1.5.1.1F Behavioral objectives -

1.5.1.10 Community relations. Develop follow-through handbook1.5.1.2H Revie. follow-through handbook

1.5.1.H Finalize follow-through handbook

196

ACTIVITY ODDE

1.5.1.11 Methods assessment1.5.1:1J Progree planning

.

.1.5.1.11( Guidance unit development1.5.1..11 Implementation design1.5.1.1M Evaluation1.5.1.1N Staff development

40CTIVITY COLE

1.6.1.1 Develop state and national level.worksk6P plans and materials

1.6.1.2 Prepare for and conduct stateand local level workshops

1.6.1.7. Prepare for and conductnational level worksnop

Revi-ew of Guidance FunctionHandbooks

1.7.1.1 Steering committee meeti%zs.

11:5.1.2B Needs assessment 1.8.1.1 National advisory1.5.1.2C Attitudes and values committee meetings.1.5.1.20 Goal development .yy4

1.5.1.2E Resource assessment 110.1.1' Prepare quarterly reports1.5.1.2F Behavioral objectives1.5.1.2G Community relations 2.0.1.1 Develop special needs repqrt1.5:1:2H Develop follow-through handbook 2.0.1.2 Review report

H Review follow-through handbook 2.0.1.3 Finalize anot submit reportH Finalize follow-through handbook

1.9.1,2L Methods assessment 2.1.1:1 Prepare finalreport1.5.4-2J Program planning 2.1.1.2 Review report1.5.142K Guidance unit development 2.1.1.3 Finalize and submit report1.5.1.24. Implementation design1.5.1.2M Evaluation 2.1.1.1 Develop product packaging1.5.1.2N Staff development 3.1.1.2 Select media strategy

3.1.1.3 Conduct user surveyRevise Guidance Function 3.1.1.4 ProtectiOn of human subjectsHandbooks 3.1.1.5 Conduct exhibits

1.5.1.3B Needs assessmet 3.1.1.6 Obtain' copyright1.5.1.30 Attitudes and values1.5.1.3D Goal development1.5.1.31 Resource assessment1.5.-1.3F Behavioral objectivesI.5.1.30 Community relations1.5.1.3H Develop follow- through handbook

H Review follow - through handbOOkH Finalize follow-through handbook

1.5:1.31 Methods assessment1.5.1.3) Program plarning

Gdidance unit development1.5.1.-1 Implementation design1.5.1.3M Evaluation1.5.1.4N Staff development

1 "1

do

Project Title;, Rural Guidnc

Duration: July 1, 1975 - Decemb r 31, 1976

WQRK BREAK:COM STRUCTURE

Date: September 1, 1975_

Program Area: Vocational Development and Adjustment

Level 1: 'Project Level 2: Tasks Level 3: Activities - Level 4: Subactivities

.Dev,!lotnenf of a

rt.ral corprehdn-

siv- program ofCareer Gu.idaxce,Ccun3eling, Place -

Tent, cnd Follcw-Through for Grades

r, -14..

1.1

--

,

Organid resources (human and

material) to actomplish project

objectives. 4

'

1.1.1 Organize human resources for'project conduct.

1.1.2 Prepare technical plan forproject.

.

,

.1.1.1.1 Organize and,Sient staff and Steering

Committee.,

. .

.

1.1.1.2 'Appoint, organize, and orient NationalAdvisory CoMmittee.

1 .

1.1.2.1 Organize and draft technical plan.

.

1.1.2.2 Submit technical plan for internal tnde external review.

1.1.2.3 Finalize technical review

1.2 National literature search and rereview on research snd develop-ment efforts in the area of RuralCareer Guidance, Counseling,Placement, Follow-up and Follow- :

through. (CGP) (Two Phases).

.

1.2.1 Develop search' review

criteria, inst entation, and

procedures for asesI and II

' of literature materialsearches and eviews.

1

,

1.2.1.1 Conduct (identify, acqUire, screen and selectappropriate literature) Literature Review,

Phase I. ,

1.2.1.2 Conduct materials search andareview.

1.2.1.3' Determine limitation

ti

..

Prepare copehensive state ofthe qrt position paper regardingtne Career Guidance, Counseling,Placement, Follow-up and Follow-

throue,h (CGP) needs 4 ruralyouth aid adults.

--.

Develop fr ork and Croce-,

dures for th development ofstate of the art paper.

¢

of available material.1

1.2.1.4 Develop state of the art'paper.

1.2.1.5 Review state of the art paper.

1.2.1.6 Revisej4nd finalize state of the art paper.

g'

Project Title: aural Guilance

Duration: July 1, 1975 - December 31, t1976

V

"IL

11PRK *REAKDOWN StRUCIU)R m

'S Date: September 1, 1975

Program Area: Vocational,Developmept and Adjustment ;

Level 1: Project Level 2: Tasks Level 3: Activities Letel 4: Subactivities

Product a handbook of'rural -.

guidance methods that couldeasily and effectively be Usedat the local level.

-Pr=epare jlet7cktested CGP methods 1.2.1.7that relate to,the uniquecharacteristics of rural,school distrlpts considering

k their human rid. material

resources.

Organize available material for MethodsHandbook abstraction.

1.2.1.8 Develop draft of Methods Handbook.

1.2.1.9 Review draft of Methodsiapdb"

1.2.1.10 Revise and finalise Methods Handbook.

1.3 Prepare conceptual model andprogram design for Career'Guidance, Counseling, Placement,Follow-up and Follow-throughin rural schools.

1.3.1 Organize a conceptual and

organizational frameworkand descriptive paper for a

CGP program.

1.3.1.1 Develop program model through a systematicdelineation of the basic elements andcomponents.

.1.3.1.2* Review program model.

1.3.1.3 Revise and finalise model in paper format.

;1.4 Prepare a set of Career Guidance 1.4.1Counseling, Placement, and follow -up and follow-through includ-

ing program.

goals and generalobjectives.

Develop through analyzingnational acquired standard find-ings,a set of program goals andobjectives which will serve as afoundation for Project develop-mental efforts.,

1.4.1.1 Develop program standards (Goals and.Objectives).

1.4.1.2 Review progremstanaerds.

1.4.1.3 Revise and finalize set of program standards inpaper format.

.200 ,201

a

WWW.BREAKDUN STRUCTURE

Project Title: Rural Guidance

Duration; Julat 1, 1975 Decent11, 1976

IP

Page 3.

,Date: September 1, 1 &75

Program Area: Vocational Development add Adjust.=

Level 1: Project Level 2: Tasks oLevel 3: Activities Level 4: Subattivities

1.5 Develop acomprehensive K-14placement" fli4Vlow -up, and follow-through model. Produce 'a

comprehensive content andprocedural system based on theplacement, follow-up, and follow-through model.

Develop 4 competency-based -

in- service training program forplacement, follow-up andfollo-through. ,

1.5.1t.Develop a comprehensive K-11 4Placement, Follow -um, Follow -Through Model, set of opera-tional procedures sampleinstruments and in-service_training waterials.

*

1.5.1.1 Develop Placement, Follow-up and Pollen -through model (K-14).

- -

1.5.1.2 Review Placement, Follow-up and F;llowthrough model (K-14).

1.5.1.3 Revise and finalize Placement, Follow -up and

Follow-through model (K-14).

1.5.1.4 Develop Placement, Follow-up andthrough procedures material.

1.5.1.5 Review Placement, Follow-up and Followtthrough model (K-14).

1,5.1.6 Revise and finalize Placement,.Follow-up and folthrough model (K-],4).

1.5.1.7 Develop in-service section for Placement,Follow-up and Follow-through model.

1.5.1.8 Review in-service section for Places**,Follow -up and Follow - through mods1.

1.5.1.9 Revise and finalize in-service section for 3lac.ment, Follow-up and Follow-through model.

2o2 243

WORK BREAKWWN STRUCTURE

Project Title: RuralCkudance

Duration: July 1, 1975 - December 31, 1976

Page 4

Date: September 1, 1975

program Area: Vocational Development and Adjustment

. .

Level 1: Project Level 2: Tasks Level 3: Activities -,

-Level 4: Subactivities

, .

s

C.

. 204

1.6 Produce a comprehensivecontent and procedural

tztem based upon the Programel and Program Standards

finalized iu 1.3 .and 1.4.

Y4 .

.,

,

, .

.

,

l.

'

_

.

b

1s6.1 _ThgoiLgh the utilization of staff. at each of thi consortium

agencies will be written program'function related handbooks.Primary source data for thedevelopment will come fromliterature and material searchand reviews plus Tne Center'sCareer Planning SupporttiSystem..

1.6.2 All Program function handbookswill be reviewed upon the '

devel6pment of the first draftby project Steering Committee.and the 15 creditability reviewpanels. .

,1.42.1C1.6.3 Based upon the revision data

received in 1.6.2 each handtkodfcwill be revised and finalized.

.

-

_ . 4- -

,

1.6.1.1A Develop Assessment HandboOksIndividual,Methods and Resource Assessment).

7.6 2.1A Review Assessment Handbook(s)-A

1.61:1A Revise and finalize Assessment Handbook(s).

1.6.1.18 Develop Goal Development handbook.

1.6.2.18 Review Goal Development Handbook.,

1.63.1B Revise and finalize Goal Development Handbook.

;

1.6.1.1C Develop Behavioral Objectives Handbook.,

,. .

,

fr .

Review Behavioral Objectives Handbook.---

1.6.3,1C Revise and finalize Behavioral Objective__Handbook. ,

. '

1.6.1.1D Develop Program Planning Handbook..

1.6.2.1D Review Program Planning Hajbook.,

,

_.

,

1.6.3.1D Revise and finalize P).-bgram Plarwd Handbook.

, , 111 .

,

-1

WORK BREAKDOWN STRUCTURE

Project Title: Rural Guidance

Duration: Ju4 1, 1975 - December 31, 1976.

Page 5

'Date: September 1, 1975

Program Area: Vocational,Development and Adjustmen

Level 1: Project Level 2: Tasks Level 3: Activities (,, Level 4: Subactivitiesf.

Tom..

.

.....a. IBM!

.

.

Craft, imumlk , momml

,

am&

a

\

arm ilmia

_

.

,

-

4.

,ffilt

_ __

isig

1.6.1.1E Develop Guidance Unit Handbook.

1.6.2.1E Review Guidance knit Handbook. ''y

1.6.3.1E Revise and finalize Guidance Unit Handbook.

1.6.1.1F Develop Program Implementation Handbook.

1.6.2.1F Review Program Implementation Handbook.

1.6. 3.1FRevise and finalize Program ImplementationHandbook. .

1.6.1.1G Develop Attitude and Value Handbook.

1.6.2.1G Review Attitude and Value-Handbook.

1.6.3.1G,Bevise and finalize Attitude and Value Handbook.

.

.1.6.2.1H Develop Program Evaluation Handbook. .

1.6.2.1H Revie4 Program Evaluation Handbook.

1.6.3.1H Revise and finalize Program Evaluation Handbook.

1.6.1.1,1 Develop Community Relations Handbook..

1.6.2.1.1 Review Co:legality Rtlations Handbook.

01 ....1.60.1.1 Revise and.finalize Community Relations

mum / marebitim immaMIMS OMR AINIMI

'I

a

)

Project 7it1e: Rural Guidance

Dur:tion: July 1, 1975 - December 31, 1976

a

WORK BREAKDOWN STRUCTURE

Page 6 '.

Date: September 1, 1975 .

Program Area: Vocational Development and Adjustment

Level 1: Project

.00

L 208

Leel 2: Tasks ,.1

Level 3: Activities Level 4: Subectivities

1.7 Develop a competency-basedin-service training programnecessary to'prepare local usersto 2nstall program.

1. 7.1 Develop,through a reviewofexisting data on known staffcompetencies related to OGP,an in- service training

program.

1.7.2 Review draft of staff relatedCGP competencies.

1.7.1.1 Develop scneme and riteria for acquiringexisttng competency ormation.

1.7.1.2 Analyze data and prepare initial set of staffcompetencies.

41.7.1.3 Develop a CGP in-service training guide plan.

1.74.4 Develop a set of CGP training procedure:I baseduppn acceptable competencies.

1.7.2.1 Send out to creditability review panels draitafor review. `

1.7.2.2 Send out to Steering Committee drafts for review.

1.7.3 Review and finalize competencybased in-service traininghandbook.

1.7.4 Develop in-service trainingprogram plans and materialsfor state and nationalconferences.

1.7.2.3 Analyze reactions and prepare for review.

1.7.3.1 _ Develop revision plan.

1.7.3.2 Conduct revision.

1.7.3..3 Gain approval of revised handbook,

1.7.4.1 Using in-service training handbook developed in1.7.3 organize plans and materials.

1.7.4.2 WeViewwith Steering Committee plaAkand materials

1.7.4.3 .Reviss and finalize for use in service training

209

Project Title: Rural Guidance1

Duration: July 1, 1975 - December-31, 1976

Level 1: Project Level 2: Taiks

1'

a/o

WORK 8E1WD:W sTRuennti

. JAI/el 1.! Activities

1.7.5 Conduct state level workshop

1.7.6 Conduct national levelconference

I

Page 7

Date: September 1, 1975 '

Program Area: Vocational Development and Adjustment .

revel 4: Subectivities

1.7.5.1 Prepare training plevel.

and-materials for state

1.7.5.2 Have reviewed Ind proved plans and materials.

1.7.5.3 Cianduct and eve to workshop.

1.7.6.1 Prepare training pilns and materials for national

pre -AVA conference.

1.7.6.2 Have reviewed and approved plans and materials.

1.7.6.3 Conduct and evaluate Conference.

1.8 Conduct Project SteeringCommittee Meetings

1.8.1 Plan agenda- arrangements andmeetings for Steering unit--tee Meetings (1 every 2 monthsapprcximately).

i.8.2 Conduct and informally evalu,ate meetings

IP

1.8.1.1 Request agenda input from Steering Committee members

1.8.1,2 Finalize agenda and all necessary materials.

1.8 .3 Prepare arrangements for the.meeting site.

1.8.2.1 Chair meeting; collect and organize Feedback1,---/Material from participants.

1.8.2.2 .Decide on type of follow-up and conduct it.

CondUct-:taional AdvisoryCo--n.ittee Meetings

1.9.1 Plan agenda, arrange' is and ) 1

materials torAational AdvisorCoarattee meetings(approximately 3 meeting,during a project period)

1

1.

.9.1.1 Request agenda input from Advisory Corrdtteemember

.9.1.244inalize agenda and all necessary raterials.

.9:1.3. Prepare arrangements for the meeting site.

46

a

4

Project Title: Rural Gaidanee . I

Duration: Ju1y 1, 1975 - December 31, 1975

1ARK BREAROWN STRUCTURE

Page 8

Date: September 1, 1975

Program Area: Vocati'onal DevIlopment and Adjustment4r

.1.4)Level 1: ,Project

i.n

Level 2: Tasks Level 3: Activities Level 4: Subactivities

ti

212

1.9.1 Conduct and evaluate meeting. 1.9.2.1 Chair meeting collect And- organize feedbackmaterial from participants;

dar

1.9.2.2 Decide on type of follow-up and conduct.

2.0 Prepare quarterly reperts for USOE 2.0.1 Collect and organize data for 2.0.1.1 6ntact consortium agencies for progress reports.reports. 2.0.1.2 Prepare draft of report(s) based upon data. from

all three project agencies. '

2.0.2 Have reports reviewed.

2.0.3 Revise and finalize reports

1.0.2.1 Have report reviewed by AsSoc Director forR. & D. Division and Program Area Director

2.0.3.1 Revise report(s).

2.0.3.2 Finalize report(s).

2.0.3.3 Submit rer,Ori(s).

21 Develop and submit special reportto USOE concerning recommendationsfor future product developmentnecessary., based upon voids

vrldentified during the projectperiod.

2.1.1 Determine what additional 2.1.1.1products or CGP aids are need-ed based upon literature andmaterial reviewsand searches. 2.1.1.2

Develop recommendations fornew product development rar,USOE.

Develop general specificationsfor each product .Ad recom-

mended to US0g.

Finalize first diaft..e report specificationsand prepare for review.

Review draft at both CVE and Steering Committeelevels.

2:1.1.3 Revise, finalize and submit report.

213

.09

vi

4 rJ

k

V' 11,

op

Project Title: TtralOUldancp

Duration: July 1, 1975 - December 31, 1975

a

a

1A)RiV B.1F.A1CDOWN STRUCTURE

1/4

,4* Page 9

Date: September 1, 19750

Program Area: Vocationa4Tevelopment and Adjustmen

Level 1: Project

9, Level 2: Tasks Level-3: Activities.

.Level 4: Sub activities- .

,

.

.

2:2° Prepare final report and submiti to USOE ,

.

2.2.1

.

Determine what items are neededto be included in the finalreport.,

Organize materials and datathat need to be included infinil report.'

2.2.1.1 Finalize first draft of report specificationsand prepare for review.

2.2.1.2 Review draft at bdth CAFE and Steering

p Committee levels. *

J2.2.1.3 Revise, finalize,and submit report.

.i

.ir4

.

-

.

a

.

, ,

3.1 'Develop Product Utilization Plan.

/

i(

se.ag.

., .

,..

,

+

, %

t..

. '

164

. r

.-

3.1.1

.

Determine parameters of .

`Product package and geniratemarketing disseminationdata.

.

.

44

.

.

3.1.1.1 Develop Product packaging design.

3.1.1.2 Select iedia strategy.

3.1.1.3 Conduct user surveys and develop user files.

3.1.1.44C through Protection of Human Subjects .

Committee.3.1.1.5 Conduct exhibits.

3.1.1.6 Obtain copyright.

-,.,1-

..

. .

.

-

.

-

111

fssti amain alma rim #*

RURAL GUIDANCE PROJECT - PROGRESS SUMMARY

Jup 1975 - June 1976)

MARCH 1976

I

APRIL 19764

I

MAY 1976 1 JUNE 1976,,

---

*.Work with AVA - APGAregarding dissemination

*Project review of Stateof the,Art*Project review of Modeland Standards

*Conduct panel orientations*Revision of'agencydevelopment responsibility

'*Develop Rural. Career.

*Product paging*CRP ins* fitation com-pleted

*Organize for three summerdevelopment workshops(NMU/CVE)

*Conduct Career DevelopmentNeeds Assessment Handbookdevelopment workshop

*Project presentation at APGA

*Behavioral-Objectives Hand-book in review*Career Development NeedsAssessment in Review

*State of the Art being pro-. fessionally edited and typed*Product packaging*Model and Standards Develop-ment*Handbook development

*Handbooks in review*Attitudes and Values*Resource Handbook*Career DevelopmentNeeds Assessment .

-.*. Behavioral Objectiv*Packaging Planning*Handbooks in Revision ,

*Career DevelopmentNeeds AssessmentEducation proposal convention (OMU/CVE/WCVS) activities . . *Behavioral Objectives*Models and Standards

meeting - Madison*Steering Committee Meeting*Rural Career Education

*Resource Assessment0

*Attitudes and Values*Model and Stindards*State of the Art*Attitudes and Values proposal developed and *Placement *Handbooks in initialDevelopment workshop submitted (CVE) *Information development(CVE/NMU) , *Complete project CRP data *Evaluation *Resource Assessment .-*Handbook development analysis guidelines *Counseling *Community Relationsactivities *Quarterly Report preparatiod *Inventory *Planning and Implemen-*Behavioral Objectives

Handbook*Handbook developmentactivities

*Referral ,

. -*Community Relations

tation*Individualized Approach*Career Development Needs *Behavioral Objectives *Prepare for JUne 2-3 to Career CounselingAssessment *Career Development Needs National Advisory and and Placement ,*Resource Handbook Assessment Steering Committee Meetings *Career Counseling*Attitude's and Values_ *Resource Randbook -tTransitional Career*Placement *Attitudes and Values Placement Program"S.Outline development for *Resource Assessment

' *f4nal preparation forremaining handbooks *Placement three summer development_'

A

, workshops .

*ComMaAity Relations' plan-ning workshops (NMU/CVE) .

*Process four sets ofreturns from CredibilityReview Panel

* _

*Vacations ,

*Publicity Activities

217

RURAL GUIDANCE- PROJECT -PROGRESS SUMMARY

July 1975 - June. 1976)

JULY 1975I

AUGUST 1975

I

SEPTEMBER 1975 OCTOBER 1975I

,

*Staff search and interview*Project technical planning

'

*Staff Hiring*Planning meetings betweenconsortium agencies

*Select-National Advisorycommittee members

*Literature search criteriadevelopment

*Material search criteriadevelopment

*Communication materials forsearches drafted

*Criteria for CRP developed*Consortium file developed

*Staff search and interview*Confirm National AdvisoryCommittee Membership*Develop project brochure*Project technical planning*Literature and materialssearch and review proceduresand criteria

*CRP procedures deVeloped -fir't draft

*Publicity Activities- -

-

*Staff search and interview*First project Steering Com-mittee meeting ,

*Initial literature and ma-terials search*CRP procedures(' reviewed andrevised

*Outline for State of the Artpaper developed and reviewed*putline for Resource Hand-book devebbped and in review*Appointment of CredibilityReview Panel Members (113)*Literature search and review*Project technical planning*Publicity activities

*Full staffing pccomplished*Literature search conducted*Literature analysis con-ducted )

*National materials searchconducted*Draft outline for ResourceHandbook completedt4'

.*Subcontracts between fourconsortium agencies ,

completed*Outline for State of theArt completed - 1st draft

*Quarterly report preparation

' -NOVEMBER 1975 DECEMBER 1975 JANUARY 1976 FEBRUARY 1976 0

*Credibility Review PanelHandbook completed

*Credibility Review Membersappoint9d*Guidelines for developingState of the Art Summaries

*Steering Committee Meeting*Developed State of the AttSummaries

*Literature Review continued*Develop model and standards

.

.

*Steering Committee Meeting*Cooperative-Rural CareerGuidance SysteiPart *C*proposal developed (CVE-NMU)*Literature review continued*Develop State of the ArtSummaries*Develop model and standards*CVS develop three USOEproposals

.

*Human Subjects CommitteeInstrumentation approval

*Quarterly Report preparation*Cooperative'Rural CareerGuidknce System-Part "C"proposal developed and sub-mitted (CVE-NMU)*Literature reviewed*Develop State of the ArtSummaries*Develop model and standards*Conduct CRP orientations*Handbook development activi-ties

*Resource Handbook -

_ *Olmramont

..

*Literature search continued*DevelopftState of the-Art*Conduct panel orientations*Present project at 2ndNational Career Ed. Forum(Wathington, D.C.)

*Conduct Steering Committeemeeting k

*National material searchcompleted

*Resource Handbook abstrac-ting

*Handbook development acti-vities

*Resource Handbook*PlacimPntRandbook

r

'17

X

2210

220

RURAL GUIDANCE PROJECT - PROGRESS SUMMARY

July 197 i - June 1977)

JULY 1976 AUGUST 19 76 . SEPTEMBER 1976 !- OCTOBER 1976----*Oxiducted Resource Assessment

Handbook Development Workshop(12 developers, 6 days)

*Conducted Co aunty RelationsHandbook Development Workshop(14 developers, 4 days

*Conducted CredibilitY'ReviewPanel procedures for,ReourceAssessment Han book*Conducted Credibility ReviewPanel procedures for ConmunityRelations HandbodC.*Typed in camera ready form theState of the Art product

*Handbqoks in process of develowrent

*Model and Standards (MO*Staff Development (CVE)*Career GUidance Practices (CVE)*Community Relations 016.0*Planning.fi ispleementation

*Individual Approach to CareerCounseling and Placement-MS)*Career Counseling (4/S)*Transitional Career PlacementProgram (WIS)

.

*Conducted Career Guidance Prac-ties Handbook Development Work-shop (24 developers, 6 days)*Met with sUboontract directorfrom Ohio State Dept. of Ed.

*Condu=cted meeting with "iV staff

-and representative of theMichigan State Dept. of Ed. con-cerning product dissemination*Met with representatives (Penet)of the 8 UP Career Ed. PlannieigDistricts. Planned for state tohave workshops in Michigan*Conducted final revision on

ty Relations & ResourceHandbook

in camera ready form thehollowing handbodka:1) Attitudesaid Values, 2) Career DevelopmentHeeds Assessment, 3) BehavioralCtrjectives, 4) Kenning and is-pigmentation

*Handbooks infancies of develop-mint*Model and Standards (CVE)

*Guidance Program Evaluetion(CVE)*ConseLing Techniques MIS)*Placement (WIS)

,*Individualized Approadhes toCareer Counseling fi Plaomnent

*Deslm

04IS)

Reference to CareerCounseling & Placement (WIS)

*Conducted Staff Development, Hand-,

book Development Workshop (12developers, 4 days)*'Typed in ceera ready form thefollowing handbooks: 1) CommunityRelations, 2) Staff Development,3) Resource Assessment, and 4)Career Guidance Resource*Completed packaging and art work*Revised the following handbxics:1) Staff Development, 2) CarnalityRelations, 3) Resource Assessment,and 4) Career Guidance Resource

*Conducted Credibility Review PanelProcedures for the Career-GuidancePractices Handbook*Hanctooks in final stages of de-veloisent:

*Model and Structure (CVE)

*Guidance Program Evaluation(CVE)Techniques MIS)(WIS)

*Individualized Approaches to, Career Commeling andPlacement (WIS),

*Desk Reference to CareerCounseling and Placement 04/S)

0,Succesalkdly negotiated newPart "C" contract with U90E/BOA4on 'Cooperative Rural GuidanceSystlie

*Feni: gm in process of develop-ment ..,

*Model and Standards (CVE)*Guidance Program EvaluatiorMSCI*Counseling Techniques (WIS)

, *Placement (WIS)

*individualized Approaches toCareer Counseling fi PLamment(WIS)

*Desk Referende to Career_ Counseling fi Placement (WIS)*Conducted Evaluation Haftimookdevelopment workshop (12developers, 3 days) 4

*Developed and admitted fifthquarterly report*Continued completion of proofingand camera ready typing for6 handbooks*Modified art work

with over 25 personsrequesting project

inf tic

.

.

-----------..

_ .

I

07474.2.

a

RURAL GUIDANCE PROJECT P ROUES S SUMMARY

July 197 6 - June 1977)

NOVEMBER 1976. . I DECEMBER 1976

.

, 1

mqUektOoks in final stages ofalt:.*Life Rale DeveRpment

.

Mgdel(CVE).

*Guidance PrwramEtaluation(CVOIlearseling Tedmignes (MIS)MAI:mount (MIS)

*Indiv4dualkzed4proaches toCareaVounseling and Place-ment, (MIS)

.

*Desk Refefenoe to CareerCounaeling and Plearnent (MIS)

*Ccapleted aravements foraNational(Polvisory CommitteeMeeting

*Ompleted snosigesents fornational dissemination wart/trope*Began clase-out procedures

*Ccntined ampletion of proofingand camera ready typing for 3hanctoOks*Corresponded with e 50 personsoveror agencies requesting projectinformation

.

*Typed in-oaraera ready form*Life Role Development .

Model (CVE)

*CraidWnot ProcparrEvalusticm(CVE

*CounselingUstmiques (MIS)*Pleasant (WUS)

*Individzed Approadres toCareer Camseling and Place-went (MIS)*Dadt Reference to CareerCounseling and PLxxsent (WUS)

*Candacted metaled disseminationamirshop, HOusbon, Texas.*Developed HEW Request for copy-right authorizatirm

*Conducted National. AdvisoryCoardttee meeting .

a {

*Contimed close-oit Psooedures*Cortesponded with or 100 perscmsor agencies r.aeting informationAbout ma

\

.

' y/

.

) .

.

*

.

.

_

i . .

.

il

. ,

00,

C)

X

4 073

t

1

RURAL GUIDANCE PROJECTSTEERING COMMITTEE PLANNING FORM

= Ohi enter .cr oc

CVS = Wisconsin Center for StudiesNMU - Northern Michijan University

OSDE = Oho State Dept. of Education

.....0( .PROJECT FUNCMONt

.TI FACTORS (Ending Dates For ?unction) LEADERSHIP HESCP.CE NEEDS

DEVELOP IEva4 Rug,.

PRIMARYIND NM 4GE29CY

SUPPORTIND NAME/AGENCY

1. QUARTERLY REPORTS 1 Sept: 15, 752 Dec. 15, 753 April 15, 754 Sept. 15, 76

Oct. 1, 75Jan. 1, 76May 1, 76Oct. 1, 76

Oct. 15, 75Jan. '15, 76

May 15, 76Oct. 15, 76

Drier - CVEDrier - CVE --,

Drier - CVEDrier - CVE

John Hartz - CVSWalter Stein - NMUDick Green - OSDE

Conference CallSet-up

AN1UAL REPORT June 30, 75 July 15, 75 Judy 30,175 Drier - CVE Green OSDE

2. LITERATURE

A. SEARCH Sept. 23,75 Axelrod - CVE Stein - NMU

B. REVIEW ABSTRACT Oct. 22, 75Gorman - CVERodebaugh - CVE

Kosmo - CVS

C. ACQUIRE MATERIALS Nov. 30, 1975 'Axelrod - CVE Stein - NMUKosmo - CVS

D. ANALYZE MATERIALS Dec. 15, 75 Authors - CVE Authors NM - CVS

E. SUMMARIZE MATERIALS - Dec. 25, 75 Authors - CVE Authors NMU - CVS

1. STATE OF ART Nov: 30, 75 Dec. 15, 75 # Rodebaugh - (Editor) Axelrod - CVE .

i4' 2. METH HANDBOOKc)

Nov. 30, 75 Dec. 15, 75 Kimmel - CVE Drier - CVE

.

3. MATERIALSA. SEARCH Sept. 30, 75 Nov. 30, 75 All agencies -

4

B. REVIEW BROCHURES Dec. 30, 75 All agencies

C. OBTAIN MATERIALS Jan. 30, 76 All agencies

D. ANALYZE MATERIALS April 30, 76 All agencies .

E. SUMMARIZE REPORT1. METH HANDBOOK Jan. 30, 76 April 30, 76 May 30, 76 Kimmel - CVE Drier - CVE

2. STATE ART PAPER Nov. 30, 75 Dec. 15775 ., Rodebaugh - CVE Drier - CVE

224 225

z

. .

PROJECT FUNCTIONS

TIME FACTORS (Ending Dates For Function) LEADERSHIP RESOURCE NEEDS

, DEVELOP REVIEW- FINAL PRIMARYIND NAME/AGENCY

.........

Kinnel - CVE

SUPPORT ,

IND NAME/AGENCY

Stein - NMUAll Staff CVE

,

,.----#

4. STATE OF ART PAPER

qs

A. ouarm..

Sept. 23, 75 Oct. 15, 75 Nov. 1, 75

B. ANIO.,YZE REPORTS

_ Gorman - CVERodebaugh - CVE Dries - CVE

C. DEVELOP DRAFT Dec. 25, 75rman - CVE .

RoGodebaugh - gvE Drier - CVE...

D. REVIE.: DaAFTS . Jan. 30, 76 All agencies All agencies

E. FINAL PRE1ARATION , Feb. 28, 76.

.

Rodebaugh - CVE Drier - CVE

-F. DISTRIBUTION Apri1,30, 76 Drier - CVE NMU - CVS

5.

#,-.

1.D...

I

METHODS HANDBOOK

Al. OUTLINE Sept. 23, 75 Oct. 30, 75 .

. ,

Dec. 15, 75

.

Kintel - CVE All agencies CVE '- Draft

B. ANALYZE REPORTS . April 30,'76

. ,

':.r

.

Kimmel - CVE All agencies

C. DEVELOP DRAFT 1110' ,J4AY 3p, 7 ' Kimmel - CVE All agencies

D. REVIEW DRAFT Ju4 30, 76 Kimmel - CVE All agencies

E. FINAL PREP Sept. 30, 76

.

Kimmel - CVE All agencies

_

____

P. DISTRIBUTION

F

Nov. 3 6, 76 Drier - CVE, All agencies

tiA

PROJEcT, FUNCTIONSTIME FACIORS'(Ending'Dates For Function) LEADERSHIP mum NE65 -

DEVELOP

PROGRAM MODELfA. LIT REVIEr;

E.' LIT SUMMARY-.

REVIEW FINAL PRIMARY SUPPORTIND NAME/AGENCY IND NAME/AGENCY

Nov. 3, 75 Drier - CVE Hartz - CVS 'Library

Nov. 3, 75 Drier - CVE Martz - CVS . Materials

' C. PREPARE DRAFT Nov. 7, 75

. D. Review Draft

Drier - CVS Hartz - CVS

Dec. 30, '75Ah

Drier - CVE Hartz - CVS

E. DEVELOP FINAL Feb. 1?, 76 - CVE'k Hartz CVS

. PROGRAM STANDARDS

A. LIT REVIEW ja Nov. 3, 75 Drier - CVE Hartz - CVS LibraryMaterials

B. LIT SUMMARY Nov..3, 75 Drier - CVE Hartz - CVS

iC. DEVELOP, DRAFT., Nov. 7, 75

,I,._,

sia D. REVIEW DRAFTqv

E,. DEVELOP FINAL

Drier - CVE Hartz - CVS

Dec. 15, 75

Feb. 28, 76

Jo Drier ,: CVE Hartz - CVS

Drier - CVE Hartz - CVS

, B. tATIDAI4CE FUNCTIONAL

HANDBOOKS

A. ASSESSLNT Jan. 30, 76 Feb. 28, 75 March 30, 75 Hartz - Green - OSDE

B. RESOURCE ASSESS March-21, 76

C. HEilIODS ASSESS

April 76 May 21, 76 Hartz Rodebaugh - CVS

April 21, 76May 21, 76 June 21, 76 Hartz - CVS RobebaugA - CVE

D. GOAL.DEFEL6FNENT Mirth 15, 76 April 15, 76 Me3, 1, 76 Kimmel - CV Crean &SDK

v 22'sI O.

2

P?ZjE0T FUN07IONSTLME FACTORS (Ending Dates For Function) LEAD:.:RSHIP RESOURCE :ZEDS

DEVELOPI

REVIEW FINAL I PRIMA7YIND:LIME/AGENCY

.)- '1Axelrod - CVE

r;JpioR.T

IND NAME/A7.NCY

Drier - CITE:me

,

.....

.

,

'

I

I

i._,

41.

4)

1-

E. PE::AV OBJECTIVES March 34 76 Apri l 34 715 May 30, 76

F. DELIVERY pLanrn:G. April 3C; 76 May 3C, 76 June 30, 76 Rodebaugh_ :VE Green - OSDE,

G. GIIDAXE UNIT 'May 30, 76 June 30, 76 ' July 30, 76 Drier - CVE Rodebaugh - CVE

H. IMPLEMENTATION June 30, 76 July 30, 76

.

Auguit 30, 76

_

Rodebaugh - CVE Green - OSDE

I. ATTIW DES-VALUES Feb. 28, 76`s.

March 30, 76 April 30, 76 Stein :MU Drier - CVE

,. CEMNITY RELATIONS March 30, 76 April 30, 76 May 30, 76 Stein - NMU Stein - NMU.

K. EVALUATION August 30, 76 Sept. 30, 76 Oct: 30, 76 Hartz.,_ CVS Green - OSDE

.,

L. PLACEMENT11°

Jan. 7, 76 Feb. 28, 76 March'30, 76 Hartz _ CVS Stein - NMU.

)

M. FOLLOW THROUGH April 1, 6 May 15 , 76

4

June 15, 76 Hammerstrom CVS/

Green - OSDE

g. STAFF DEVELOPMENT, -Oct. 30, 76_

Nov. 21, 76 Dec. 6, 76 DrieF - CVE Stein-- NMU

9. PROFESSIONAL ARTICLESDEVELOPMENT AVA Jodrnal

.

Nov. 176 Dec. 15, 76 Drier - CVE Rodebaugh - CVE

..

Total Project Article

... :

r

APGA Journal.

Nov. 15, 76 Dec. 15, 76 Rodebaugh - CVE Drier - CVE.---'

Total Project Article

NVGA Qtr],y. March 1, 76 April 1, 76 Marti - CVS Placement

AVA Journal March 30, 76 April 30, 76

.

stein - NMU

.

Community Relationsin Rural buidance

ASCA Journal.etc.

Y

1Jan. 30, 76

.

,

Feb. 28, 76 Drier- CVE

Rodebaugh

Hartz - CVS, . -00

-

State f theArt

c230

PROJECT FUNCITCNS,

TIM FACTORS Ending I.tes . p2ft , ., ! '-

DEVELOP REVIEW FINAL PRIMARYIND NAME/AGENCY

SUPPORTIND NAMOCENCY 1

10. PACKAGIIC

4,- . DESIGN4.

.

May 3Q, 76 Drier - CVE Hartz - CVS

1ir''

Prpfeesional :ons4ltant

B. MEDIA . 4.alks2

\

C. COPYRIGHT QUESTION

.

Oct. 30, 76 Drier - CU Hartz - CVS

.

USOE Materials

D. CONTRACT Nov.-30,-76_ Drier - CVE Hartz - CVS ESOE Mater!ials

.

11. PROTECTION OF HUMANSUBJECTS

, Nov. 15, 76 Drier - CVE Hartz - CVS ,

Stein - NMUProcedures and6requirements foreach agency

12. RURAL GUIDANCE:SPECIAL REPORT

. ,

A. DEVELOP Oct. 30, 7&

.

Drier -'CVE

.

All agencies Input from all -functional handbookauthorsB. REVIEW Nov. 30, 76

-.

Drier - CVE All agencies

1, C. DEVELOP FINAL_

Dec. 15, 76 Drier - CVE4

All agencies

-.D. SUT

D.M Dec. 31, 76 Drier - CVE All agencies

I

13.- CONDUCT OE.,

STATE WORKSHOP

ei

-1-

Dec. 6, 76 Drier - CVE Hartz - CVSStein - NMU -

Green - OSDE

Development of ,

Instructional Plan

14. CONDUCT OF- NATIONAL WDRKSHOP

Nov. 30, 76 Drier - CVE Hartz - CVS .

Stein - NMU

'"Instructional Plan

AlPrceam Material

232 233

PROJECT SINCTIONSTIME FACTORS (Ending Dates For Function) LEADERSHIP RESOURCE NEEDS,

DEMOP REVIE'd FINAL, PRIMARYIND NAME/AGENCY

SUPPORTIND NAME/AGENCY

Hartz - CVS Inputs frcir,

all agencies

15. FINAL REPORT

A. DRAFT Oct. 30, 76"%,..4

Drier - CVE

B. REVIE4 Nov. 30, 76 Stein - NHU

C. RINAL Dec. 30, 76 Green - OSDE .

D:\TIAJT c. 30, 76

I

3

a

4

023s-

APPENDIX I

ABSTRACT REVIEW PROCEDURE

The abstracts for the Resource Handbook are near completion. Presentlythere is a need.to review the abstracts and select ones that closely apply tothe specifications of our project's Rural Career Guidance Methods, Programs andResource Handbook. Also if you know of pertinent materials that are not reflectedin your set of abstracts, this information would be appreciated for possible use.

You have accdpted the task of reviewing a portion of the Handbook abstracts.To do this you need to be familiar with the project's model, and to follow thecriteria for selection.

Below are some directions to follow when going through the selection process.

I. Review and Selection Procedure

1. Make three piles of abstracts

a. Ones to stay in

4111, Ones to be eliminated

Ones that' would stay in if they_ contained more information

2. iOn_the abstracts that need more information, please suggest the type

of information needed.

/NOTE: In some cases, publication date_and/or cost figuresare not-provided. Do not it abstracts in the thirdpile because of this lack of information.

S.4

p. If you are aware of any additional materials that would be useful,

provide the actual document or-citation for each.

.- Please feel free to provide arty editorial corrections that you deem

necessary on the abstract.

II. Prerequisite to Reviewing

Be familiar with projects Model and Standards, particularly as it relates

to area being x'eviewed.

III. Criteria for Selection of Abstract

41. Does material clearly fit the assigned categories? If not, eliminate

it from catagories where it'doesn't apply..1

2. Can it be utilized in the rural setting hy'rural school staff? If not

eliminate.

146 - 236

3. Is the abstracted item clearly identified as material related to

Career Guidance.

4, If there.are numerous documents that are very similar on a given

topic, e.g., how to prepare for a job interview, give priority to the

ones that.:

a. have unique or reputable approaches to topic

b. have current publication dates

c. represent a cikstribution of differenetypes of materials, e.g.,

printed, audiovisual, manipulative

d. are of a reasonable cost

. Does the abstract contain sufficient information? If not, what type

It

by May

'of information is missing? Do not eliminate 'an abstract on.lack of

information only. If it meets the above criteria, an attempt will

be made to obtain more information

would be.appreciated if you could complete the review and

21. If you can not meet this deadline, please advise.

A

selection process

In some areas not all materials have been abstracted. Those materials will_be

given to you when completed before the May 21st deadline.

tYaur is appreciatedi

2 3114 7 -

REVIEW CATAGORY STAFF RESPONSIBILITY CHART .

CATAGORY STAFF NAMENUMBER OF

ABSTRACTS REVIEW REVIEW COMPLETION

Gifted and Handicapped Harold Starr 10.

Minorities Evans Curry 1

Women,

Carolyn Burkhart.

15.

Self and Interpersonal Relations Helen Rodebaugh 62

Career Planning and Decison Making Sandy Orletsky 58

-Life Roles.

..ile

Karen Whitson, Val AXelrod 120,

Behavioral Objectives. Mary Korfhage 4 / - ,,-----\

Resource Assessment Richard Green 5,

Career Development Needs Assessment Andy Bush 7

Program Planning and Implementation Mary Korfhage i, 42

Guidance Evaluation Andy Bush 4 1/.

Specialized _Career Guidance Practices Helen Rodebaugh , 30

Community Relations Walter Stein (NMU) 13A .

Staff Development Harry Drier 21

Placement Follow-Up and Follow-Through /Counseling

Sue KOBillo (CSVTE) 17

1-

.

Te-stsand fnventories _ Robert Campbell 100-(Completed)

Career Guidance Programs Robert Campbell 40

238 \ 239

Literature And MaterialsSearch And Review

R

Technical Guide For Literature Review

II, rollowing Ls a description of the specifications and procedures'to, )

On incorporated into the Rural Guidance Project Scope of Work for the lft9ra-

- ture review. _

Conduct of Ilional Literature Search

Conduct a nationwide literature search and review for research development efforts

in the areas of rural guidance, counseling, placement, follow-up and follow-

through within the following parameters:

A. Parameters for Search I

1. Ti me Frame - 1973 to present

40-

Previous national literature searches and reviews have been conflicted

prior to 1973. Since these searches an d roViews have been conducted and are

in-house we will not need to duplicate this effort. .

2. Target Sources

a. Primary Target Sources - Search will be conducted through the USeof41.

The Center for Vocational Education's cormuter search capabilities

and manual screening by project staff at C.V.E. Research Library.

(1) 1973 - Present - Educational Resources Information Center (ERIC)

(2) 1973 - 1974 - Ab:tractS'Aell6,bResearch Materials (ARM)

(3) 1973 - 1974 - Abstracts of Instructional Materials (AIM)

(4) 1974 - Present - AbStract; of Research'Materials and Abstracts

of Instructional Materials (AIM/ARM).

(5) CVE (Information Services Division) Comprehensive Career Education

Model-(CCEM) ptoducfA:

- .150 -

241

O

..4 b.

It

Se;ondary Target SoUrces .

. . \ :

(1). Books that have bee idiltifted-aSISigni cant to this project.

f Ji 4

will be streened,

I . : 7-

'(a.) Career Guidance: A Handbook of Methods.

:

41

1:k(1973) Campbell' n,p: 'others. .

(b.) Guiciance ServiceS(Tn Small. Schools

.

4

ese books are as follows:

(1950) Froehlich

1 Ar) Stimulating Guidance in Rural Sc ools

(1964) Warburton *-

(d.) Rural Poor Students and GAdance

(1971) Sweeney

(e.) Youfh4and Work .-,$-

-(197/4) Mihaktia

.00

(f.) Books in Print will be searched and screened from 1973 to present

(2Y Dissertation'Abstra6ts

- Abstracts Of project relate dissertations will be reviewed and-

screened from 1970 to present

r(3),Reviews will be condutted'of the following previously conducted

Guidance Programsti

{1973) DeBlassre.,

(bi Guidance: An Annotated Bilstiography.of' ERIC and AIM/ARM

0

.4

and Practices-in Rural and Small Schools

,)'

Documents-41975)

.(c.) Review And Synthesis of Job Piacemen traturill&Vance, Counseling1144ement and ollow-throukh Systems

(e.) ERIC Products Riporta

Ao 151' .242,

3. Target PopuW,ion

a. Primary targets

(1) al youth and adults (K-a4)

b..Secondary targets

(1) Rural minorities

(2) 1i low income Ap.

(3).401 women 4

--j, (4) Rural gifted4

(5) Rural physi 'and mentally handicapped

4. Talget Areas

. a. Career Guidance Methods, Materials, Models, and In -serviceTraining

b. Career Counseling Methods, Materials, Models, andjh -service Training

A

c. Placement Follow-Up and Follow - Through Methods, Materials, Modelsl'and

In-service Training

B. Parameters For-Search II

Search IIwill-have thAame time frame, target sources, and population as in

Searp I.' The target areas for_Search-II will- be the keyindexirig terms of

rural and small schools in conjunction with the appropriate coordinate indexing

dqgcripto

C. Screen Ci ation Cards

jThe screening and selection pditess will involve the following procedures:. 10,`-

Citation cards gained from the ERIC search )(ill be screened by staff to

select those Aocuments which seer4most likely to relate to,career guidance,

counseling, placement, follow -up and follow-through methods, materials,

OFmodels, and staff development.

D. "screening of Abstracts .tistractsobtained.from the compiter and;manual searches will screenedAhd

',(-) selected in accordance with the following criteria: ,

_.t

152: 2434

ir

, 4

Abstracts that relate to methods, materials, models, staff development ,

,within the larger framework of career'guidancel codhseling, placement,

follow-up, and follow-through will be retained. Further screening of

abstracts will determine if the-literatures scope and content relate to the

*,reer guidance function,elements* l a trated in Figure 1 and listed 4. .

below:

1. Student assessment

2. School leavers assessment

3.. Community assessment

. L Educators assessment

5. Resource:adslessmeht

6, Methode assessment

\'-s;r47. Goal development

8. Behavioral objectives

9. Delivery' planning

10. Guidance unit development

11. Implementation

12. Placement

13. Follow-up and follow-through*

.14. Attitudes and alues

15, Community relations

16. Evaluation

If thegoewiewer cannot screen the abstracts due to lack of information

within the abstract, the document will be obtained.

*Further refinement, defining, and understandings of these functional eAmentiwill be developed by project staff at a later date.

.4

-C

O

Guidance

Materials Models I Staff Development

p

r

Screening Process Criteria

FIGURE 1

.

Counseling

Methods [Materials) Models' SUIT Developmentll

°

Student AssessmentSchool Leavers AssessmentCommunity AssessmentEducators AssessmentDemme AssessmentMethods AssessmentGoal DevelopmentBehavioral ObjectivesDelivery PlanningGuidances Unit DevelopmentImplementationAttitudes and ValuesCommunity RelationsEvaluation

CAREER GUIDANCE qcFincncti surmns

245

Al

wir

Decied.on-MaidngEComoid.c UnderstandingSelf-Understanding

EmPigrebithr:11=Wme*ciSoetal- -Work World UnderstaidclngCareer PlanningOccupational. Preparationleisure and *vocational Preparation

CANKER DEVIIMMENT

comma sumils

Placement, Follow-Up, and Follov-Thrdugh

Ir:st hods Materials I Models Staff Development

Rural Youth (K-14)MinoritiesLam IncomeWomanGiftedPhysically & Mental

Handicapped

POPpLATICII FOCUS

246

E.'Document Acquisition and Processing

Literature acquired will be catalogued, indexed and shelved according to

preliminary formating presented below:

1. Acquire documents of the abstracts retained from the screening process.1

2. Control Numbering System

Each document received will be assigned a unique control number as it-

_is received. Author, title, and date of publication Will,be recorded on

the "Master Control Sheet". The purpose of this Master Control Sheet

is to assure that each document is given a unique and sequential number c.

(Set sample).

(Sample)

Master Control Sheet

DocumentControl

-:Personal Title Publication Corporate Check

Number Author Date Author ut1 Jowes, J.G. ,Rural School 1973 None

.

.

In an "attempt to keep track of document as they'are taken fisom shelves,

_- the individual or agency that. takes the document will be identified on

the Master Control Sheetin the "Checked_Out To" column either by the

initials of CVE staff or by the numbers assigned to the following agencies:

(1) Ohio Skate TepartMent of Education

(2) Northern Michigan Univeraity

(3) Center -for Studiesin Vocational and Technical Education

(University of Wisconsin)

3. Shelving

Documerits will be shelved in numerical order by the document's control number.

- 155 -

247 )

4. Catafpging Documents Received

For each document recorded on the Master Control Sheet, a set of 3 X 5

Cards will be prepared.

Y

The first card will be, the Personal Author Entry Card. This card will

contain the information on the sapple card below and will be filed alpha-/-

betically in the A-Z card catalog.,

Sample

DocumentControl'Number,

Author

Title

Corporate Author

Date of Publication

- 156 248

4

The second card will be the, Title Entry Card. Thisftard-will be inter-

filed,in the A-Z card catalog and will contain the information' presented

on the sample cad below.-

Title

Author

Sample

4

Corporate Author

Date of Publication

DocumentControl

Number

Additional'author cards will be prepared with the addition of Function

+ments and Content Elements and will be used as subject entry cards

(See sample below).

ti

Sample

Subject Heading

Author

Title

Corporate Author

Date of Publication.

- 157- -

2_19

DocumentcontrolNumber

F. Review of Documents

1, Documents will be reviewed in accordance with the "Document Review Form"

referrpd to in Figure 2.

2. Revidw documents to determine if the scope and content of the documents

relate to Uri Career Guidance Function Elements previouslir listed and the

Career Development Elements listed in Figure 1 and presented below:

a. Decision-making

b. Economic-understanding

c. Self-understanding

d. Employability and employment

e. Societal understanding

f. Work world understanding

g. Career planning

h.. Occupational preparation

i. Leisure and vocational preparation

..Each document will be Jrurther reviewed to determine its applicatiOh to the

ta*et population which is primarily rural youth (K-14) but also includes

concerns for minorities, low income, women, gifted, physically and mentally

handicapped.

4. Upon completion of this review, documents are now ready for use in the

preparation of the state of the art position paper/

158

250

-Y

ai

G. Considerations for Outline of State or the Art Position Paper

1. Outline for the state. of the art sition paper will be reviewed by 'the

National Advisory Committee, Project Steering Committee Members, and

the Credibility Review Panelsrand revisions will be made based upon

this review.

2. The state of the art position paper should follow the preliminary

li'e suggestedhlts follows

- 159

a,

Outline for State of the Art Position Paper

I. Introduction and Overview

Description of the unique focus of this project

Description of method used in 'developing the paper

Description of the unique characteristics of small schools, rural_communities and rural youth

II. Career Guidance for Rural Youth

A. Methods

Description of what research says

Voids identified in the literature

B. Materials

Description of what research says

Voids identified in the literature

C. Models

Description of what research says

Voids identified in the literature

D. Staff Development

'Ascription of what research says

Voids identified in the literature

=

III. Career Counseling for Rural-Youth a

A. Methods

Description of what research says

Voids identified in the literature

8. Materials

Description of what research says

Voids identified in the literature

160

25 2

C. Models

Df:cription of what research says

Voids identified in the literature

D. Staff DevelopMent

Description of what research says

Voids identified in the-literature_,/

IV. Placement, Followup and Followthrough -

A. Methods

Description of what research says

Voids identified in the literature

.3. Materials

Description of what research says

,Voids identified in the literature

C. Models

Description of what research says

Voids identified in the literature

D. Staff Development

Description of what research says

Voids identified in the literature

V. Summary

VI. References

161

or

Z53

APPENDIX K

A Comprehensive Career Guidance,Counseling, Placement, Follow-up, and

Follow:Ahrough System forRural (Small) Schools

Project

In-service Guidelines

Liteiature and Mat*rialsReview and Product Development

Relationships, Procedures, and Responsibilitiesfor

State of the Art Paper,Guidance Function Handbooks, and

Methods Handbook

Steering CommitteeMeeting .

September 23, 24,'Q5, 1975,

- 162 r

Mar

'Wile of Contents

9

I. CVE Literature Search and Roview, o Date: An Overview3

II., Product Description'

III. Literature and Materials Review Procedural Flow

TV. A. - Abstract Sorting Instructions

Itt

B. Procedural Guidelines

IV. Product Development Responsibilities

Page

169

165

167

169

171

177

List of Figures

Ficure \Page ;

1. Literature and Materials Review and Product Development Relationship 166

2. Literaturewand Materials Pf.ocedural Flow for Product Development 168

Documeht Review Form 173r '

4. Product Responsibilities 178

5. .Steering Committee-Planning Form ft, 179

/S

- 163 -

25§

rSCVE' .0 1:* . VE tiOrature Search and Review.to Date:' An Overview

4V/ -- ',

.

. , ,

... r, 4

Thlrprojett staff at CVE has initiated the,literature

d?

424

Search -process. A k4

:computer search for ,research and, development efforts in the arenas of rural guidance.,

Counseling, placement, follow -Up; And follow-through was conducted through the

use of.ERIC and AIM/ARM complier systeMs. The computer search was conducted for

materials with a publication date of 1973 or later. In addition, descriptor

.03rds were screened by CVE projeet,Staff to assess their relevance to the p?bject.

..d.s .. . it

effort. 1Tter this preliminary screening, approximately 1,000 descriptor cards

were retained for further processing.

The AIM/ARK.comptiter search resulted in auroximately 6001beracts of. .

,

k . .

documents related o the descriptor temsided, There abstracts. were thenir'

.

.

alphabetically interfiled by author with abstracts in Guidance: An Annotated .

.4

Bibliography oftRIC and AIM/ARM Documents (1975) The abstrsitts were, compared

mlith4the ERIC descriptor cards to chedk forrciplication. In addition, a:compliter

f ...

print-out of absttacts fser the remaining ERIC descriptor cards was obtained. lt

In addition to the above describ fforts, the project staff established ,ik

a library-of materials, inLhouse

gliltnicalPlani Appendix C.*

.

4

P

cording t, the procedures outlined in the

if

- 164

256.'

a-

4

of product development are addressedli (1) State of the Art Position paper, (2

Guidance-FUnctions Handbooks, (3) and Rural Guidance Handbook: 'Program, Methods,)

and Resources. The literature ani-materials search and review are vital to the

Ikkelopment of each of these products.. r

, Theo-state of ths art Position paper will _present the,condition

capabilities of rural schools t)elated to career guidance, couffseli placenlent,

follow-up, and follow-through as described in the'lIterature. An.attempt will

1-

Jib

II. Product Description

\!.Ar 111..1 '

.

d elopment are strated in Figure The following three p4kmary compon

The nelationship between the literature -and materials review and product

also be hlade to identify existing voids in the literature and' providedrecommenda--

tions forifurther research. A'sugkested outline for the state'tate'of the tart paper

dalis includeTin the Technical Plan,-Appendix C.

The Guidance Function Handbooks dill provide operational guidelines for

-

use by program implementors. Each handbook will contain the purpose, procedures,_

presentation techni,ques, sample instruments, implementation ideas, and references

for implementation. The Guidance Function,Handbooks will cover fifteen topical

.1reas. The decisions for product packaging will be in accordance with the

tecluiic_sa.l'plan guidelines with the finalized number, of handbooks undetermined

at the time. -"A mare detailed descriptiOn othe eon4nt, format,- and specifica-0 ,

tions for the handboOks'is presented in the Technical Plia'n, Appendix E.`

At*The Rural Guidance Handbook: Programs, Methods and Resources will, provide,

the user with abstracts of selected programs, methods, and resources that have

.ubeen deemed appropriate for use in 'a small or rural school setting. - Supportinit

Vi,information or ll be included ba upon findings from the state of the art, paper,

the project's conceptual modeLand standards for, a career guidance, counselin4,

165

e.

257lb

A%,;

A

laerstar t (44 Itat 46 OAS ""ftssa 014 ?AA ?r*ftleveloieffitrtk %Wietiibitski pstr

omPREgEWSVE QA 1k1W1 iii0AWCE alinte. LING T getial-uptrlEsrff inn for Aft. (Small) Se 14 001.5GUtDAN CE

-FiltsiCTI oN VerVI D BooKS

tiET Hobs AFItt icoK

FAQ A kromp

[ConA er.'-k I

P

is% *Ctlook Ifiumefi+et Ik.c7e,Zon. filakins iveSCl.c LkkAerficuktivu3 k- ir

imo Irt esm t- Nu* Ei.$0,,,wc Liv,1446,utZlitv-okoTALAytievA0oret&

4-wyogst-WI 11a..ekett U.v,tkersidrcli3 11Alorkk &Areltr4 *C-1 2'ova", kw or

16 6 .:Igeorver(40-011%t" $11,0CLAtea4 lOActt *kst ' 4

ecalikilett. 258*k:144

IGm is. La.4..\

. torti-fe.

I

S

.placement, followup, and foll6Ythioughpi-oglam. The proCedures for developing

haDibook arc outlined in Appendix Fofstfie Technical Plan.

ti

III. Literature:and Materials Review Procedural Flow

The procedural flow for literature and-cterials review is presented in

, .Figure 2. Phase 1 of the_pTocedural flow- depicts the title /descriptor and

abstract search conducted by CVE. Section pag- describes this undertaking

in greater detail.

Pria.ser2 involves the abstract review process. Beca se of the nature,of a

. consortium ffort, it is necessary that the three cooperating agencies coordinate

the. work cope of the literature and Materials search and review. Each abstract. /.

presently housed at CVE will be reviewed in an effort to determine its.relevance

to one of the major topical areas addressed by the functional handbooks. The

.

Project Steering Committee will be actively involved in this process. Ifan

*,'abstract is deemed appropriate for more.than one area, copies of the abstract

will%te made. The agency having primary responsibility for the development of

the.functional handbook for a sartiOular area will retain the relevant abstracts

for further prdcessing. -

As cooperating agencies obtain additionii abstracts, they should forward a

copy of the abstracts to the agency'having the primiresponsibility -for that1/4

area. The intent of the literature search and review is to'get as much coverage

of literature on a nationwide basis as is feasible within the personnel and time

qtconstraints.

1

The process is.specifical4 defined in Abstract-orting Guidelihe Instructions,

pages 169 170.

4

0

tk cekeik_aks

)cOut_c et.% v vat

dbkkeY t--kw,Ao IvOLYaytkoktokatu GoAL414te,- eaps.sELumt,A,1:01.mata-

t_Now- Ka "cbtLoitolk eoutyi stv..kk *eyi, KaziL ,SKAL

3

Pr an,/Desci04-cs-r\

a-vA)

e.../ . \C W E- - _ -P-t1Stiz_ge

reecatiril% *t.14 sto

4-- - - - -

wee vt,

v_. -Phase. 3am vim. alim ow. mr

4-.#

61WekanNee '''ArAct icsw 11I1

168

260

0

7

II !'RUCTIONS:

Phase I

. Abstract Sorting

As you are reviewing the abstracts for the first, time, you

should attempt to clarify all items in om of the four

catagories under Content Identification (B-2). By means

of the review, the reviewer should decide which functional

~handbook topic(s) the abstract best reflects. 4

After the determination of the topic(s), check at least

the appropriate Functional handbook title attached to-

.each abstracL-and sort into piles by title (per Content

re Identification 2(A B)). ,

. r

4

- 169Mi4

L.

4

4

Phase.II

Each ag ncy has been assigned a ntimber of Guidance FunCtion Handbooks todevelop as well as associated activities for the development of sectionsin the state of the art paperand Rural Guidance Programs, Methods, -andResources Handbook.

Select the-folders which contain abstracts for the handbooks your agencyis to develOp and beginNcareful analysis-af-each. -1Uie the criteria preparedin the "Review and Product Developdent Procedural Guide" for the reviewof each abstract.

Phase III

After the total set of abstracts .hasteen selected for further study and.use, it is,theyesponsibility of each agency to obtain in some form-thecomplete set of documents. The following methods could be used:

1. Use -of -.54tilp.che in, Uniiersity library, .

\ 7 .

2. Use of'University library where hard copies of severaliocuments are available.

3. `Write copyright holder or author of document-and attempt toto-obtain (free or for-charge) the hard copy.

4. If all other methods fail, contact the Ohio ,Center andwe^might be able to obtain copies.

*or

, 170

262

A. Preliminary4

1. Develop eight (8) samples of revised document review forms

Procedural Guidelines forAbstract Review

411

B. Activities

Give verbal instrucations

1. Assemble: abstract'and review form

2.- Content: Identification

a. Function handbook area

b. Other (i.e, Career Guides Women) - Relevant *

c. Other - Irrelevant * *

d.. Multi-application * * *

)1.) Prioritize (i.e. 125,higheft to lowest)

3.4 Duplicate - (D) abstracts

4. Physically catagorize and bind abstract6

5. Disseminate to project agency for specific review and summary development

(

ti

a. Obtain original documeht

b. Review and summarize as per format Phase 4 - Summary Development

c: Forward summer; to CVE - retain original do cument for developmentof Guidance FunCtion Handbook and Methods Handbbok.

a

263 -171-

$1.

After the abstracts have passed through the initial screening process, each

agency'will acquire the document for each abstract being considered as delineated

by Pha'se 3. Suggeited procedures for indexing the documents are outlined in the

Technical Plan, Appendix C. The documents will then be reviewed in accordanc'e

with the Document Review Form presented in Figure 3.

For illustrative purposes, the procedures followed in the document review

process are aPplied below to an abstract from Rural Education and Small Schools:

,A Selected Bibliography.

ABSTRACT

ED C11 800 MF $0.25,, HC - $0.55FACTORS RELATED TO THE EDUCATION AND JOB PLANS OF RURAL YOUTHLindstrom, Illinois Agricultural Economics,January 1967, 9p.

This report of some of the factors influencing the educational and

occupational plans of rural high school students was derived from a study of

approximately 3,000 junior and senior high school students in Illinois. The

,study tried to determine the aptitudes and skills possessed by rural yolith, to

find the personal and sociopsychological characteristics of these youth, and to

determine the kinds of education and training that would best'fit them for the

C,Icareers and occupations available to them. The author concluded that the

educational and vocational needs oilponcollege prone rural youth are not

adequately met. These students, who comprise the majority of :the graduating

students of most rural high schools, do not get as much help in future occupal-

tional planning as'the college prone, and are poorly prepared for the lives they

face after tk.ey graduate from high school. (DD).

1. The first step in reviewing the dOcument is to identify the subject area.

In this particular instance, judging from the abstract, appears tube

most closely related to Student Assessment.

- 172

264

(tame _ Re iewe

Torments

Stude^t Assessment:3tSchool Leavers Assessment:

Communitl Assessment:

Educators Assessment:2 Resol.rce ;ssessment:3 MP thod5 Assessment:

4 Goal Development:

5 Behavioral objectives:6 Delivery Planning:

7 "Guidance Unit` Development:

8 Implementation:

9 Attitudes and Values:

10 Community Relations:

11 Evaluation:12 Plaersent13 Follow-up:

14 Follow- through:

15 Star f Dew I :moment :

Document Review Fong

a (Document Control Number)"

sm Key N Page

11:

.

Camaerrt,s

Check () Where Appropriate

16 Rural Youth 17Rural

Low Income 1BRural Community

*men 20)therliftedPhysically and

Mentally Handicapped

Ethnic Minorities

4 4

The population is rural youth, therefore, this would be indicated by

checking the appropriate space on the Document Review Form. 4A

The most appropriate grade level.e are 7-9 and 10-12. Both of these

classifications would be circled on the form.

4. Within the function of Student Assessment,' the elements addressed include

career planning and occupational preparation. The key o# th. "Document

Review Form" is used in selecting 1/7 and #8 ashe content glements.

5. After completing steps 1 through 4 outlined above, the reviewer will

identif the components that the particular item he is reviewing may have

to the development of the state of the art position paper or the

Methods Handbook. In the illustration above, methods for guidance and

counseling in the development of the state of the art paper will be

identified by page numbers,

6. The agency completing the Document Review Form will forward copies o

the agency with primary responsibility for a subject area which has been-,

identified by this process.

Phase 4, Summary Development, is extremely important. Each summary, by°

agency, addressing the guidance functions, will in fact be an Issue Paper. These

papers will have, publication potential for professional journals, organization,

i.e. (AVA, APGA . . . .) syStems such as ERIC as well as the stateof the art

position paperinf Methods Handbook. Thus, quality products will be essential...

The format for each Guidance Function Summary_to be applieeto the state"of the

art position paper is as follows:/

.A. The introduction and overview liction will focus on unique needs

of rural youth as they apply to the guidance functions being

.discussed. Included will be general rural characteristics such

174 -2

264A

ids strengths and weaknesses, implications ofe source and

writer perspective.

B. Section B will contain career guidance methods, materials, models,,A

and staff development which have been utilized in rural,(small)Ae

.

schools.

C. The third section will consist of career counseling methods, materials,

models, and staff development which have been utilized in rural

(small) schoolsr

D. Constituting Section'D will be career, placement, follow-up, and

follow-through methods, materials, models, and staff development

which have been'utilitiii in rural (small). schools.

E. Staff development programs,section E, that pertain to

in-servicing of staff regar4ng,t1( career guidance function of

discussion. 4-4

F. Section F will be the general Summary of methods, materials,

pIacemqnt, and staff development in addition to other relevant

information which has been identified.

G. The final section will include recommendations and future projection

for activity continuation purposes.411

This summary will focus essential4 on those topics or concerns that are

appropriate for the state o-the art paper and r tie, methods handbook as presented

)in Figures 1 and 3.

CVE will use the document summarie develop the state of the/art pater

and the methods handbook. The inputfrogil agencies is vital to obtaini

comprehensive coverage of literature and materials.

17526 i`J.

4_' on' -

Product Developmgnt Respon§ilailities

Aly

The priMary agency responsibilities for the development of the

functional handbooks are illustrated in Figure 4 . CVE will have primary

responsibility for the development of functional handbookS for the amons of:

1) Goal:Development, 2) Behavioral Objectives, 3) Program Planning, 4)

Implementation'Design, and 5) Staff Deyelopment. CVS will assume the mtjor

responsibility for: 1) Individual_ Assessment, 2) Meths Assessment, 3)

Placement, 6) Follow-upgand 7) Follow - through. The areas of Attit s and

Values and Community Relations ,are the prime responsibility for T1MU.

Lastly, a function form for plahningSteering

Committee project activities follows which includes those topics adatressed in

this guide. They are: 1) Iiterathre, 2) Materials, 3) State of the Arti 4)

Methods Handbook, 5) Guidance Function Handbook. Time factors, leadership,.

and needed resources will be identified for each of the activities by agency

as an agency item for the September 24, 1975 Steering Committee Meeting,- CVE.

176

4.

1

* t

II.t%

"

04

3

4. .

e I

State bf iv. Art

,

A

L.L.- :

Re span %14tie s

II

Function Handbooks.

Hancopok AssignmentMethods Handbook.

p.

1 Individual CVSA s se ssment)

....

VrMethods - - GVSz,,,, Assesiment 40°Guidanc e.

. .3 Re source . C VSA.. ,...,.s se ssme t

wonVE

41101tVelO

ot. pment

.

5 Behavioral CVEObj ective sr), o

, eCounse li, n. 16 Pr 9 se am. , QVE

ile.PlaAning

. 4 . - ,7 Imp leme ntatio0 .CVEDe. sic /, *

%8 Attitude 1 & NM)

. .

Placement .Value

9 Evaluatiori RCVS4r

ss, Ili 10 Ple4rn'ent CVS

11 Follow -up ATSFollow -up

. -Follow- through

... Fallow-through 12 Staff 6, CVE

Developmill40

. 13 Community '11 NMU,

Relationship . .

;'FIGURE

4

-a.

. ,

Pr ogr am4

eMethods

_

Resource4

424

1 ) N. I .

I'

i 1/

E

PENDI X L

k .ll'idlIrTHE CENTER FOR VOCATIONAL DUC TiONstitle Ohio State University 1960 Kenny Road Columbus, Ohio 43210

11611FINI Tel: (614) 486-3655 Cable: CTVOCEDOSU/Columbus, Ohio

0

S

4 °Ct

J.

The Center for Vocatiogal Education, Ti-le Ghio Sta e niversity, has been, funded by the U.S. Officd of Education to develop The Co rehensive Career

Guidance, Coun se ng,-

Placement, and Follow- through' SysteM for -Rural and Sthall."Schools. We are i a consortium with The Center for Studies in Vocational andTechnical ucation, Madison, Wisconsin and Northern Michigan'Univetsity,Marquett 'chigan.. The divisions and bureaus of guidance in,the Ohio, Michigan,'and Wisconsin State Departments of Education are also cooperating ip.this project, tSPleaSe,see the enclosed brochure for a description of the project.

4

As mentioned.in the brochures ote outcome of the proje ct is a state of theart position paper.on careft. guidance in ruralschools. A spin -off` of this paper

'will be a programs, methOds, and resources handbook for rural schools whith willclassifynd describe programs; methods, and resources which can,be°utilizecrbyrural school staff. We reqUest your assistance ,in gathering information. on"rural

projpcts in Small, rural schools. Your aid is needed in identifyiliptthe top ten (10) exempAry projects in career guidance, tou&eling, placement,follow-upyand follow-througb in small, rural schools within your state. Pvorectsin elementary, junior high,"senior high,and two year .post-vcondary Schoolsshould be considered. It wouAd be appreciated if you d-CoUld identi,fy the programsand (a) forward thb materials to us if you have them in y possession, (b)''acquire tie materials from the schools and forward the tp or (c) provide usthe names and addresses, of the schools so we can contact t directly.' So thatexemplartprograms from your state* may be considered for inclusion in our product,we need your assisftnce by mld-October.

4

To assist you in your selegtion of'small, rural. 'ciloiiils, enclose. opyof. our working definiti n Of a small,.rural/schooL Also enclosed are rmswhich 4R would appreciate your filling out And returning tous. Form #1 in iudesa,list of functional elements to be considered when forming a cOMprehensivecareer,guidance, counseling, -placement, follow-upfand.follOw-througb program. P1 ase

cbnsider-tbese elements when making your selectiomief exemplary projpcts, Also,the'hames and addressee of contact peopleif we are to contact the

Form #2-Zie tcmbe completed, if you wale& like your state's methods and mat ials

%If

178 -

40

-as

e

to be considered inclusion in our product. If you need more copirs'of this'form, please feel ree to duplicIe.

Thank you for yoUr assistance. If you have arty questions, please adviseand feel free to call or write us.

HND:khEnclosure

0 ;;

t

I -

am6aLsairosms

7

Sincerely,

Harry N. DrierAssociate Program Area DirectorVocational Development

and Adjustment

4179

27 2_

L

6

*it

4

41.Career Guidance, Counseling Placemeht,Follow-up and ,Follow- through for Use

in Small, Rural Schoolp

Form 1

Please listbelow"the top ten exemplary career guidance,counseling, placement, f011oO-up,and follow-through programs iriyour state, and indicate' which career-gjuidance pro'gram elementsare included in the program. Also, if you ate not sending us thematerials directly, please provide tke names and addresses ofcontact people. When completed, please return to Karen Kimmel,Center for Vocational Education, 1960 Kenny Road, Columbus, Ohio, 43210.

Title ofJ Program

1.

4.

'6..

7.

8.

.9.

10.

A

Elements

4410 0

73

f t

Name & Addressof Contact Person

V

-1

a

APPEtIDIX4 M

THE CENTER FOR VOCATIONAL EDUCATIONThe Ohio State University 160 Kenny Road ,Colurdpus, Ohio 43214.

Th.. Center for Vocational Education, The Ohio State University, has beenfunded by the 1D.S.' Offi e of Education to develop the Comprehensive CareerGuidance, Counseling, P acement, and Follow-through System for Rural Schools.Enclosed is a brochure, hich briefly explains the project.'

AS mentioned in the brochure, one outcome of the .project is a state ofthe art position paper. A spin-off of this paper will - be a programs, methods,and resources handbook khich will classify and describe programs, methods, andmaterials that could bei suggested as effective for use in rural schools (K-14).4e request your assistance in gathering informaAion.on various materials or ''approaches that pertain to career guidance, counseling, placement, followftp,and follow-through and can be used-in a rural schoOl.

I

You have been referred.t10 us by your State Department of ucation,asone that has an exemplary career guidance, counseling, placement, follow-up,ami follow-through program. It would bilr appreciated if you could send, usmateriuls which you halal developed that pertain to any of our career guidance,counseling, placement; follow-up, and follow- through program elements. To aidyou in your selection of materials, enclosed is our current working definitionf,a rural school. Also enclosed is a'listing of the elements of a ,careerguidance program that might' aid you.

Also provided is an informatdon-she.et that we would apprecjiate you fillingput and sending with your program information. or-

Thank_you for your assistance: Pleae feel free to write or call uswith arty questions or concerns. 4

Sincerly,

-

Harry N. ierk

Associate Program Area DirectorVocational Development

And Adjustment

2,74`tom

411

6 1

9

Release form VI)

Form 2

, We at The Cinter for Vcicatioial Education,The Oft° State University, are.develoPing a programs, methods, and resources hAndbook-for rural schools- andwould' to refer,to your Materials within the handbook:as those that couldbe used in a small, rural school. In order to do this, we need the Tollowinginformation. Please fill out one form for each encloed item costing $75.00or lest

-w

Title of Publication

Date of Publication

Cost of Publication

This publication focuses on which of' the following careerguidance dlements: (Circle the.appropriate. one(s)!)'54 Ill"

1. Individual assessment2. Methods and resource

assessment,3. Goal and behavioral

objectives development4. Career guidance, counseling

placement, follow-up, andfollow-through program (CGP)

.overall planning5. Career guidance curriculum

unit developmentb. CGP activity implementation

7. Values and attitudes8 Community relations9. CGP progrart evaluation

10. Specialized staffdevelopment programfor CGP

114.- Placement, follow-up,,follOta-:through, special'instructional activities

12. Specialized iteAs/avl-ing with rural youth--,.

Iti is my estimation that the matel-ials will not go out ofprint forfat least twe) years.

[]Yes C3No

I agree to having the selected materials classified, abstracted,evaluated and indexed.

P

.flYes EJNQ

1,agree,to the disqqmination of 'indexes and abstracts11audiences across the nation.'

1'.

=No

'!'Special Note

Signature

Title,

Date c

Because of the -large volume ofmaterials your agency might havepublished to'date, we would ap-

% preCiate'spedial attention Rivento. those that'you feel have special

. value to rural schools.

275Please return* to Karen Kimmel, The Center for Vocational Education,;- ]Inc Ohio StAte'Univessity,.1960 Kenny ''Road, ,Columbush Ohio '43210.

.s. \

(.1

RuralGuidance Project.Career Guidapce Fielctions

i.-

s,

A 1- A .'`..,,

;1. Individual Assessment

A

(a) studentt'asnessme of career development ricci,",

interest surveys, atitude tests. etc., (b) hoot leaver assessment ofcareer development n etas, (c) coftimunity assessment (parent and employer) of2tudents car4r development needs, (d) educator assessment of student c'trs-r

-rirvrlopmrnt nr-ds. 1

2. Methods and Resource Assessment Appraisal, utilization, and accountinr ofthe various carecr guidance methods available or used in the school andcommunity and of the resources (materials, equipment, spas, finance:, *in th, -cheol and community.

-

. Goal and 3(_hayloral Objectives Development. Guidc4; manui.,, etc., = H,,to'deyelop goals and behavioral ,objectives' for a career. guidance pr-grarbas0 upon current local deta.

.

7-r

.4. Care(r Guidance, Counseling, Placement, ,Follow -up and Folio,' throughProgram Overall Planning Guides, handbooks, manuals, ,tr. that prntoverall planning consideration for a career gualanee pro!-ra-, -.g:, ',t, "fin,',timin:, or-anising.,, financial, evaluation, _etc.

).

,

5. i Career Guiddnce Curriculum-Unit Development -'alide, handbook:, manual-that explain how te_develop an instructional or guadance_unit to be u7(d ina classroom situation that relates to infusing career guidance content intoa.particular discipline.

..

/

...

,

6. Career Glipaane, , founsrlin,g, Placement, Follo/i-up and Folio. -thrauLpActivity Implementation - Guides, manuals, handbooks, F-Ac. that a3..d atnimplementing the total pro m. Such areas as timing, staffing,-infusionpoint,,,reSourcE availabil ty, etc. would be discussed

7. Values and Attitudes (a) tems dealing with the asses.sment of and cshim-rih;'of negative att4tudes gtaff s udents, como4Mity have t'oyards career.d,:v1,5p-.

tlent,- (b) items dcaling with assessing and overcoming :trreotypic v lue-t ini'egords to gpx, race, and sog,41 economic lips es.

,, .. .

Community FAiations'-How to invo!ve the corn nunity in carerr,guidan ,- program!and how to 6ommunicate progress to the community at the appropriatc,ime.Iterh2, dealing with methods,. techniques, resources, etc. ''ould be' useful .

. -

9. Career Guidance, Counseling, Placement, Follow-4p and Followstf-irbuhProgram Evaluation Evaluation on three Jeve;s: (a) .14ac,t, of specifi.individual activities or units, (1D) impact dfay.given set of gui4ance-,activities/units, 'and '(c) recycling of student :cheer develP4Ment need

.

information for continuous validation of program.t' '' ,

lUj :.-.,pcCializ(ld Staff, Development Program for Career Guidance, Co4nseling,%

Placement. Follow-up and Folio...-through Program - Any staff develorimerprograms rolated to career guidance.

. .

w.

11. Placement -- Items co cted with career placement programs at three levels,

777:tional placement, (b) dccupational placement, and (c) special needsplacement.,L2. Follow-up Items connected with career_follow-up.programs listing techniques,

examples, procdure:,, etc. for effective results.

13'. Follow-through Items connected with career follow-through programs listingtechniques, research results, examples, procedures, etc.

14. Mpeciii Instructi.onal Activities - Career guidan.ce units dilthe following

element areas:

Decision-MakingEconomic erstandingSelf-Un erstanding

Ality and Emp' iymentr standi nr

Career PlanningOccupatiohal PreparationLeisure and Avocational,PreparationSpecial Understanding

4 15. Slecoilzed Items Qealin4with Rural Youth (K-14) - Gi-r. particular attentionto tnc populations of minorities, low income, women, gift d, and physically

and m ntally handicapped.' This could be items dealing with basic, andappliedre-seareh, studie-s,projj_ts, mdnuallk, oracles, etc.' _,- _

l

4 .

RURAL AND SMALL SCHOOLS: A PROJECT OPERATtO*L DEFINITION

For the purpose of determining the parameters to be studied for' the Compre-,

henslve Guidance, Counseling, Placement, and ,ollow- through System for

RuNa (Small)Ahools (CGP), it is necessary Lo deterMine what the population,educational organization, and geographic characteristics will be. After theCGP staff made a careful study of several research 'reports on the subject ofrural schools add rural youth, we arrived at the following definition:

Ruril and small schools differ around the country, but they have at leastono uniffinr ch-lract,ristic. Thischaracteristic is that these schools servepersons who 11v,- prcarily in isolated geographic locations twenty -five milesor more- I rom te co'po'ation limits of cities with populations of 25,010.drmorw,iwath a low population density. A

I3asically a rural or. small school watild draw its studentpOpulation fromfarms,'small towns, villages and hamlets, which would generally not exceed.2,500 In population.

40ditionai1y, this project will concentrate on the following kinds ofschodl organizations:

d1.

ANon-consolidated schools whit are characterized by havinghigh school student'plcpulatiohs below 500:

_

2. Consolidated schools with no student, population limits, thatdraw primarilyfrom.small and/or rural cities, villages,townships, hamlets, etc.-

Athalr, this definition istsomewt4t, generaldeal with the .issues reqering on coMmunities,of their isolation from,a broad spectrum of theproblems, limitations and -concerns, 114 -70'

and broad, the intent is toschools and youth that, becausework society, might have - unique

2 7

APPENDIX N (1)

THE CENTER FOR "VOCATIONAL EDUCATIONThe Ohio State University 1960 Kenny Road Columbus, Ohio 43210Tel: (614) 486-3655 /Cable: CTVOCEOOSU/Columbus, Ohio

Memorandum

TO: Director of Publishing, Education Ii sion

FROM: Harry N. Drier, Project Director

BATE: October 7, 1975

SUBJECT: Search For Commercial Materials For Use In Our Center's ForthcomingPublication On Rural Career Guidance.

The Center for Vocational Education, The Ohio State University, has beenfunded by the U.S. Office of Education to-develop The Comprehensive Career

dance, Counseling,,Placement, and Follow-through System for Rural Schools.Inclosed is a brochure which explAins the project.

AsmentiogOd'in the brochure, one outcome of the project is a state ofthe art paper. A spin-off of this paper will .be a career guidance programs,methods, and resources handbook utilized in the rural schools at all gradelevels. This handbook will4p dissemleated acfoss the country as parVirthe total program package, and it will also be sold separately. Therefle,materials listed in the handbook yin b brought to the attention of manyteachersecOunselors, and administrators.-

4e are requesting from you materials 41ch.you have published in'thelast ten years that have to do with career guidance, counseling, placementsfollbw-upf.and/or follow-through which would be especially useful in a rural,small school system. We' are primarily concerned with materials costing $75.00.or less. It would be appreciated if you could provide one free, complimentarycopy"of tach set o materials. TO aid you in your sel,,ction, enclosed is our-current working definition of "rural and small schools." Also enclosed is a

-

",listingof the various elements of a ,career guidance program that might aidyou.

44Fqw. the actual materials or descriptive brochures that you Send us, there

is a f4FM to be filled out and returned for each. If additional forms ar6needpd please feel frfe to duplicate. 47.

Thank you for your assistance.., Please feel free to write or call uswith any questiOns or concerns.

oriND: kb.

Enc to sure 44ezial

185 -278

Form* 2

Release Form

We at The Center for \ideational Education, The Ohio State-Ul.tversity,:!e developing a programs, methods, and resourceshandbook for rural,. small schools and would like,to refer to yourmaterials mdthin the handbook as those that could' be used. in asm,:111.4 rural "school. in order to do this," we need the followinginformation. Please fill out one-form for each enclosed item.

Title of Publication

Date of Publication

'Cot of Publication

This publication focuses on-which of the following careerguidance elements: (Circle the appropriate one(s);)

1. Individual psesIlm'ent2. Method:. and resource 8.

aFsessm,s,nt 9.3. Coal and biavioral 10.

ouj.ecti vcs developmentCareer guldance, counselingplacemenL, follow-up, and 11.follow7infough program (CGP)overall p):InnAg

5. career guidance curriculum 12.Unit developmentCGP acLivtLy implementation6.

Values and attitudesCoMmunity relationsCGP program evaluationSpecialized staffdevelopment programfor CGPPlacement, follow-up,follow-through, specialinstructional activltiesSpecialized, items deal-ing with_rural:youthw

111

It is my,estimatLon that the materials will t go out ofprint_ for at least two yep.

ElYos ONoI agree to havinq the selected materials classified, abstracted,-evaluated nand indexed:

EjYcs C]Nor

1 ilcjr,, Lc) the dic.sr!minAtion of indexes and abstracts toand I t.nc.:( r, r.:.. 'Lite natton.

AIM 4 [Dyes p/io

.11.t. h.:

4"- 186 - 27(3

I :1'; I` f isC I: for' Voc,; %on I Ethic It I nal ,'Plit (1 I t (lij I VC)" L. , 1:31)0 j. }lily 1{0,1k i'( I unfijo:; 0 4 -;

.AA'

r

APPENDIX N (2)

RURAL GIJIDAIICE HANDBOOK

Programs, Methods and Res,)urces,

DevelopmenL,I_ Vruc,-duro

a

Cent,tr Cor Vocational and Technical Fd of.,Iti()n

Ohio State University

1e7

280

I

Procedures for Development of.Guidanct Program

,

Methods and Resources

,Handbook .for Rural Schools /-0. t .

...- /I. Introduction

The procedures presented in this document wil4 be used when develop,

ing the Guidance Methods and Resources Handbook for Rural Schools. For

the purposes of this handbook, the following definitions will be used.

A program is defined as any planned and organized set of carPr sLidance

methods and resources that has demonstrated impact on one or more career

development needt of youth and adults. A method is defiried as any

planned and organized procedures technique, strategy, or ac4vity that

serves as a means to accomplish a giVen goal or objective. A resource'

-is defined as any material that is a supplement to a career guid4pce,

counseling, placement, followup, and followtough (.(7,013) program pr method.

A-

/

The handbook Will Ue used as a part of the total Rural Guidance

. ,rroject package; it will supplement the state of the art paper,' th con

ceptual model, ,prOgram standards, the procedural system for implementing

OCT program, inservice procedures, etc. )Secondly; the handbook will be

h dOcument that can stand aion< The audience for this handlifOk will be

counselors, teachers, and administrators who desire to start a 03P program

or imrove their existing progilams.

II. Obese ves

The objective

,develop a handbook

of this portion Milltural Guidance Pro)eet is to

that project staff and review-panels deem appropriate* 4

for use in rural schools. The programs, methods, and resources for this

104handb6ok will come from the results-of the literature materials searches

188

1

f

,

and reviews conducted prior to the compiling and writineof this handbook,

III. Hand000k Work Requirements

A. Seoure Materials

The programs methods, and resources to be presented in,this hand

book will be secured through the literature and materials searches.

and reviews conducted by'the Rural Guidance Prdject staff. These

,searches will include such agencies as ERIC Systems, AIM/ARM,

State Departments of 'Education, a sample of rural schools agencies

with a special interest in rural education and commercial firmC,--

All programs, methods, and resources that are accepted. through a.

multiphase review profess will be considered for inclusion ip

the handbook. All items which have gone through the multi pha3e

review process will be in the hands of prbject staff for further

analysis and possible abstracting.

B. Procrss Materials

J. Classify Materials The materials already will have been

classified as a result of the procqAures'utilized in'the lit

oerature and materials seardhes.and reviews.

2. Assess Materials The programs, Methods, and resources und,,Ir

consideration Will be put through a final screening proceh:,

to determine their quality and kiitabiIity (screening process(

.is-listed in Appendix A). The programs, methods, and resources

that pass the screening process will beuied in abstract forriT

in the handbook.__---

1 .

3. Control Materials A. cons of sheet Will be made out for each

program, method, and resource that is being considered for the

/

z189'

282 .

%.

OPhandbook. On this aheet it will be indic ed if the item was

put through the handbook screening process and whether it was-IP

abepted or-rejected for inckkision in the handbook.

/.11

4.-Abstract Maikrials - The ?positively assessed programs, methpds,. .

and resources will be abstracted following the set-of pro-

cedures in'Appendix B. . -

'11P 11.5. Indek Materi4ls Materials tat are to be included in the

handbook will be indexed, (See -Appendix C)

C. Write Handbook

1. Organize Hand k - ThaPhandbook will be organized as presented

in the outline in Appendix D.

2. Write Support Material - Information fOr the supplementa7'por-,..

tian of the chapters wi]1 come from he state of the fit paper',

the project's conceptual model and/the project's standards for

acareer guidance, counseling pla/cement, f011ow-up and follow-

through program.

3. Compile Handbook - The handbook /will be compiled according to the

outlinelin Appendix;

D. Teere may be overlap of various methods,

etc. 'For ekampl, a method might be listed in the K -6 educational

,Ievel and then again under -the career devslopment element, self-.

understanding.

V - 190 ,

.

4

Appendix A

.Scro.:ningodess

NCITE: All programs, methods,. and' resources that go-through this

:creoHing prtrcess have been ,deemed appropriate for use in a small, rural

.echoot setting and 'have been released by the publishing agency for user

in the handbook. The purpose-of this screening is to select the top X.a

numlThr of programs, methods, and re-atirces'to place in the handbook. The

reason for the possible limiting of programs. methods, and .resource forI U.

Handbook is limitzd time and staff.

1. All "program,, methods, and resources will arrPady be classified.

hcco0Ingto the career guidanc(. functions,- the career clvelopmeni,

element, special populations, and educational levels through the

previous review process.'

2. Take all methods for the career guidance function student assessment.

Group together similar types,of prograMs (same techniques, same Pocus,

From each of these groups .take the top X number according to

%.

5. Repeat steps #2, h% pd 44 for the remaining/programs, methodsy and#

V

the scores given them by the previous review. The number to select!

will dopend upon the original. number ofprograms' And how many total.

Humber of pn.,;ralF, are to be in this section of'th handbook.

3. Repeat step #2 for methods in that section.

4. Repeat step #2 for resources in .that.section.

resources for the various classifications and sub-classifications.

- 191 -

r.I

284

.

Appendix 8 / c

r? .

s° Abstracting-Procedur

- -/The abstract/ should irrtroducF the reader in a -,

maximnin of -200 words to the majoeixmcepts and. _ .

.

.,,,Ipunents of the document. It must enable the

rea'ic:r to make an evaluative judgment whethlv or

riot he/she wants to obtain this document for

further review or use.

4

. The Lnformation in the abstract includbo:

1. Documenc, InformatiOn.

'L. Author(s)

-7

b. title

c. publication date

d. 14pgth

e. where to obtain document

f. ost

g. ERIC #, if ,possible

2. Abstrtict-dt.ccription of ci,xmment

a.-content in as much retail as is feasible

b. Physical characteristics_ of document -

printed, filmstrip, tape, etc.'

c. intended audienc.c; e.g. 'special

populations, grade'lf!vels, etc.

el.- implementation considerations, e.g. Liming

resource requirement, facility requirement, etc.

- 192 -

. ga51.

Appendix

Intl .xi ng

Career Counseling

°art.( r Goun_ e ling) Progiams

k;areer Counse ling Materi.als.

Carer

Career Guidance Materials

Garet:r Guidance Programs /..-

.1a/se, r Meth

Career Guiincr_s, Method

Career Guidance Models

et-;;Artir Flacf nicnt Materials

Carech Placement Programs

Rural Counsl in; Programs

.Runt! Guidary.',0 Programs

RuraL CounEt.ling Materials

ltural.GI113,1( Materials

, 1'1 tt, A .t hod

Career rot Low-up Progr'ams

6;Ieer 7olluw-up Vhiod

Rura I P.] acement Programs

1

ss

4

4

41Rural Counseling 'kodns

The above List s a sample of index terms. A final 1 ist will be made

up after the first draft of the handbook is completed.

193

286

tit

)

Appendix D

Organization of Handbpok

1. Introduction

Will include widiscwssiort of the purpose of "the nputiuook, how et: is. )

.4,ruct,ured, strategies for the use of tilt handbook, et-C.

I1. State of the

JI include a brief discussion of the stet,' of the art of rural

gulo3nce, :counseling, placement, follow-up and f-dl ow-Lhrough. This di,-.

;,c: ,r ,:pandtrl throughout th-1 various -hapt,i. uf I Fie hbvdnLr.

informatinil for this chat,t,r i hl] ot,h r,ch,Tti,rc which 111-

/ I

Ili rd aL; c)111 Alt wit! Jf- ir n th, st%tr.

c.the project's conceptual model and stendardg.

Ili. Edue4tion'al'hivul Considerations

A. Supplementary information taken from the ate of the art paper on

Items to consider when developing career g lance program for

variolls uriwational levels, i.e., K-61 1-)

B. List of programs, methods, and resources by author and title fora

cch educaL]oha4luvel

V. ipaiE11412Elilations' Considerations

A. 3upo1 ont.lrywiformation Lakul rrum oo yh:Jt4 .

to consider when Bevel ing a career guidance programs -which involves

various populations, i.e,, rural minorities, rural low income,

rural womenl, rural giAted, rural physically acid mentally handicapped,

school leavers, community members, school etc.

B. List of programs, methods,,and resources by author and titfr for

each population. /

194

2S7

V. Car t'r Development Elements

-

t.forlint on t:aken state/of: the art piron ti!...! various othenti, of Cai-eer Dr,veiopmont,

,,ociet,al und,:rs .1(21511re and avocutro!, p1-,.;rr4r. t-

1,J carer planning, work wurbl Inderr;Landi r, er pl oyabi Ii

=41,t1 ,%np! )jrr, rt, ecriund. iider ndi, i1.-J1 deer sion-raing-

pri.,:;rrim:;, methods, and r.Fclurces by author and tit le C

ch career Uv,loTyrient, elPmeni, as wel las an i ndi cat i of what

grade 1 e el Li t hLs-occn civilupEd to'.

Func-tj

'.., -Supple uentar.; in Corny.-t Lo, 1, ake,i ii On state of th-e frapel

the 1\mriotr:, fUnctions of career guidancf- , studern,

(a[ t I tu,J4. fe.;--ments, :rid career deTelopule.

u..cdt,), school leavers .asseJsment, COMIRIld eissesf.-m f

Laff resource assessment, me.thod;

1,)1,,h, it, ,_ bcIriinr1 bit,ive, deve opmr-t delivery (1 circi tEr,,

gui 1'i/1C- velopment implemptation, placement (occupational,

educate °nal , and speci al i'ieed,,) follow-up, f ol low- through, evaluiA - 't.tiOn con urn f. j r1ti ons, at !,it'uds and

;1 t

f.i st prt-,grams, methods, arid tctources by aut nor and ti t1 e for

each care guidance functiCin.

\Tn. wriper:dium of ,cpreeroguidnce programs listed ill Cliapte.rs III

jt,r3. uid plaseirj 1p2,21.__)etical

VIII 13ompendiurn üî ear'eer "guidance methods listed j n tChj..)t,ers Ill *ahstrr)cted and placed in alphabetical order

- 195

288V

IX. r',-,t),/,:cf.i.uni of resources list d (:hapters 1,1 ,iostract,

placed in a i pi,anset.: c4.1 2,1er

X. index of firograi. n5, methods, ant urces to be ditertralied at a I at

\V. List of a ,enciet that hav a si et.:1 al ssi on in resea:ch and/or devehm

mentin the %ea rur0 seho "I s. Short abstrac' 0 the

m, ,:.:Lon sot.' e-aci, A'gei.cw will f:251low.

Re fenencc-.-5 relate-1 to the mailus(n.ipt portiol,s ol the liailho31:.

'Out line ;.);.til.i. Ch---ot! IITi VI usinf, Chapter ,13

. -Supplethent any 3 rt lrra ion on K--6

Pro%rams for K-6

II ,:ds fr.)).

,irce.1 for ,C --()

1. Ai.oie,,ient,iry information on 7-9

VI. ,r 7-9

VII. Methods for 7-9

'49 ii . our c es fCr 779

IX. 1Lc.

- 146

"ro

285

J

4

Feb. 18

Feb. 27'

March 10

April 7

April 1b

April 23

April 30

May 7-

May 10

June 30

July 10

4.

A

TENTATIVE SCHEDULE

L4

10

Complete analysis of Material, collected between three agendies.

Complete comprehensiye list of materialsto be included.-

Abstracts identified'or developed for all acruired methbds,programs, and.reS'o..urces.

Identify possible voids in abstracts.

Locate and abstraCt.materials-to 1111 voids.-

Manuscript for chapters. completed.

Initial draft of handbook completed.

Handbook in the field for review.

Reviews returned and analyzed.

Revisions completed.

Print for publication.

t.

197

f*"

APPENDIX 0

Agreement of Services

A Comprehensive Career Guidance,` Counseling,

ylacement, and Follow- Through. System for.Rural Schools

Application Organization:

Initiator:

Transmitted

Duration of Activity:

Totai-Funds:

, Effective Date:

Date Transmitted:

/

(

I

The Center for Vocational Education -The Ohio State UniversityColumbus,- Ohio

Harry N. Drier

Rural Guidance Project DirectorThe Center for Vocational EducationThe Ohio State University1960 .Kenny RoadColumbus, Ohio 43210

Date

Dr. Rpbert E. Taylor.Direc tor

The Center for Vocational EducationThe Ohio State University,1960 Kenny RoadColumbus, Ohio 43210

Name d

Date

July ft 1976 - Augus 0 1976

No Funds Involved in Agreement

July 1, 1976

May 10, 1976- 19g -

291

ar,

Aikreemerit4 Purpose

, It has become apparent tfat1the Rdral Guidance Project at The Center.

for Vocational .Education and the Cal4eer Development Program ,at the Irri County Jt.

Vocational chool have ieveral-simi/ar objectives related .to the' development

of career'guiaance. materials for use by;xdral'sChool district -Rgther

than develop materials in isolltion,of eapp other, it, appears both cost effective

;,.

and professionally sound for these two projects_ to- cooperate wherever

"./

feasible. This will contribute to quality produCti that,hold promise fOr rural

school

t.

It is propped that three cooperative material development and inservice

workshops be conducted as follows.

1. Community Assessment of Resources in Career EducationJuly 6; 7, 8, 13, 14, 15, 1976'

2. Community elations an Involvement for Career EducationJuly 20-24, 1976

3. Career Education and Guidance PracticesJuly 27, 28, 29, 1976August 3, 4, 5, 1976

Hocking Valley Motor LodgeNelsonville, Ohio

4

Agreement Expectations

There are two major expected outcomes associated with this cooperative

agreement. The first outcome is the review and revision of three ouality

career guidance handbooks, i.e., (1) Community Relations andInvolvement,

(2) Community Resources Assessment. and (3)"Specialized Career Guidance

A

-Practices. The second outcome will be an inservice training experience

in !career guidance and material development, and a competence:in the

guidance functions contained in each handbook for those local district staff

involved.

a

k

1992q0

Jr

1'k

AI.4

involvemene of local district staff in assisting the developers of the

abor handbooks will: better, assure that the finished products will reflect

procedures that are feasibiL in rural communities.41

Role and Jkinctions of CooperatingfrAgencie6,Center for Vocaltional Education

It is'agreed that '41.1 Center for Vocational Education will provide the

primary leadership and the following services fir the 'planning and conduct of each of1 ,

the thi-ee aforementioned arkshops.. _

1. Finance all Center staff travel and lodging

2.. Finance all workshop materials and supplies

3.' Prpvide'eadership in the preparation of a resource libraryfor use-at each workshop

4. Detailed agenda and training materials

,'5. Proyide primary workshop leadership and facilitation,

6. Pre-workshop communication with all participants

7. Supply single copies of workshop developed materials el'participants

8. Supply one complete set of ruraldevelopment program directo

p

ce materials tg,career

J

Tri Coufty Joint Vocational School

. Promote Workshops

. Confirm up to ten participants per morkdhop

, 3. . Arrange for and provide meeting facilities

J. Finance, all expenses related to participaAts,

5. Provide Suppo'rtive help in conducting d- -nt worlf.shofS

6. Provide supportive help in S4/Ancreiriewing workshopPlans and training w .ols

invol

- .

-4200 -,

A. . 293i.:.

4

\.,

Proposed kmkahcq5 Structuret

This agreement is entered-.with the understanding that The Center for

Vocational Education prior to any of the three workshops Wfll have,

accomplished the-folaowing tasks:

4

a

1. Deveibted basic handbook drafit.

2. Develop techniquai for permitting Workshop staff xeview

'and development of revision suggestions for

DevelOp techniques for peltting rkshop staff to

ooks.

/

input detailed sugggstiOns forhandbook related process

proceduralr', methods for imiaementatic>and establisHkent

of simulated materials.

The tollowing is a brief outline of the program that will'"be used at

each work;nop:,

tr

Orilkation Activities1.

a. Orientation

b. Orientation

c.

leaders and

Jp

to, Rural Guidarroject

to Workshop obje andthe roles of all

)

I

purpose, structure_and expectations for

_

,---tha workshop related_handbook

d. Orientation to pre-workshop prepared materials

Refriew and "Reaction Activities2.

---------- .

a. Review and react to pre-workshop prepared handbook draft

b. Provide revision suggebtions

Review and react to,workshop daveloped materials and'suggest-1

revisions $

4n

, 201 -

294_

3. Development Activities

a. Development of Career Guidance -Process.frocedures

b. _.Development of Career Guide-Ace Impletentation Procedures

.,`c. DevelopmeAt of Career. Guidance Simulat*d Suggestions

Methdds of Cooperative Work and Communication

It is agreed that the Directors of.both the Rural Guidance:pr4t

and the Career development program will conduct the,` following lerels of

cooperdtive planning and boordination communication.

I. Provide telephone cqmmunications both prior to andduring the workshop periods

2. Conduct planning meetings,prior to all three workshops

11 -

Be involved,in cooperative workshop on site leadershipand monitoring

1.,=s.=.

Budget: There will be nq exchange of funds between the two agencieS as

reflected in the agreement section titled "Roles and Functions of

Cooperative Agencies:"

Agreement'Accettance

Tri County Joint vocational SchOoI ,

Nelsonville, Ohio:

by:

NAME: Tom C. Porter, Superintendent, Tri County Vocational SchoolTirLE: Superintendent, Tri County Vocational School('

DATE:

by:

NAME: John Meighan. TITLE: Director, Career Development Program,

DATE:

.1,

- 20 -

295 ,

APPENDIX'P

Resource 4ssessment Developmental WorkshopNelsonville, Ohio - July 6-8, 13-15, 1976

The C9ter for Nwational Education StaffCOnducting Workshop:

iParticipants:

Richard E. 'GreenHarry DrimrHelen M. DavisKaren S. 'Kimmel

John E." MeighanSamuel C Heady.Richard'BowmanRuth Brown4Linda CrowlCindy HartmanRonald MotteTerri Wagner.,'Janyce

I

296

V

k

a

I.

..1

4'

.APPwix Q

6

aluationp Developmental WorkshopNelsonville, Ohio - October'19-22, 1976

The Center for ,VocationdiEducation StaffConducting Workshop:

Helen M.. DavisHairy N. DrietVal' Axelrod

-Participants:.

John E. MeighanSamuel C. HeadyRichard BowmanRoger CombsElizabeth Elth6reCindy Hartman.David LottRonald MotterJacalyn OsborneBarbara Wolfe

0%.

11.

- 204 - 297

APPENDIX R

THE CENTER FOR VOCATIONAL EDUCATION .

The Ohio State University 1960 Kenny Road Columbus, Ohio 43210Tel: (614) 486.3655 Cable: CTVOCEDOSU/Columbus, Ohio

August 20, 1976

pr. John E. Meighan Director. Career Development Program

"" Tri County Joint Vocational SchoolRR #1, State Route -6Nelsonville, Ohio X4,5764

Dear John:

As? follow up of our phone conversations,- I would liker to 'confirm the following date for developmental workshop

purposes:September 21, 22, 23, 1976 -1 Staff Development.October 19, 20, 21; 1976 Evaluation

'1 41 A

It is our intentions to have two or three of our projectstaff travel to the Hockin'g:Valley MotOt Lodge to work withyou and your staff during the above dates. I am quite surethan Val Axelrod and I will be in attendamie for both wor4tOmps,and based upon work schedule, hopefully -Helen Rodebaugh.

Our plans for the Staff.Development effort are to:

1) Determine competencies neeqmod by aCaty, staffand other support personnerPlotr the planning,development* implementation, and evaluation of theRural GuidaUce Program materia,ls.'.

2) Develop a procedure on how local staff developmentleaders canvidentify competency needs of concernedindividuals.

3) Develop prOcedures for'translating competency needsinto stiff development activities at the local schoolor district level,-\

4) Develop examples of staff development approaches fore.g., a) subject matter b ed guidance, b) planning,c) community involve r and placement,and-d) etc.

- 205 -

298

r.

4-1 John E. Meighan Augukt 20*:,1976

5) DeVelOp procedpres for evaluating staff developmentactivities aid supportive examples. -

Our plans concerning evaluation are not as clear-as .

staff development to date. One reason for this is that wemust firit analyze the extent to williCh Ad4vity level evalua-tions_ are built into each f the other handb7c5oks and move on

ifrom'there. The handbook eeds to conAider through detailedplanning, ideaS for,,system tically-conducting Activity levelevaluations plus total process tzpe.efforts. 4Murin§ the next'month, we will be developing more specific specifications forour evaluation efforts. 4 W b .

4tA..

In summary, our staff will come to the meetings with the*handbooks fairly well thought through and developed. Ourtogether will be one of review, modification and some develment'work.

,

We are ldoking forward -to this continuing involve ntwith yourstaff and feel that the experience ,will be e llyrewarding for them.

HND/rgs

\./

Sincerely,

Harry N, Drier, DirectorRural Guidance Project

- 206 -

/

ro

APPENDIX-S

iCifeer Guidance Practices Developmental Workshop'Nelsonville, Ohio - July 27-29, August 3-5, 1976

^ .

The-Center for VocationalWorkshoP'4

Helen M.'Davis,Harry N. DrierKaren a.- iimmelValija AxelrotlRichard E. Green

Participants:

Suzette, Adams'Frances BakerCynthia Bogerichard Bowan

Roger Gomff!Kimberly CulpJerry Eddy.Elizabeth ElmoreEdith HardyCindy HartmanSamuel C. Heady

)

1

Education Conducting

.Rose KnightNancy LeddyRonald MotterInez MullinsJacalyn OsborneDonna SlagleSally SmartKaren VedderSandra WilsonBarbara Wolfe

- 207I.

31)0

A

r

I.

\---) APPENDIX T

Communityipelations.and Involvement,Deqel,opmental Workshop

Nelsonville, Ohio - July 21-24, 1976

. Northern Miqpigan University Staff ConductingWorkshop:

Walter M. Stein

The Center, for Vocational Education Staffionducting Workshop:

Harry N. Drier'Valija Axelrod

Participants:

Sue AlticRoger Combs:.Mary'Ann FlournoySamuel C. HeadyJim KalkbschDiana McCauleyRonald, MotterJacalyn OsborneBarbara. Wolfe

- 208

301

,011

0.1

.APPENDIX U

Staff Development Review WorkshopNelsonville, Ohio - September 2.1-24, 1976

The Center for Vocational Education Staff ConductingWorkshop:

Harry N. DrierValija AxelrodKaren. S. Kimmel

PaitiO.Pantg:I

John E. MeighanSamuel C. 'HeadyRichard BowmanRoger CombsElizabeth ElmoreCindy Hartmac)0avid LottRonald Motter

4 Jacalyn OsborneBarbara Wolfe

aded

L

ti

- 209 SI

30?

;

Rural -dance ProjectNational sory Committee Meeting

Zeptember 26, 1975V Ilk

TENTATIVE AGENDA

8:00 - 8:30 Pick up at Holiday Inn and travel toThe Center for Vocational Education

8:30 - 9:15

9:15 - 10:15

10:15 - 11:15

11:15 11:30

11:30 - 1:00

1:00 - 3:00

3:00 - 3:30

3:30 4:00

Welcome and ;ntroductions

'reject General Overview

Specific discussions of proposed Project outputs

a. Literature and Materials Search and Review

b. St e of the Art 'Paper

c. Program. Model and Standards

Tour of The enter

Scheduled Luncheon

Continue discussions of proposed Project, outputsA

.d. Credibikity Review Panes

e. Rural Gt1dance Methods Handbook

f; Placement, Follow-up and FollowLthrough.Handbook

g. ther Guidapce Function andbooks

h. In-service Training Han book

Future Role of National Advisory CoMmittee

Wrap up .

-

303

tip

N

APPENDIX 'V

Rural Guidance'ProjectSteering Committee Meeting

SepeMber 23, 24, and.35;1975

TENTATIVE AMIDA

September 23 (For those membersfwho can attend all or part*%. of the pre-Steering CommA:tee Meeting)

8:30 Pick up-at Holiday Inn and travel to Center

8:45

4

Review Literature Search Abstracts

Sort abstrac'ts per Function Handbook

Analyse sets of abstracts assigned to each agency

Prepare toorder or acquire documents for selectedabstracts ,

12:00 , Lunch

;:00 de, Review Materials Search and Review Procedures

Review mcitlerials already -in -house for agdncy use

N4.4_Development of Quarterly Reports

400 Set agenda for 24-25

' 5:00 Adjourn.

,SepreEember 24

8:30

8:45.

9:00

10:00

11:30 - 12:00

12:00 - 1:00

Motel pick up

(

Introductions and .welcome

Proj.eCt General Overview (Tech Plan) A

Agency.progresa-report(Credibility Review Panels,Quarterly Ihnort, agency proiect organization,relttionsnip witn State Departments of E&lcation,other major. activities, projected planned activities,etc. (3- per a7.1r.-2y)

Disduss agency projected responsibilities

Lunch,

210 -

304

r

TENTATIVEAGENDA

* . r 24 (Continued)

1:00 4:45 Continte discussion of agency projected responsibilities

4:45 - 5:00'

Se tember#25.

Specific dissussioes'of proposed project outputs.

a. Literatupejand Materials search end Review

(1), Functional Handbooks applicatibn

(2) State of the Art application

(3)' Resource Handbook application

b. State of the Art PaperJ

c. Progrim Model-and Standards

d. Credibiljety Review Panels

e. Rural Guidance Methods Handbook

f. Placement, Follow-up, and Follow-t4augh Handbooks

Set agenda fort 25th

I

8:30 Motel pick up

8:45 Specific discussions of specific proposed project outputs

11:00 - 12:00

12:00 - 1:00

g. Guidance Function &Oka

h. In-service Trainit Handbook

i. State and National level workshops

Discussion of National Advisory Committee Role,

Lunch

- 211 - ou

.

SePteMber 25 (Continued)

1:00 - 3:30 Finalize short range responsibilities and timeconsiderations for:

a, Literature and Materials Search4and Review

b. State of the Art Paper

c. Model and Standards

d. 'placement', Follow-up, and Follow-through,and Methods Handbook

Set agenda and role for National AdvisoryCommittee Meetin2

3:3C Pick up National Advisory Committee Members

Prepare for roles on 26th

4

.64

- 212 -306

I

e

C

8:00 8:30.

8:30 -9:15,

9%115 - 10:15

10:15 - 11:15

11:15 - 11:30

11:306.- 1:00

1:.00

3:00 -3:3

3:30 - 4:00

I4

'Rural Guidance Project

National Advisory Committee Meeting

September 26, 1975

'TENTATIVE AGENDA

Pick up at Holiday Inn and travel to

The Center forrleocational Education

Welcome and Introductions

-Project General Overview

'-Specific discuzsions of proposed Project output6

a: Literature'and Materials Search and Revi'ew

b. State of the Art Paper

c. Program Model and Standards

Tour of ,,The Center4.446

SchedAted Lunchedn

Continue discussions of proposed Project outfits

d. Credibility Review,Panels". 4

e. Rural Guidance Methods Handbook

1% Placement, Follow-up and Follow-through Handbook

g. Other Guidance Function Handbooks

h. In-service Training HandboOk

Future Role of National Advisory Committee

Wrap up

-.213

307

....

RurtraCAREER GUIDANCE PROJECT

STEERING COMMITTEE NESTING

ri

A COMPREHENSIVE CAREER GUIDANCE, COUNSELING,.PLACE1gMTI-AND FOLLOW-THROUGH'SYSTEM

FOR RURAL 'SCHOOLS- .

November- IT & 14, 1975

Green Bay, Wisconsin

PRESENT: John Hartz - Center for Studies i Vocational and Technical EducationWalter Stein - NortherniMichigan UniversityArry Drier - Ohio Center for Vocational Education

4

PURPOSE:

The agenda items. for ,this meeting were separately- developed and.sharedacross the three grantee agencies prior to the cohduct of the meeting. Copiesof agenda items are 'attached.

The overall purpose of this Steering Committee Meeting was to clarifyissues that presented difficulty in the effective conduct of the consortiumproject. These issues were classified as follows: (1) Agencyroles andresponsibilities, (2) Budget, (3) Material development timing, (4) Projectconceptualizations, and (5) Communication procedures. '

The following minutes are organized around major issues that were discussedand resolutions that were made, followed by any follow-up activity necessary.

1. Project Brochure Modification

The crating project brochure is being changed to more fully reflect thc,involvemen of the three agendies in the eonsortium. -The changes follow:

A. Inside left column, first paragraph: Change the wording from '!is beingdeveloped by The Center for Vocational Education in consortium with"to read "is being developed in consortium by The Center-for VocationalEducation,-the Center for Studies . . ."

B. Front cover:/ 41

(1) Drop The Center for Vocational Edacation logo.

(2) Bring State of Wisconsin in a touchingposition with the.UpperPeninsula of Michigan.

(I) Add word. counseling to title on front cOver..-

\- 214 -

31)8

. '

,(4) List full name of'.each,agency in approximation to the star on

their state in graphic.

Follow-up:Four hundred copies of new brochures will be sent to CVS andtwo hundred copiesto NMU upox completion.

. lk

2. Project Inquiries. , '

-

\...

CVE passed out an up-to-date listing of, all persons who have inquired,

,

. through CVE,about the project. It was agreed that NMU and CVS will sendto CVE all listings of Otrsons/agencies that have inquired about the projectthrough their a:LenCies to date, and will send additional lists on at least

. a quarLtrly basis. CVE will develop a central file (Rollex and labels)and will make available at any time a complete listing, in label, form,' tdNMU or CVS for inTormation dissemination purposes.

NMU and CVS Will send to CVE copies of. complete names andaddress of all persons who have made project inquiries.

3. Standard Methods for Incoming and Outgoing Project Correspondence

.CVE shared standard letters that are, eing used currently in Columbusto respond to inquiries. It was suggested that each agency have someform of standard response letter for 'inquiries to save time. NMU andCVS will share' their letters when developed.

Secondly, when any institut on adds information beyond the standardletters that deals with e operation of the,project, a carbon of such'correspondence' rill be sh ed. It is necessary to send out carbonstogether on no more than a weekly b-asis.

Follow-up: Agencies will send each other carbohs of ax letters developedprior to the date relating to the above.

4. Rol "s and Responilities for Project Management,

4

(Refer to Section V, Pages V-1 through V-17 Technical Plan documentfurnished at September Steering Committee Meeting).

Itwas agreed that for effective consortium operation, one institutionneeds ,to be identified as the consortia*, manager. ,It'was further agreedthat CVE would be responsible for such ManageMent with Harry Drier asconsertiwn_cil.r.ector and Helen Rodebaugh as assistant consortium director.

The included -revised Section V - Management Procedures and Responsibilitiesrepres,:nt other charv,es that were agreed upon.-

Follo-u2: It was agreed that within one week after the Green Bay Steering-Commiltee MeetiN;, NMU and CVS would send any additional revisionrsuggoations to CVE for Section V !Management PrOcedures andResponsibilities."

- 2, .L5 - 30

I

5. Budget Discussion ,

After careful eXamination'of the various versions of CVE's, CVS's, andpms detailed budget breakdowns, many monetary mis4erstandinga werebvercome. The problem had been that all responsible parties have nothad historical set of project budgets to'see the original planningand modifieationsiadeduft to U.SiO.E.is:eutoin the CVS and CVE pfoposalbudgets.

Attached to this.set of minutes is a complete budget documentation fogx.1.1' four consortium agencies for the project directors' Tiles.

It was-agreed that when major budgetpline item shiftt are made at any oneagency) this will be' communicated too the other agencies for informativepurposes.

P. ..

;-;---* wal communicate to N1JU and CVS on a marter asis heir line itembudget ,expenditures as they relate to their indi l'Isub,=.cpfitract

ilb agreements along with a quarterly progress report.Ytt,,

4 /''...

A discussion regarding how CVE's May 1975 negotiatipna with U.S.O.E.

effectedtheProject'sscePeofwerkl ,ended with ilie following understandings:

A. Reduction-in the amount of support we would give to-national leadertfor attendance .pat the hationaq-workshop. We expressed:an interestin conducting a Pre-AVA National Convention SeMinar on the Rural

cGuidance Project. The invitational seminar wqpld be for individualsat the State Department of Education(level at each of fifty -states..Wc hope that these persons will plan'on attending the AVA conventionanyway and will ,ctover.their, own expense.

. f ,

B. We reduced the printing liv item so that rather than pricing for200 complete printed cppiesoffhe Rural Guidancq,Project materials, wewill now ion be able to print approximately 150. It was decided thatat the Stec ig Committee Meeting at the end of the fifth quarter ofthe contract we will analyze the posSiblility of utiliing other line4ttem fund's to enable the printing of up to 200 copies for, each state..4., t-til attempl-to utilize monies from .all three budget's to fatiitate

.this additional. "'printing. .

.k,', -- ,

.Follow-yo:' .CVE will send NMU and CVS a-Tall hist orical dbcumentation- -of,,--

.

the three agency budgets. See..attached.

it

6. Owner-shin Of Accumulated frojct Materits

The folThwing ownprsKip of purchaSed materials and ovmership%f the freematerials acquired by all three agencies were discussed.

0417, t *4 .

s

d*-01117'dri:TOM'ent is that at the end of the projeCt an assessment rill 1* madeas to;,' (a).What-materials have been acquired- and are availab,le;and (b) Whatfuture needs there 6-e for each agelby to use any or all of the materials.

. i - .

f'41

- 2164

310

4.1

V.

ti

a

In the case that the copportium'swill no longer be in operation, a possible'

resolution Might be to put togcttur all the resources related to any of theGuidance'Ftnction Handbooks that have been developed, and place thesematerials at -the agency that took the lead responsibility for 'Such

development. Placement of these materials in a given agency would resultin ownership.

Follow-up: All agencies should keep exact ecords of materials obtained,

using the coding system developed by Cp. (CVS start with 5000

and run, up to 7999, and NMU start with 8000 and run through the

highest number needed.

7. Con3idcarat49ns Regarding Allocating Project Monies, Resources, and -Time to

Non-.0rojccFRelated Activities

While this isn't a problem presently at any of the three agencies, thediscussion centered around our recponsibility as project directors toassure our sponsor that the funds allocated for this project are infectutilized for this purpose. All Pi-oject directors would continue to opposepressures that would result in utilizing staff time and line item dollars

r such activities as:

A. Agency proposal development not related to extension of this project.

D. Travel for non-related project activities.

C. Field service not directly Noted to project activities.

D. Etc.

Follow=up: If ajor problem.

reg the abovp, this would be a major agenda item for1cur -roblem would exist in any of-the three agencies

weekly conference ball. The concept here is thatwe all areappraised of any major budget or staff time deviation whichmight ultimately reduce the possibility of delivering qualityproducts,on time. .

N. .

8. Utilizatioh of Existi.n Agency Products for .Cur ent Product Develo (Imt.

It-was agreed .that ,o the extent possible., our current existing agencyproducts should be*censideredkas a pailt of the exfsting literature and thatany or all of the;; products be utilized, accordingly. .ppdcial focus was

4ingiven to: (a) CV- CPSS and Career EducatAn Materials, (2), CV'S 7 PlacemeAt -Materials, c,nd (3) -1U'.5 State Department of Education's Career GuidanceDevelopmental Guidelines. l

lf any one agency uses major porti nSof another agency'smaterials for this project, this_ motion should be commu7nicated. It might be necessary *ght holding ageriCiek.

to secure permission for,its use

-- 217 -

311

toduct Development Deadlines

After long discussion about the scope and sequence of our planned productdevelopments, the following changes have been made:

A. Placement

October 30, 1976May 301,1976June 30, 1978July 30, 19.76 '

G. Copmunity Relations

February 28, 1976April 30, 1976May 30, 1976June 30, 1976

H. Follow-throush

May 30, 1976JunE 30, 1976July 30, 1976August 30, 1976

A

p

Mode]. and Standards

October 15( 1975December 21, 1975January 30, 1976

4'ebruary 28, 1975'

State of the A,'t, Paper

October 15, 1975January 25, 1776 -FebruAry-281 1976March.30, 1976

Start DevelopsentReady for ReliewOut of ReviewFinalDraft Completed

Start DevelopmentReady foil ReviewOut of ReviewFinal Draft Completed

Start DevelopmentReady for RevieWOut of ReviewFinal Draft Completed

Start DevelopmentReady for ReviewOut of ReviewFinal Draft Completed-

Start DevelopmentReady for ReviewOut O4 ReviewFinal Draft Completed

1.5.1.1.A1.5.1.2A

1.5.1.3A

1.5.1.1.G1.5.1.2.G

d

1.5.1.1.H1.5.1.2H

1.5.1.3H

1.2.1.41.2.1.5

1.2.1.6

While a rough draft of the updated work fl9w network is attached,a version will:follod within a few weeks. I will altioattempt to see if we can get blown up versions of the Network .

made Tor NMU and Ns use.

- '218

312

li. Effective Use of Credibility Review Panels A

The gcnerel discussion centered around all of us being sensitive t6 the

( way in which we work with the 170-plus credibility review panel members,realizing that they are.unpaid consultants. We need to make sure that we .

space our flow of materials to thdm and that we furnish complete FunctionHandbooks so that they review and reacteto a total eset of information at onetimc rather than parts over time.

Agreements:

A. Placement materials will be,sent,to the panel as a total packageon or before Mai 30, 1976.

B. Evaluative instruments used with panels need to be strong enough tosurface useable revision data.<

C. Evaluative instruments need to utilize,checkAists as well as openended response space for collection of revision data.

D. Need a common format for all instruments even though questions willbe different on each.

E. Authors of literature summaries should develop the questions that;.,could be used on the first instruments at the time they submit summaries.Steering Committee members will review and react to their questionswithin one week so that authors can complete their own review instrument.

11. 'Model and Standard Paper-_

elk

A decision was made that the use of the terms model, domains, elements,and concepts should replace those' of.mOdel and 6tandards. An out-line ofthe paper (Table of Contents) was esented and no major changes weresuggested at this time.

del was pretented and minor changes were'A cceiv ofth- content and probesev:,ested as follows:

Drop the title of'PlacegeSecuring and Maintenance

Domain now titled, "Career Placement

This if -ecltnecessary. so that we don't have collusion with the -processmodel: which Insed the title Placement; representing a major function of

* guidance delivery.

Drop the grade 'level numbers off the back end of the

Attempt to redraw the process model so that there isamong manegement process steps, Program Development,which support guidance activities for the student.

5

219

313

model.

a clear'distinctionand th**functions

-"V

Last]y, ibowas pointed out that this model paper cannot make extensive'claims regarding its validity. Its intent and purpose is to Ave conceptualdirection to guidanceleaders in, the schools, who are professionallytrained to make modifications before use. Two months time to study thelit&ature and develop this document is not sufficient to bring a highdegree of rigor to it. All attempts will be made, with the staff and timeavailable,'to-make the conceptualization as sound as possible.

Follow -22: CVS, will send IT and CVE, Dr. Perrone's.material as well asany other information that would assist CVE in the developmentof the model, elements, and concepts paper. 'NMU will likewisesend any materials that either support the initial model orwould suggest .expansion.

12. Derree of Occu r)nal Slant to Total Product Packagela

The domains in the cbnceptual mode,fhave been changed as follows:

A. Employability and employment skills - to - Career life role placement'securing and 'iaintanence.

B. Occupational Preparation - to - Career life role preparation.

Furthermore, the elements and concepts that will bg developed to describethese expanded domains will 'carry a much broader life role inferen?erather than justthe work life role.

13. Credibiliiir Review Panels Orranization Norress

Ohio - Five Panels organized and ready to meet sometime in_Decemberfor the review of the Model, Elements, and Concepts, Paper.-

One panel near compIAion..

Michigan

Wisconsin

- Iwo panels completely organized.TwO pEAT_;iL near compl,,tion.

There will be approximately nine members on each.

- Three panels completely organized and coatedOne very close to finalization.Trio -still in negotiations.

Every zittempt is being given to,the establishment of sixpanels with broad 'geographic and professional and lay partiCipa-tion distribution.

L

Follow-up: 11MU, CVS, and 0.S.D.E. will send complete names, titles,addresses, etc.,to CVE so that a file can be established forall credibility review panels.

- 220'\J..314

14 Standard Format for Weeklv'Conference Calls4P

A

Telephone calls will be conducted each week at an Agreed pon time and

date. The next call will be An Monday, November 24, 1 5 at 10:00 AM

Eastern Standard Time.

During this discussion, and all that follow, Steering Committee members

will set the time, date, and agenda fpr the next telephone call.

CVE ,will initiate telephone calls unless otherwise determined.

CVE will make arrangements to have KitHickey on the conference call net-work to take detailed notes on discussions. Within two to three days aftereach call CVE will send copies of minutes to NMU, CVS and O.S.O.E. It is

hoped that these minutes then could be shared with agency management staffas well as with project staff that do not take part in the discussions.

FO.y.ov-41u: Each agency will prepare for each conference call using thefplloming format:

Format - Suggested

*

A. three agency.progress reportsB. three agency problem reportsC. future goal settingD. discussion on project procedures, bdIgets etc.

E. other new business

The agencyinitiating the telephone call will start the processwith the other agencies following.

Follo-up: CVE will call at 10:000 Eastern Standard Time November 24, 1975.

15. Future Proposal Writing

It was agreed that the three consortium agencies will attempt to developproposals for NIE,,U.S.O.E., Office of Career Education, etc. to extendthe present Rural Guidance project.

Enclosed is a short abstract describingOne possible Way of competing for1976 U.S.O.E., B.O.A.E. Research Part "C" monies.

Follow -up: NMU and CVS will share any ideas they, have for other possibleproposals at the ,earliest date.

Once a decision ip made by the Steering Committee members,backed by their institution's.administration, to generatea consortium proposal .a meeting will be called for joint brain-storming arid writing, purposes.

- 221 -

4

315

4

1 ,Institutional Credits or Final Products

Front Cover: Institutional Identification' The institution that has,primary responsibility forthc development of a product will be listedfirst followed by tlip other institutions in alphabetic order.,

Title Page: Thee primary person(s) major writing and eng eering

responsibility for the produ0 elopment will be listed on t title

page and other contributors tha, helped in any significant way wi 1 belisted on the acknouledgement sheet. All NMU, CVE, CVS, 0.5.0.E. staffwill then be listed en the title sheet or the acknowledgement sheet fobevery published document. Please review.the enclosed title sheet whichshows a standard format that is suggested for all final produpti.

Acknowled7ement Sh et Format

Contributors -

National Advisory Committee'State Department of Education CoordinatorsSpecial Projec Advisors

NOTE: see attached example

Credibility Reviev PFInP1' Members

List all names by state. Possible placement might be on the inside ofback cover.

We .will give opecial attention to the four Michigan CEPp Coordinatorsf6r the excellent assistance that they are providing.

NOTE: see attached example

tk-

222

M.

316

/-

0

o.

Rural Career Gdidance Project

Steering ComMittee Meeting

.

A Compre ensive Career Guidance,Counseling* Placement, and Follow-Through

System for Rural 5chciOls%

February 11, 1976

. '

-0

Wahington, ae-110(

/

Present: Harry N. Drier Ohio Center for Vocational Education

Helen D. Rodebaugh Ohio Center for Vocational Education

John Hartz Center for Studies in Vocationaland Technical Education

Walt Stein Northern Michigan UniversityP

The Rural Guidance Project .Steering Committed met in Washington,D.C., February 11, 1976 in conjunction with the Second Annual CareerEducation Forum. Members attending were representative of each of the

consortium agencies.

PURPOSE: The_oferall purpose of the February Meeting was to expedite the facilita-

..

tion of project activities through a thorough examination of proposal specifications

as compared eo in house technical plans. Clarification and .refinement of defin-1

41Ions primary,, secondary, 1 joint roles and responsibilities was the primary

objective Of the meeting. The resolution for definitatiOn-of,staff and agency

roles ana responsibilities was addressed by each agency'director agreeing to

develop adocument with highly detailed interpretations of the proposal cqntracted

with USOE. This technique was chosen to identify areas which needed clarification

,

or change to be congruent with the original agreements"bythe consortiu

participanti and USOE..---

2234

317

Plans were made to-hold a workshop_seSsion for further Model and Standards develop-

ment by,thejointefforts of CSVTE, and CVE as defined in the,proposal.

Tenative plans were made for an April Steering Committee meeting in conjunction

with the American Personnel and Guidance Association convention in Chicago,"Illinois,

preceding the adjournment of the meeting.

I

..

- 224

318

f

fit

!"

APPENDIX W

Rural Guidance ProjectNational - Workshop, for' State Supervisors

December 9, 19768:30 am 4:00 pm

Sheraton-Houston Hotel

.State Department of EducationPersonnel Represented

S. _Dale Ake

Student ServicesKnott_ Building

State Department of EducationTallahassee,' Florida 32303

Joe Toka hVocation 1 GuidanceTexas Educational Agency201.E. 11th StreetAustin; Texas 78701

Carl RitenourProject Director

Career Competency /. Dakota VIEWHuron Public Schools

Huron,'South Dakota 57350

Edward L. Ranney, Con.Guidance Services SectionIowa Department Of Public InstructionGrimes State Office Bldg.

'Des-Moines, Iowa r319

Jo.HayslipNew Hampshire State Departteni64 north Main Streat--'Concord, New,Pshire 03301

M n F. Starrtate Coordinator, Career Education

'Department of Elementary andSecondary EducationBox 480Jefferson City, Missouri 65101

TomHolIingsWorthGuidance and Counselin& SectionState Department of EducationOliver Hodge Mem. Bldg.2500 Ni Lincoln 1

Okla4pAa City, Oklahoma

_

Joe McDaniel

State Supervisor of Vocational GuidanceState Department of EducationVocational DivisionP.O. Box .771

Jackson, Mississippi 39205

Jay WoodAdm. Program DivisionState Superintendent of PublicOld Capitol Bldg.Olympia, Washington 98504

Cecilia Lovette

Voc.-Tech. Education ServiceP.O. Box 90003Lansing, Michigan 48909

Instruction

Constance DardinGuidance SpecialistDepartment of EducationCapitol Mall

LittleAockgArkaMMITr'7270iT------

Gladys FinneyState Department of EducationPouch FJuneaut Alaska 99811

Jenne GarveyState Coordinator for Career EducationDepartment..of Education .

301 S. Centennial HallLincoln, Nebraska 68508

Gladys Abad de SanchezGPO Box 2935San Juan, Pure Rico 00936

Jim Conkwright156 Trinity Ave. Room 302,Atlanta, Georgia 30303

- 225 - ,

319

A

tou Perry

Kentucky Department of Education2028 Capital Plaza TowerFrankfort, Kentucky 40601

James AndersonCareer; Guidance Consultant

Wyoming Department of EducationHathaway BuildingCheyenne, Wyoming 82001

Doug HammerState Vocational Department506 North 5thBoise, IdahO 83720

--Susan KosmoCarol Kowel

Winconsin Vocational Studies CenterUniversity of Wisconsin- -

Madison, Wisconsin

Nellie R McCoolSupervisor, Guidance and Job DevelopmentDiviksion of Occupational EducationState Services Bldg.(Colorado State Board'of Community Collegesand Occupational Education)1525 Sherman StreetDenver, Colorado 80203

Corry M. HutchensAlabana State Department of EducationRoom 607 State Office BuildingMontgomery, AlabaTia 36130

Kim PowersConsultant, Career Education and GuidanceDivision of Vocational Education120 W. Market Street, 16th FloorIndianapolis, Indilina 46204

Giles ShiversArizona Department'of EducationGuidance Section155'W. Jefferson StreetPhoenix,'Arizona 85007

Others in Attendance

44"

Harry 11Vier.Karen lammelThe Center for Vocational EducationThe Ohio State UniversityColumbus, Ohio

A

6

Sandra HamptonSchool of EducationNMUMarquette, MI 4985

Richard Green, Cons ltantDivision of Guidan e and TestingOhio State Department of EdudationRoom 90365South Front StreetColumbus, 0H4' 43215

Charles Weavers Project Director.NMUMarquette, MI)

ti--e.

National Advisory CommitteeMembers in Attendance

Dr. George LeonardProfessorCollege of Education235 EducationWayne State UniversityDetroit, MI 48202

Gaylord UnbehaunSuperintendent of SchoolsBrillion Public Schools315 Main Street

-"Brillion, Wisconsin 54110

Dr. Everett EdingtonDirectorERIC/CRESSBox 3APLas Crues, New Mexico 88003

.plavid Pritchard'Program Officer'Bureau of Occupational and Adult EducationRoom 50187th and D Streets', S.W.Washington, D.C. 20202

- 226

320

Ray Wasil, DirectorDivision of,Guidance and TestingOhio State Department of Education10th Floor65 South Front StreetColumbus,'Ohio 43215

41*Representing Dr. Martin Essex

f

4

- 227 -

3211

e.

.8:00 - 8:30

8:30 - 9:15

9:151- 10:15

10115 - 11:15

11:15 - 11:30

11:30 7 14.t0

1:00 - 3:00

c

3:00 - 3:30

3:30 - 4400

e

APPENDIX X

Rural Guidance ProjectNational Advisory Committee Meeting

September 26, 1975

TENTATIVE AdENDA_

Pick up at Holiday Inn and travel toThe Center for Vocational Education

Welcome and Introductions

Project General Overview ,

Specific discussions of proposed Project outputs

a. Litii?ture and Materials Search and Review

.b. State of the Art Paper

c. Program Model and StandardsA-Tour of /he Center

Scheduled Luncheon

Continue discussions of proposed Project outputs

d, Credibility Review Panels

e. Rural Guidance Methods Handbook

f. Placement, FolloW-up and Follow-through Handbook

g. Other Guidance Function Handbooks

h. 1n-service Training Handbook 41'

Future Role of National Adv'sory Committee

Wrap up

228 -

322

RURAL CAREFR GUIDANCE PROJECT

NATIONAL ADVISORY AND STErRING COMMITTEE MEETINGS

Summary For

A C0M-TEI-171'SM CAREER GUIDANCE, COUNSELING,PLACII:ENT, AT;D FOLLOW-II-ROUGH SYSTEM

FOR RURAL SCHOOLS

September 23-26, 1975

The Center for Vocational EducationThe Ohio State University, Columbusi Ohio

CONDUCTED EY: Project Director Harry'. Drier, Jr.Assistant Director - Helen Rodebaugh

PRE3E7-.T: .National A?-.'-isors: Dr. Fver,_,tt Ed.i.-ntor., Dr. Nartin Essex, L. Gecrge

Leonard, Dr. Barbara Thompson, and Mr. GaylordUnbeaaur

U.S.O.E. Officer: Mr. David Pritchard

The Canter for VocationalEducAion Directors: Dr. Shelby Price, br. Donald Findlay, and

Dr. Robert Cami:bell

Wisconsin Project Dirgctor - Dr. John HartzMicnigan Project Directot /in -Walter Stein

Consortium Staff_Participant-;: Wsyne .erstromr-Ray Wasil, Dick Greet, Karen Kidnel,

Valija Axelrod, and Kit Hickey

_Guests: Jack Ford, Director.of Career Education,Ohio State Department it Education

The National Advisory and Steering Committee Meetings wer&oondUdted atThe Center for Vocational Edwcation, Ohio State University on September 23-26,

1975e

The Steering Committee Meeting agenda was based upon the review bf the Rural

Guidande Projt Notebook, including the following sections: Project Overview;

Natj.oval Actrisory,Member-pip and Roles, Steeri g Committee Membership and Roles,

Technical Sp':cjfications, Materials Revie edural Guides, Meeting Agendas

and inute:;, Rec.orts, 445?bjec 63 riration, Dissemination, and Publicity.

229 ,-323

V

.

Thi'S'Vering Committee .made the following decisions toward actions to:

ao Develop the t,:,chnical plan specdrication section by expanding the.

, operational definitions in the glos3ary

. .

A. Make additions to those current definitionS included, and 111

. f,

, . .

B. Submit reactiors to terms.and definitions appearing in the')initial, aft, by each ag,-.Orcillioi, CVE within the period of two

(2) wee following the Sept meeting.

I . Compleib the literature review as a consort effort tp facilitateeach handbook author's summary development for the state of the artpOsition to be comlet-1 by Oecember 30, 1975 for early Januarypanel review: Det,4_1s":)a dea-?line and resnonsibilitif!g will be0communicated via special letters.

III. Meet for materials review in a vorkshop to be conducted by CVE priorto the end of October for determining final procedurls illackfategori-cation df eaethods.

$-A!.

JP Make weekly consort calls on Mondays, 10:00 A.M. ,EST to Ice initiated

at CVS Cctcber 6, i975 and to include the U.S.O.E. officer'10 on a" monthly basis.

V, Make financial reports of the project by consort participants,ands* summarized by CVE and submitted on'an annual and final basis as

described by the U.S.O.E. Program Officer and requested by.the

. .U.S.O.E. Finance Officer with a ninety (90) day graoe period fol-lowing rep):ting periocs.

.) .- . <

ig

A. A devidtion of over fiverpercent (Z) of the negotiated line

A=item figures must be applied for and approved by the U.S.O.E.

.Project OXficer prior to,grantee ac, ion.'

) N// , vit Report program progress status by consortpartioipants and summarized

,by-CIF and stfbmIttelkon a quarterly basis as included n the proposaland agreeduiLon by the U.S.C.E. officer.

104

w A.' The fourth (4th) and sixth '(6th) 'reports will be considered'summary data thus resulting in only four CO actual quarterly

/ reports.4 ,

.

, VII. _Submittpplication for approval .for any alterations involving re uction. in proposed_sctpe of work to the project's U.S.0...:officer',:. Pritchard. .a , a

1p

.

4

-.,230 -

-

4

o A

N324- se'"''f.,111

d

4

it

4

a

-711IF .ri

Steering ,Committee made the following decisions toward actions to:

I.Develop the teichnical plan specifiCation 'section by expanding _the;

operational dr:tinitions in the glossary to:

A. Mile addition; to those'current definitions .included, and

B. Submit rPactions to terms and'definitions appearing in the

initial draft, by ach agency, 'to CVE within the period of two

(2) weeks-fol/owi the September meeting.

II. Complete the literature review as a consort efilort to facilitate

each handbook author's summary development forlthe state of the art

position ,paper to be completed by December 30, 1975 for early January.

panel review. Details on deadline and responsibilities will be

communicated via Sp,cial letters. .

..

--

III. Meet for materials review in a workshop fb,be condu9cted by CVE prior

to the-end of October for determining final procbdures and categori-

zation of methOds. 4

IV. Make weekly consort calls on Mondays, 10:00 A.M. EST to be initiated

,at CVS - 'Monday, October 6, 1975 and to include the U.S.O.E. officer'

on a. monthly basis.

V. Make financial reports of the project. by consort participants and

'summarized' by OVE and submitted onan annual and final basis as

de cribed by the U.S.O.E. Program .afficer and requested by the'

.E. Finance Officer faith a'ninety (90) day grace period fol.-7

ng reporting peribds.

A. A deviation of over five percent (5%) Of_the negotiated line

item figures mutt be applied for'and approved by the U.S.O.E.

Project Officer prior'to grantee action.

VI. Repoft ogram progress status by consort participants and summarized

by 'OE gnd submitted on a quarterly basis as included in the proposal

ancragreed upon by the U.S.O.E. officer.

A. The f urth (4th) and 0th (64, reports will be considered

summary data thus restilting in,only four (4) Actual quarterly

reports.-4 1

VII. Subpit applicatiolfor approval for any alterations involving reduction

in proposed scope of work to the project's U.S.O.E. officer, David

Pritchard.

- 231 -

325

.1 ..The Steering COmmittee made the following_decipders toward action to:,

(Continued)_f.

,

ti

VIII. .Review negoted reduced scope of work as a result of funding

reduction including:

I

A. A Career Education Handbook to facilitate the program materials

of .,the Comprehensive System was eliminated. - /'

B. National conference general expenditure reduction.

C. 'General reduction in literature and materials search and

review of

IX. Review general aspects of the technical plan for organization purposes

which resulted in the assumption of responsibilities for:

A. Abstract 4Tiewidpgument acquisition.by authors of each .Function

Handbook: including i;he

1. Any information relatingao program models and standards

shouldle gathcred priorTo October. 30. The information

will be used in the model and standards development workshop

to begin November 3, 1975 and to include at least one member

from each agency. Finalization date-of the initial dra=t of

the model and standards will be November 15, 1975. ,The model

and standards will be disseminated for'panel review,on

November 22, 1975.

2., The devel ment of a high quality summary of literature and

materials function handbook authors, for potential

tion purposes," will need to be submitted -by November 306,.1975

for the development of the state of the art paper (CVE). The, -

format for each sunmarff is stipulated the product develop-

ment guidelines for the September mee ngs.

3. Each agency will acquire itt own hard copy documents as a

result of abstract analysis andSelection When it seems

appropriate that another agency likewise could benefit from

the material, either a second copy may be acquired or at

least a description of tube document, will be related to allow

ease ih acquisition.

4. Each agency4willcode the materials they acquire as'a result

of the literature review process and use the procedures in

Appendix C in coding, filing-, and managing same.

X. Meet as a consort for adoption of the suggested project model and

standaimii;, for the placement, follow-up, and follow-through prior to

the-&1-1 project Model and standard development meeting, November

3, 197 Helen Rodebaugh will contact CVS to begin,planning for

such a

232

3g6

0

The Steering Committee, made, the fctliowing keisions toward action tJ:

,-(Continued)

.

XI. Meet as SteAing Committee to review initial revieg panel effortsand initial cpmposition of tai state of the art paper. This metingcoordinated by CVE will be held in .conjunction with the AmericanVocational Association 1975 annual meeting.

XII. Review draft of project continuation found in Steering Committee hand-

sbook and report reactions Across agencies by October 15, 1975. The

new RFP for VEA, Part "C7 monies will be announced during the second

week of October if U.S.OE. follows 'the same procedures, used during

the last fiscal year.o

XIII. Review all project abstracts by function handbook area before October 22.

XIV. -Review program methods and resource handbook content outline and relay

any additional revision suggestions to CVE before November15, 1975..

XV. CVS develop and outline the general description of the placementand follow-tnrpugh nandboo:: by ITverber 1, 1975 ar,d distribute fzr

reaction to all cooperating agencies.-

XVI. It was decided that rather than using the numericalrating.valUe

r- scales in the materials review section of Appendix C4,each agency

will:(1) review document, (2) determi{le-quality priorities, (3) select

documents -to be referenced in abstract form by function handbook areas,

and (4) submit these abstracts plus-others they determined to be high

priority for the methods handbook to CVE: CVE will assist i in-servicing appropriate staff for the purpose of quality and consistent

abstracts.

A

The National Advisory Committee met in conjunetio4with the Steering Committee

for an introduction to the Rural Guidance Project-amd planning. The following

decisions were made to:;

k

I. Discuss the general, ram as detailgd_in the technical plan, including

the technical speci at'ons, materials,review, pYocedural guides, and

project continuation Thi resulted in: eo

A. suggestions which were specified to-te included in the technical

plan. They were: Y1.

1. Inclusiiin of legiplators in,the'review panel process.4

2. Expansion of student participants to include grades thirteen

(13) and fourteen (14).

3. Potential expansion for student participation at pawl leader's

discretion.;%

I

233 -

327

lb

A. Suggestions 'which were specified to be indluded in'thetechnical plan. They were: (Gontinlied)

\4. Examination of future potential for infusing the finished

program into educational text ks. , ftt

5. Consideration of contacting statc.schok board ossocirt.ibno inaddition to numerous other organizations for the purposes ofgathering' support and communicating the project efforts.

B. General considerations to'be acted upon .for more effective prograt-ming include:

. 1 1

,. ,

1. D:veloping various modes of addressing student career develcp-ment levels as opposed to only lock-step grade'. delineation.

2. ExaMining potential for project continuation to include pre:reminfusion into textbook publication through commercial publishers.

. 4

3. ,Intensifying the emphasis of the rural aspect of the progra.TM.as oppo:-;r:d to "small."

Emphasizing practicality and ease of usability of functionhandbooks.

5. Evaluating extensively and continually during our literaturereview, and produCt development process-for-the purpose ofassuring that outcomes are practical and reflect the best-research base avai3able.

DevelOping a gendine sensitrivity to rural population commanalitir.and differences, changes occurring currently, and 0efuture -roiac-

tions.

C. Ptture 'planning for advisOry, role ,facilitation including:

1. General communication with project staff by the phone and writtencorrespondence regarding impressions'of the project developmentas well as identifying new information that might be usefulto that development.

2. Attempt to meet with the Ste ng Committee for reviewing initial:review panel efforts and initi composition of the state of theart position paper in conjunction with the-American Vocational -

Association 1975 annual meeting.

3. Meeting as National Advisory body in April or M at Northern

, Michigan University with agenda focusing. upon (a)ay

review ofinitial set of developed products, and (b) assist in developingdetaired plans for the remainder of the project period.

234 -

3281

et

1".

RURAL GUIDANCE PROJECT

2nd National Advisory -ommittee Meeting4

8;30 AM. - 3:00 FM, June 1976

Madison, Wisconsin'

8;30 AM .Summary - Progress to date

* National Literature Search* National Material Search 1* Steering Committee Meeting

/ * Dissimination - Promotion Activities* Credibility Reiriew Panel Organization and Orientaticin* Summer Workshop Planning* Handbook Planning* ,Handbook Draft Completion* Budget

4(

1/4

'9:30 AM Specific Product Disc ssion (Handbook now under development)

* State of the 6t* Model & Standardl* Behavioral Objectives* Placementt- Counseling related Handbooks

4

11:00 AM Packaging ,

* Initial Distribution Plans

12:00 - 1:00 Lunch

* Attitudes & Values* Career Development Needs Assessme nt* Planning* Resource Bandbook

I":00-PM Credibility Review Panel Data Analysis and Revision Planning

1:30 R4 DisseMination Concerns)

National Workshops'01 state Level Workshops* Houston Career Education Convention (Nov.)* Rural Sociological Association Convention (Nov.)

.'* APGA (April ,"77)

* Article Writing _,4

*- National Advisory Counsel for Vocational EdUcation* USOE Part "D"

2:00 R4, Discussion on New Proposals Submitted

'2:30 PM New Areas of Funding to ConsiderEffective ways of working with StateNAC role in future

L

3:00 R4/ NAC Member ConcernsTravel - Fee .paper work

- 215 -Adjourn

DeptAbf Education

325

Introductions.

H -vi owed tthe quz.u:terly report in summary fashion

Qie:stillps and is:,ues generated from quarterly report discussion

Make sure that we utilize the r;redibility Review Panel data inthe final report.

NATIONAL ADVISORY OOMMITTWMEEING

December44 1976 ...,444

. Shamrock Hi on Hotel

Houston, Texas

Give more focus to small schools along with rural schools. Wewill reach 7,78,000 this way rather than just 5,r15 that would beidrntified by the Buicau of the Census On the 2,A25 r,25 calculations.

Qu, :.ti on: What types of data should be highlighted in the final report?

Review pZel data

Selected supportive letters

_ Data on potential consumer interest

Highlights of the development of the materials0

Everett Ellington recommended that we consider giving less emphasison detail in the final report and prepare an executive summaryhighlighting product process,.nature, and credibility.

Divid Prj4tchard recommended that we dev'elop a popular version of thefinal report that would focus on credibility, supportive data, and .

recommendations for future actions by the federal-government, State' Departments, counselor educators, and LEAs to increase their effortsto overcome the career development needs of rural youth and adult.,

(,c Retail. Concern:,

Melvin McCutchan spoke to the differences in the attitudes and valuevstems of fural adults which effect the career aspirations and expectations of their youth., He gave examples of how these attitudesand values influence the present ,and future growth and character ofthe work force and rural community's quality of life in general. Hecm0hrisized the increased sophistication,,tY need thereof, of ruralworkers which brings with it greater need for gutdanCc, counseling,and technical training. He gave numerous examples of the new.

236

.3;30

4

Le(d1 tally oriented emerging occupations in f,he vers.!. communiLie,

as wel s the impinging non-work ethic, att'itudes and valu ofcertain ru a. populations such as the American Indian which eauscHgrave concern. H e sf,e further pointed out that induStrial and businleaders need to work closely_with school counselors to bring about

(attitude and value changes or new occupational Opportunities or thtrural communities will dwindle. He suggested:bringing more technicaltraining and guidance to the rural youth and,adults for they manytimes will not. seek it out.

111-

Everett Edington reinforced the above points by suggesting that in-creasing numbers of educators in rural schools are from rural areas.flier° are higher enrollments in Doctoral programs than ever beforeby rural citieens. 16: indicated that increased numbers of Doctoral:Audints arc also concentrating on programs of rural education. Ad-ditIonallyhe sUggested that the work ethic might well be stronger inrural areas and this should be built upon.

C.-tylord Unbehaunsuegestedtha education isles/ disruptive in'ruralsehoole because discipline prob ms are 'Tot as great: The number: ofdisruptive youths arc smaller which does not allow for grouping ori)e(er group support foe.ouch behavior.

Peel:eginr) marktinr, dissemination and diffusion

:lie initial discussion centered on the merits or problems with thevarious dissemination *ions that might be available..

1. C(nter for Vocational Education or Wiscon-in VocationalStudies Center - There are merits and li nations related

_to disseminating through R&D centers.) The merits arc (1)dissemination could occur very quickly/,' and (2) disseminationcould be controlled and be close to the technical-assistance request source. The limitations are (1) pro-

. duction, marketing, and dissempation machinery are not ase:erienced or effective as that of business and (2) cost

. might be higher,thanlif we went to commercial sources thatcould print in greater volume.

2. Commercial Firms -.Harry Drier indicated that he has been incontact with the (1) U.S. Army, (2) AFGA, (3) AVA, and (4)Charles A. JoneS Publishing Cfriparly to assess their interestin publishing the materials. He indicated that of theselimited inquiries, the Charles A. Jones Company haeTuatdet interest. Tentative details from Mr. Jones :A117,1;that they could get th(mate'rials-into the field wiLhin trireto five months after receiving manuscripts. They would projecta price of $60.00 to'$80.00 for the series after the materialsare professionally !Sac:kneed. It is doubtful that the Ohio orWieconsin Center could match this effort.

237 -

331

J. :late Departm-nts of Education - Dr. Thompson.suggesf.cd that.it would be difficult for State Departments to be effectiveprinters, marketers, and disseminators. It would be easierif quality materials could be purchased from commercial orother sources. She did suuest that if the materials were-in the public domain, and if state departments were enctiuaged ,

tri duplicate copies for their own states that this may havemerit (but no guarantees can be made in some states).

Dr. Edington suggested that of gRIC/CRESS they have -tried many optionsin the past and have confirmed the fact that the commercial route isthe most effective long, term. He further suggested that if we wentcommercial, the ERIC Centers, developing institutionstand nationalassociations could do much to promote the materials.

David Pritchard warned the consortium staff that we may have alreadycreated a problem concerning public dinain copyright issues by ourplans for project related distribution. If we distribute copies toNational Workshop participants, review panel leaders, nationalAdvisory Committee members, participants at_Wisconsin, Ohio, andMichigan stIte level workshops, and field test participants, we mightdiscourage or eliminate the opportunity for copyright priviledge bycommercial firms.

Dr. Edington added the following suggestions. He pressed the projectstaff-to be a :; 'concerned about OLterial diffusion as dissemination..Dissemination does not bring about product use just because the pro-duct has been purchased._ He. used the project "Child'Find" as an es-ample to make the following points: . Z

Use public informatidn spot annount'oments.

You do not go in and changesa'school through purchase ofmaterials, -it takes suppoptive technical assistance.

It is the community at changes the school, not just theschool staff itse .

v/Do not expect/rural schools to change _Over night just_because the materials are available' and have high-quality.

Work closely with State Departments of Education.

Mak., sure that the ;Late Sup,..rintendet, and state Dirt-torsof Vocational Education are clearly aware .pf the products.

4Us,' the' intermediate units within the the states.

Find now ways of working through -and with the vunseloredicators in all states.

.

Be pa :nt with diffusion.

-238

3.3

t

MO,:c the 'future demonstration s'tes (schoo15, industry, '.business, and 3ator) highly v. ible.

Involve the State Departments f Education in the statewhere you field test as much as possible both within theirstate as well as nationally for OOduct credibility.

Look Et private foundations or corporatiokssurh,4s=411nEg.for dlosemination and diffus-iona-gsiStance. Edington iswirkilk hard within the Kellogg foundation.for assistance.

David Pritchard discusSed some problems with copyright such as:

4111,41.

- (1) Ccmmercial publishers who want copyright of USDEsponsored materials will need to go to HEW forperm=ission.

(2) The:,( commercial firms will need to meet the copyright standards of HEW. -

;4. David Pritchard reinforced the point that we give full recognitionto the sponsor on all bread based mpte0.als that ere used for c,communication, marketing, and dissemination. We need to identifythat our funds came from ULOB, BOAZ Vocational Research Legislation,Vocational Education Act of 3963, as amended.

ac12LirEArt Work

Use the words rural and small schools to broaden the marleting size.

Ccnccrn over the busy natiureof art work, e.g.,- bus, gate, 'pollution,

ft wording, etc. It was recommended that.the descriptive wording onthe cover be dropped realifing that it is on the title page as well.

Ireed to change the acknowledgment pages to deal with the issue of(1) new Wisconsin handbook authors, and (2) the correct titles forDr. Hartz and Dr. arongoand the appropriate location of their names.

Change disclaimer to read Vocational Education Act-of 1963, as amended.

LeEd.112 u e s.

4

Consider encouraging State Departments of Education tp ]ooI rt 1977Part "C" funding for product disseMination'and diffusion assistance.

`1 Attempt to work with State Advisory Councils for-Vocationa3 Educationfor propose] assistance-and dissemination support.

!kw FY 21977 Part "C" grant proposals are, -due in Washington onFebruary 14, 1976.

Iatok to" the futuiT (Educational. Amendmentsf 3976 Titles I, II, and Ill).

239

333

Priorities for FY 77 Part "C" BOAE deal with:. ,

(a) EvaluLtion of program: 'and materials(b Personrel development(c Certification of staff(d Guidance plans to be used wii,hin.Vocctional Education

State Plan(e Program inranvement , ,---

f Comprehensive systems of guidanceg Guidance centers for youth andadulf4

FY 1978 Part. "C" research ground rules are to change. U5DE/BOAE willcheng4 over from a grant to a contract progra4.. In this new mode

. UME/BOAE will predetermine what is to be accomplished in Requestsfor Prop0c..als (RFP). Additionally, project win need to demustrateth,:i Lhree years after project termination, the results of the productwill be effectively used in large numbers of schools and classrooms.

Examine the Women's Educational Equity Act which has a priority forrural women

:1(w Promsals in the Area of Piral Guidance

After lop discussion, it was decided that CVE, ERIC/CFESS, and Far WestLaboratory will examine the possibilities of submitting parallel,co- proposals titled "National Rural Career Guidance Commnication Network,"sce attachment I. Drier will make appropriate contacts afteradvisory meeting to facilitate the proposal development and submittal:

Technical Service

eTt tans jointed out that` because of the vast volume of materiallmaalguidance specialists may not attempt-to implement. It* was recommended

.that the developers (institutions) 'need to examine ways of makingpotential users aware that they can provide technical assistanceor a-cost recovery bas

Miwellaneious Ito ms of Interest

Deyelap a cell diagram dealing with the modularization of materialsrelated to needs,. popu'ations, etc. This could-be handled in newinstallation guide.

ale

Pmect Technical Plan Coverin, InstalldtioaSyide Field Testi=andCare aullLiiandbool. Development

Discussed in general form.fiew_.grant expected outcomp-s, products tohe developed, and strategies.

Discussed in detail field test:

1. Cite selection - 32 schools have already sought informationabout 4eing involved - .

1-h)

2. Disc sed planning committee make up

- 240 -

3344

63. Discussed field test. expectationt. and roles or 1,00,

test, site and CVE

DILAussed the agreementS CVE would have wit test sites`,.....y

Di sussed test. reporting procedures

Di :cussed procedures for training test site staff, developingcase studies

Discussed consortiuM-raanagement pre.ecdures

Reviewed project brochures and made necessary revisions

Walked -throug h total project PERT network and work breakcow structufe

It was suggested to look at annual report of UEOE on projects inrural schools during 1974-1975. Also review rur3]. schools involved

7 in 3976 UCOE furded guidance projects.

It Was suggested that we.. review the Howard Rosen report

It was recommended that we add Dr. John Hartz,_ Wisconsin, heNational Advisory Committee

%New jecti. C29se rat ive reerrA_L-i ji:Lij.Et,Business, Labor, andEducation .

Dr. Weaver spent 1 3/2 house describing the goals, objectives, strategies:arid ckpected outcomes of this component of the project.

It was recommended that we drop 1.1.2 from field test agreement

Discussed make up of the panel of experts arid several oti:

new names of individuals and agencies were suggeSted.

Discussed the cooperative agreement matrix with several goodsuggestions for expansion recommended

reviewed the national survey form and nimerousslarifyingitems were suggested 4

Recommendations on resampling and follow up were made

Copies of t technical -plan were -distributed znd it was requested thatadvinory.mcmh review the plan in more detail during the next few week:;and acrid in additional recorr endations for revision.

Mer t int; adjourn( d at 6;30 !-..rn

- 241*-

335r.

DATE -

TIME -

APPENDIX Y_.RURAL CAREER GUIDANCE PROJECT

NATIONAL'WDRKSHOP

Tentative Agenda

December 9, 1976

8:00 AM- 3:30 PM

PLACE - Sheraton Houston totelGrand Ballroom FoyerHouston, Texas

PRESENTATORS - Project Staff:

The Center for Vocational Education, The Ohio StateUniversity

The Wisconsin Vocational Studies Center, The Universityof Wisconsin - Madison

The College of Education, Northern Michigan University

The Ohio State Department of Education

The Project's National Advisory Committee

8:00 - 8:30 - Coffee, Rolls

-8:00 - 9:30-- Introduction of project staff and national advisory--committee members

9:00 - 10:30 - Project overview

10:30 - 12:00 - Small group presentators

12:00 7 1:00 - Planned lunch

1:00 - 2:00 - Group I - ModelState of the ArtCareer Development Resources

Group II - Attitudes and ValuesCommunity RelationsS'taff DevelopmentCareer Guidance Practicesi

....

Group III - PlacementCounseling'

Counseling TechniquesDesk Reference

Group IV - Planning and ImplementatiOnti

Resource AssefieintCareer Devtlo Needs AssessmentBehavioral ObjectEvaluation

Group V - General DiscussionQuestion and answer periodCredibility Review PanelsTechnical Assistance

2:00 - 2:20 - Dissemination discussion

2:20 - 2:40 111, Technical services discussion

2 :40 - 3:10 - Discussion of new Rtiral Guidance and Cbanseling relatedprojects

- 2.42 -3:10 - 3:35 Evaluation of workshop

,3 36

o.

THE CENTER FOR VOCATIONAL EDUCATION .

The Ohio State University 1960 Kenny Road Columbus, Ohio 43210Tel (6141 486 3655 Cable CTVOCEDOSU/Columtus, 9hio

Dear

1.

1 was pleased to hear that you will be with us on December 9, 1(:)7(,

8:00 - 3:30 pm to learn about otir career guidance and counseling, erjori,1for rural schools. It is with confidence that we present these materiTlo to

-you for we feel they are unique, useful, and achievable.

Realizing that all participants will no dbubt try to leave Houstor onthe afternoon of the 9th,we are proposing to start our workshop at 8:00 amwith coffee and rolls, and! have a swift but excellent one hour planned -

luncheon so that we can catch our cabs by 3:30 pm:

Because of the tremendous size of our Product package, we have decidedthat participants will not be provided on-site copies of the materials.Instead we will send to you complimentary copies upon-our return to Columbus,Ohio.

In order to be reimbursed for up to $35.00 per diem for workshop.expenses, you will need to submit to us receipts for lodging and meals onthe pm of December 8th or 9th.. Forms will be provided at the workshop forthis purpose.

Again, we are most pleased that you can extend your stay in Houstcnand we will see you for breakfast (coffee and rolls) at 8:00 am, SheratonHouston,- Grand Ballroom Mlyer on Depember 9, 1976.

If additional information is needed afteili you arrive in Houston, rleSsecontact me at the Hyatt Regency anytkime after November 29, 1976..

.

- 243 -*IF

337

Sincerely,

Harry N. Drier

r

APPENDIX:

,.

FES6SACK9 AQMRFRAL GUIDANCEPROJECT NATI NAL WORKSHOP

. .

The followiknq information wat.obtained-from fifteen of the

a6, -. 4.twenty-two state level participan(o

/

s attending the national work-.

4sho,,, Each question asked will be preselog fa- loW.4d by a summary

ofthear responses.

1.

w

The RdraAl Guidance Projeit materials ichpreserkted are: ,

;

II

2.

Excellent 7

.

(47%)Good 7 (47%)Fair 0

NoUsable Oe

No 'R6sponse 1 ( 6%)

4The comments included:

Not.enoucth time to review all sixteen documents,but all seemed of high civalitt' and of use.

The materials represented road pointiofyiew.'A

The materials related.tdplaCement will be of in-terest to many of the riral schools in our state.

4 -Workshop organization Apd,activities were:

I .

,s

- 4Excellent 4, 3 (20%) '.

Gbod , 9 (60%) , VFair , 2 (13%)4,--

= 4Not Usable,

0

itNo Response , 1 ( 7%)

'. The gpmAnts1indluded: 4.

,..e

THe inability 't0 view.allpf the forthcomingmaterials was a handicap,and the limited timewe had to look at w4at had been publishe ra-y.vided us witlipiinforltation ovelioad.

. t, .

...,.._

0 -)

Orq4nized.'well t6 ccIver much' material over asmall amount of

1 - 244 -s

.... 83 3 . ,1 . . , . -

OF

I

,Or

.1

f

;

ir

2. Cont.

The workshop small group format gave each partici-pant an oppottunIty to examine the materials andask questions concerning the content of the ma-terials.

dThere should have been more time allotted for.."hands-

*"' Less "talk-to" and more in4olvement. Such anroach would have also allowed us to develop more

familiarity with the materials.

3. Approxi y how-many schools/agencies in your statecould sibly use? the Rural America Series materials?

The tajority of the participants indicated thatvirtually all of the rural school districts intheir states could,use the Rural America Series.The average number of districts was approximately200 per state:

4. How would these 'schools/agqncies normally obtain suchinformation for local use? -

Forty-seven percent of the participant indicatedthat th -ipools would obtain these ma erialsthrouqhthe State Department of_EducatIon. Thi tv4threePercent indicated that scho91 personnel would normallyobtain these types of materials thro , local fundsand thirten percent indicated that the' would use .

federal funds. to obtain the materials. Twenty percent'thegOrticipants indicated that local school person-weild obtain materials direttly through the.pub-er.

5. Do you.feel-thatothe rural school counselors in yourstate would nee in- service training to utilize ehe'aural "erica Series?

Yes 93%No 0%No Response 7%

The comments included: op

It has been'our experience that the bestavailab15, witho4 proper in- service, .rainbe used to maximum benefit.

- 245 33944

not

h

V-

4

QA --

5. Cont.

:"040*0

Any new materials or techniques to be in ducedneed to be accompanied by knowledgeable presenters.

6 r-tirie state agency would proi. leadership and-staff

'development workshops fOr th persons%designated inthe area education agencies ho in turn wo d provide .!

t6 staff development activities for local ethic konagenres' personnel.'`

Yes,our rural schools have no "certified counselors -so teachers would need to be utilized. , /-..

t.a Generally,, what might be your approach toicommunicat-,

ing the availability of the Rural AMerIca Series?

..Your major rAponses were given to this question.Thirty-three perc nt ot.the responses were thatstate department ewsleTters and other types ofAublicatXons woul e ised to communicate thematerial Use of workshops or conferences wasindicated Is 'a means of communication iDtforty-onepercent,of the responses. So he type 4f direct con-.tact with rural school personnel was suggested in

. 'nineteen percent of thetanswers. *Seven pertent ofthe sug(Astions were to communicate informationabout,the Rdral America Series throughOresentations tostate level professional 4ssociations.

6.b Generally, what might be yourapproach to assisting in-the purchase of the Rural AMerica Seriei for yourstate's use?

0 ---ba4ty-seven percent of the reSponSes.suggested thatthe State D ments of Education' would attempt toutilize ous funding sburces for the purchase ofmaterials._ These Sources included.local agency funds,state level fuilds, federal grants,, and vocationaleducation funds. Twenty-five percent of the partici7pants indicated that they were unceAtaiii Ofsthe fund-

: ing_,the'they might be able to use. The other responsesto the question suggested that the state departmentsCould assist,in providing workshops.

6.c Generally, what migin-service 'trainincyour state?

t be your approach_to providingfor rural schOol counselors in

246

-----, 340

-C

5

6. c -Cont.

Forty-three percent of the.participants indicatedthat they would provide the opportunity for in-service through existing structures of workship andconferences. TwerUze perceht of the state depart-mint represeptativ feFred that their agencywould be able to provide in-service training. Four-teen percent of the-workshop attendees suggestedthat they would involve area educational personnelin in-service efforts. Seven'percent of the partici-pants suggested that they might first train pilottest schools in how to implement the materials andthen have these persons assist in training othersin a period of six months to a year.

6.d Cenerally, what might be youi approach to conductinga limited field test of-the materials in_ypur state?

Forty-three percent of the representatives inferredthat they would identify SPeckfic schools, throughvarious means, to participate in a field test-. Four-teen percent indicated that they would incorporate afield test into schools which already have careereducation/weer guidance prbgrams in'Operation.Another fourteen percent indicated that they -were

V not interested in conducting a field test of the.materials. The responses of twenty-eight percent of-the respondents suggested that they were uncertainabout any field test plans.

7. If available, what types of technical assistance/service would your agency consider purchasing in thenext year.from a researcianci development center?

a. Assistahc,in-the development of.state.or,rederal propoSals that, would result ininter-agency subcontract '

Yes 7$)No 9 60%)Possibility 1 ( 6%)Limite4 Need 1 ( 6 %).

b. tance in developing nd/or conductingin-service training programs for

1. State department' staff

Yes g- (60%) )No 1 5 (33%)Possibility 1 , ( 6%)

- 247

:Ut 341

7. b. Cont..

2. Counselor educator's

Yes - 11 '(73%)No 4 (27%)

3. Local school staff

Yes 6 40%)No 9 (60%)

4. Other -

Area school staff 1 (-.7%)

Area educationala4lbcy personnel ( 7%)

c. External evaluation of the implementation__ 4

of the Rural America Series.

Yes 7 (47%No 8 (53%) ,

d. Other types of as stance.

The only other assistance which was,requested was the reproduction ofmaterials.

8:a If money were not a problem, hoW many opies.(iets):.of the Rural'America Series would you, qrthase?

a i 'i, ,t; 1

The redp nses to this qbestio varied from oneset to 4.0 sets. The average number'suggesZedwas- 150 sets per state., if this were a repA-sentati ,sample of state needs, then' one could _

% oroiect that -in the_fiftv states and seventerrito ies we, could hope to disseminate over8,550 s ts of.niaterials. ..

-..

8.b If, move were not a problem, How would you distributethese m terials?

1

AlSixty p rc nt of the respondents indicated th

4

therwo d distribute the materials thr,ougt) in-'servi workshopS. The use of area educational,agen ie, for hstribution was suggested by 20

'4 opla rc t of the participants.

- 248

342

-6- ,4,'.

i'

i'

9. General reactions included the foIlowinc(tomments.1

I am imoregs6d with the material. I only hope that '

we.can stimulate iliterest in this so that Peoplewill take the series and put itto usetandnot leaveit on a shelf.

We are.impressed.with the potential for t)he use ofthese materials in establishing agency guidanceprograms which would be in tune with the 1976 Ed-ucatdonal Amendments that tend to emphasize aprogrammatic approach to'the development of guidanceprograms in the educational setting.

The set is 'far too bulky and may need to be condensedinto a more workable form.

. _

10 What short term relationships would your agency considerwith our research and development centers regarding theuse_yf the 'Rural America Series? '

This question was interpreted two ways. One interpre-tation was how the research and development centerscould assist the agencies and'the other was hot.? theagencies would help the research and developmentcenters. 'Comments on the former interpretation in-cluded: -

I think we would like to be able td contract for -in-servicing and evaluation services in the imrplementation.of the Rural AMerica Series,

Consultative and staff development activities.

Follow-up information from otter states_using'thematerials. Possibly attendihg regional workshop(s)for 4dditional infotmationi new-directions, etc.

Designing and conducting workshopi for teachers and-

counselors,

To serve-as a clearinghouse of implementation experiencesand reports. To identify new need areas and programs -difficulties as well as strengths. Report on specialusages and applications to other than rural settings.Repqrt on evaluative processes and techniques.

- 249 -

134;3

10. Cont.

Comments Made with the latter interpretation includethe following:

We would try to work o4X.fileway to help yOu evaluatesome of the materials if it can be done in a ruralsecondary school where pie _real Problemds at in oursate with vocational guidance.

I would be pleased to implement and give feedbackthrough evaluation.

- 150 -

.344

it

1. Share.a copy With aseman,write a brief descriptionThis%could be one or more

a

b

de

.,

APPENDIX Z. .(2)

K DISSEMINATION SUGGESTIONS

as 16 different individuals to review and tof applicability to your individual state.'f the following groups:

iguidNe personnelschool administratiorscounselor educators,sate ,guidance advisory committeestate department of education

2. Contact the executive director of your state advisory council and sharewith this person the availability of the series. Perhaps this individualwill wish that the 16 Handbook's be reviewed by various members of thecouncil+ Since the members are a cross section of professionals in eachstate, their understanding and verbal and financial support can beinvaluable.

3. Explore the possibility of program inclusion for guidance conferences,workshops and inservice training sessions. This can be expanded toinclude PTA's, school administrators' meetibgs and teacher sessions.

4. Prepare a brief for inclusidn in newsletters identifying the Handbooksby-title in the five broad areas. Emphasize the concept of a developmentalguidance program.

5. Identify opinion leaders in various geographical areas of the state andencourage their field testing of the handbooks in a particular setting.The "ripple effect" can aid in broadening the concept of the importanc6of a guidance program in each school setting.

:6. Explore involving personnel in regional service centers or in state,

demonstration plots.

7.-Locate ERIC centers in your,state and publicize these as centers wherethe handbook contacts can be reviewed.

- 251 -

34"Y

4

"APPENDIX Z (3)

Rural Guidance ProjectTestimonial

Given to National Project WorkshopDecember 9, 1976Muston, Texas

Ggylord Unbehaun--

)

In WisconsinOlike most of the states in the nation, public school

studentrcome from a diverse variety of communities, including a considerable

rural element. The rural students (K-12) because of -the Rural Guidance

project nowrhave the potential opportunity to reap the befiefits of the

concentrated and 'concerted effort. We are not talking about two levels of

arstandds - one for rural students and another for suburban /urban students -

but rather we are interested inpromotinga more equal opportunity for career

guidance, counseling, placement and follow-through programs and yet geared to

recogrize the unique problems and characteristics of rural youth -- that le

ar5 child ho lives in a rural community regardless of the reason why the

family lives in this rural setting.x

*

The comprehensive set of project 'materials generated by the three state

`consortium -- Michigan, Ohio and Wisconsin will be useful to those who

understand and appreciate the contents. The materials can be. valuable for

schools. The professional school staff still remainsasthe key -- there

needs to be a commitment toward some changes in the values and attitudes of those

who work with students and the attitudes of the families and communities.

State department gu 'Idance consultants/supervisors who are in the state4,

leadership position must identify and recognize_that there are some special

ni'eds of rural area.s. and be willing_to accept leadership roles in callirg

attention 1,o the constituents in ttileir state of the material we will be

discussing here today. We think ybu will find, it extremely vsefb.1 We

thank you for taking time from your busy schedule to be with us today. We

trust it is in the best interest of boys and girls enrolled in your school

systems.-- 252 -

346

4

APPENDIX Z (4)

THE CENTER FOR VVI::CATIONAL EDUCATIONThe Ohio State University 1960 Kenny Road Columbus, Ohio 43210Tel: (614) 486-3655 Cable. CTVOCEDOSU/Columbus, Ohio

Aprial. 15, 1977

As indicated in our letter to you prior to our NationalProject Workshop in conjunction with the 1976 American VocatitonalAssociation workshop An Houston,. Texas, we are shipping to you acomplimentary set of the RurakAmerica Guidance-Series. The -series cgntains sixteen handboblcs that provide a systematic basefor the development and/or improvement of career guidance andcounseling programs in ygur state's rural and small schools. Thisset has'been sent to your office to assist your staff in thiseffort as well as for the possible promotion of the series in yourstate.

-1/4)

Hopefully, after you and others.on your staff have reviewedthe materials, a meeting can be arranged wit,h a representative ofour staff and the appropriate Department of Education officials,to.discuss potential di

,:c3e,of the series in ur state. The CenterVocational Education is anxious to provide any needed in-

service training and technical support on a cost recovery basisto regional eduCational agencies, iocal educational' agencies,and/or your-office if requested.

rn an attempt to facilitate the disseminatiOn of the RuralAmerica Guidance.Se es, a marketin rochure was developed. WphAve taken the li y of enclosi opies of this brochure foryour use. If yo sire additi .. copies, please advise andthey will be fo within weeks.

I alm-looking forward to hearing from-you regarsiing our prod-uct, and trust you will see benefit in our researc4 and develop-,meat efforts.

Sincerely,

Harry N. DrierDirectorRur4 Guidance Project

HND0j1 253. 3 47.

NAPPENDIX AA

111

THE CENTER; FOR VOCATIONAL EDUCATIONThe Ohio State University 1960 Kenny R OM Columbus, Ohio 43210Tel. (614) 486-3655 Cable. CTVOCEDOSU/Columbus, Ohio

January 7, 1977

Dr. Morton PachrachCo( right Administration

National Institute of EducationCode Jlf,

Room 707HWm';hington, DC 20202

RE: Grant Nos. G007501231 6007500351 6007500350

"Project Nos. 498AH50161 498A1 50201. 498AH50323

Dear Mr. Pachrach:

to

The Center for Vocational Education, along with the Wisconsin VocationalStudies Center, Madison, Wisconsin, and the Northern Michigan University, MarqIctte,Michir;an, hcreby request authorization to obtain commercial dissemination-undercopyright in the name of the Ohio State University for a series of rural careerguidance counseling, placement, and follow-through handbooks.

Required information about, the project_is provided in AttacAent 1, handbookdescriptions are provided in Attachment 2, an example of handbook covers is inAtt.achment an.exqmple of a handbook is provided in Attachment 4, a letter of701i-itation to disseminators is providtd in Attachment 5, a listing of the pub-Ii5hers being solicitated is provided in Attachment 6, and copies,of authoria-

ition letters from th' University of Wisconsin and Northern Michigan Universityas providrA in Attachment 7.

RET/rj

cc: D. FarmerD. FindlayS. GyuroW. PergM. StrongD. Pritchard

254

Sincer6ly,

Robcrt E. TaylorDirector

3A

4

Request for EW/1150E Copyrht Authorization

1. Project and Material Identification

ifro'ec:

IGrant: G007501 G007500-351 G007500-350

Title of Project: A Comprehensive Career Guidance, Counseling, ,

Placement, and Followthroltgh System for Rural(Small) Schools.

Ohio Michigan Wisconsin#498AH50161 #498AH50201 #498AH50323

Project Officer: David PritchardBureau of Occupational and Adult EducationU.S. Office of Education7th and D- Streets, SW, Room 5018Washington, DC 20202(2W 245-2617

Material Type or Class: Class A: Sixteen career guidance programhandbooks packaged in four categories as, follows:

Career Guidance Program Su Information Documents

State of the Art ReviewLife Role Development Model-Career Guidance Resources

Career Guidance Program Process Handbooks--J

Planning and ImplementationCareer Development Needs AssessmentBehavioral Objectives,Resource AssessmentEvaluating Outcomes

-Career Guidance andCounseling for Groups and Individuals Handbooks

Career Counseling in the Rural School,Facilitating Career Counseling and Placement: Desk ReferenceAn Individualized Approach to Career Counseling and CareerPlacement -

Transitional Career Placement in the Rural SchoolCareer Guidance Practices

Career Guidance Program Support Functions Handbooks

Staff Development'Community Relations and InvolvemMt.kRural Community-Perspectives Toward-Career Development

An abstract, of each handbook is ±ocated in Attachment 2. -Suggested coverdesign and title display are located in Attachment 3.

255-1

349

sixteen handbooles'represent over4,000 pages of materials develop-id for us' primarily by school-counselors, teachers, and administrators. ,

The documents can also be of value to counselor'educators, teacher edwators,State Department, of Education personnel, and educational researchers. Acopy of one of-the handbooks is enclosed. -Rlo remaining fifteen\volumes arein the final stage .of typing preparation and are. available for review uponrequest.

tti

2. Copyright Rationale

In July 1975 USOE.awarded parallel project grants to members of athree agency consortium. The consortium was comprised of (1) The Ohio StateUniversity, ColumbuS', Ohial (2) The t4isconsin Vocational Stuidies Center,Madison, Wisconsin,'and (3) School of Education, Northern MichiganUniversity, Varquette, Michigan. During the past eighteen months, thesethree agencies have been engaged in cooperative' product development,effective dissemination analysis, and building a potential consumer interestand mailing list. 'These consortium agencies now are concerned aboutquality, effective, and timely dissemination, and the use of the resultantproducts by purohasers.

Copyright protection is needed to prevent the taterials from beingplaced in the public domain while the consortium agencies are attemptingto-systematically conduct user trials and continued additional productd-velopMental work. The Center for Vocational Education and the NorthernMichigan University currently are working under a new Part "C", USOE,POAE grant to accomplish the above. Since they are committed to orderlydissemination and us.e of the products in conjunction with user trialsand extended development, it is determined that reasonable control of

:..-

buyer and user data could be assured-only with copyright control.I

CopyrightinKof the materials during the continuation of proq4ctdevelopment and user trials will be in the public interest bccaus'6 premature,unsystematic, and authorized use of the product or its individualIIIelements could result in unsuccessful application. Premature, unauthoriN0commercial exploitation of said materials could hinder dr prevent successfulproduct trial, expansion, and user data control, and cause undesirable outcomesand costly failures.

.1Ethermore, copyright prot_ ion is needed as an incentive to broadnational dissemination and'utilization of the materials. The developersseek data on f)urchasers so that technical a_dvice could he providedon a ne-d basis.- Copyright, protection and agreement with a selectedcomm:iiral publishing agency would permit obtaining data on materialbuyers so that agency technical service availability could e communicatedin =i timely and systematic way.

- 256

35 6

446,

AftercarefUl study of the many dissemination options available,Ot hash n determined that, commerical publication under copyright would be in the

A

best interest of USOE, the developers, and potential users. At the sug-gestion of the project offiCer, project directors at The WisconSin Centerfor Vocational Studies, and the lorthern Michigan University, theConsotium'sNntional Advisory Committee, and ThelCenter for Vocational'Education, thefollowing attempts have been made to determine rationale for projectmaterial dissemination.

(a) Mel with Dr. E'verett Edington, Director of ERIC/hESS, who hasstudied varidy options for publishing. His study indicated thatthe onlyeffeCtive option at ERIC/CRESS is the comMerci.al publisherbecause of cost, timing, quality product, effective marketing, andproduct delivery.

(b) Met, with the project's National Advisory Committee (six members).After long discussion they have recommended that the consortiumagencies,look toward the commercial market for disseminatiOn.(December-8, 1)76 - Houston, Texas)

(c) CVE staffAiscussed disAsemination options with twenty-five State Guidanceand Counseling Supervisors in attendance at the project's nationalworkshop. They recommended that we first attempt to publish throughcommercial firm If that is not successful, the developers should inconsortium, attempt to publish and disseminate. The last recommendation

_was for the developers to provide camera readyotyped manuscript to all StateDepartments of gducation and encourage them to duplicate, disseminate,and provide technical assistance. (December 9, 1976 Houston, Texas)

(d) CVE has teen approached by and met with an educational -based commercialpublishing company about their pos -sible interest in material marketing,,printing, and dissemination.' Theix response was most favorable andwere. encouraged to sgek-HEW dopyright authorization.

(e) CVE has contacted other agencies regarding their interest in publishingthe project materials.

(1) Met with Editorial Board of the American Personneland Guidance Association. They shored littleinterest because of the volume of materials.(June, 1976)

(2) Met'wlkh the Ameri6arn Vocational Association headquartersstaff concerned with publicationa. They showed interestbut concerned- about material volume. (June, 1976)

(3) 'Talked with representatives of the Kellogg Foundation.They have shown initial interest in disseminating thematerials as a public service after their publication.(December, 1776)

Tn summary, aft-r talking at length with representatives from privatepublishing houses, State Departments of Education, professional associations,National Project Advisory Committee members, university leadership, federally,feuded research centers, and numerous potential consumers, the generalconsensus' oeems to suggest seeking copyrighting and commercial promotion and

257

301

I.'i 41`N

r'44..-t,, * , 44 Na .I immedia _intstnibution. This consensus is, based upon thp perceived need-,, .t. -;

"v

'td fir4 rt.1).e wavy and MthrerS'W aSswinj.verArApid production and dissemt nationof.the project, materials; All groupn- iitid.,41viduals involved reinforce thefact that as .a result-of- the national career edtt, cation movement and the'increased emphasis on guidance and counseling in both state and federallegislation, the materials are timely for use in ottral and sr: fall ,schoolsthroughout tile country,.

6: ,,

..ts,,LAuttloriOd Copyright Period- May 1, 1977, 'April' 30, 1912,,or

,,,, t * . ,- 0

..4. Mode of Announcing Material Availability to Commercial Firms,41F l'

1,

.46

(a) Fetter of Producer Interest:, A

materias' availabiTay andagrAmert with commercial firmscomm4cial firms.

1) Charles A& Jones PubWadsworth PtiblishingP.O. BOx 321

Greend'asile, Indiana"411

Charles E. Mdcrill Publishing Natignal. ttolliEationa1

letter, 'AttachmeAt, 5, .announcing'Interest to negotiate &publishingwill sent to the following four

lifers 3) McKnight Publishing Co.. 1ACo., Inc. Box 2854 1 1

46135Bloomington, Illinois 614:

1.,

Co. 4 Laboratory13d0dpAlum Creek, prive. 4blishers Inc.Oolumillas, Ohio 43209 P.O. Box 1

. ). Austin, Texas 78767. kb.

, ,,,. .

Response to: these letterwill give the developers an initial indicationAof interest 'in and° ability o.k' the commercial agencies to ',publi tsh and ..

disseminate the prgject meter-Nis. The four suggested pablishers : ..,

.0repvesent those .determined tobeased- upon their histories of

Counseling literature and proven ofSelection of a commercial-publisheigto the -letters. of producer interest

and- Nature of -the Estivated, Market of Materials

analysis, the followink.,4re to be con4dered-estimates off user popUlatIons-and'spe:

e most promising commercial firmsshing Quality career guidance- and

tive dissemination networks..

'\,11 be based upon responses received\

(h) Indication of the Size

.-1.) Bpse.d -upon a market

, reasonable

4

a) Analysis of the computer tilp.; from the 'NationaLCenterO,1' Educational Statistics indicates there are 98,700 K-12Chool buildings in .the United States. Considering theU.S. lureau of the Cengtke defUlition of both rural and_swill schools, it is our ,deterlanation that over 13,000 of

,

thest school districts or school buildings, both public and'private, could benefit from these materials (mailing lists ipare available for our use) .

b)

c)

Counselor education departments" in universities

State lkipIxtmentS° bf.Edueation (Divisions of Guidance?Career ellicatiOn, Pupil Personnel Services, ocational:Educa'tiofi,' and Administration) V

04- 25.8 2 X52

4t*.1

d) PostsecOndary two-year voc orral education institutioll's 187

e) Research coordinating un 50

f) Resear ch and developmen labs and centers

g) National associations In such areas- as education',guidance, curriculum, instruction, Teseardh, etc. 4 50

h) 'Sta te adVisory councils for vocational Pdlication,,

guidance, and careet education 130

i) Intbrmediipte educational offices in thirty-seven states 550

4 j) Local4toordinators of career education (estimate)

, .

(c) Producer Selection Criteria

TOTAL

L 30,

15,r,

1) Producer acceptance of the developers' material format, editing.,, 4 type face quality, basic packaging, content, afa handbook tittles

as approved by USOE to reduce the selling price of the materials40hd save up to six months in material pteparation time. ThiS-willmean that the materials 4411 reach the poteutial consumer approximately.three months after successful negotiations of 4;1 publisher agreement.However, if -potential producers present other production modes. that'maintain equal product priCing and distribUtion time schedules,these recqpmendatio will be oonsidered.

2) Producer'acceptance of any copyright clauses, logos, feferences,acknowledgment; that the developers may deem necessary, and USOEand Ohio State University audit requirements.

3) Projected material. pricing.

4) Willingness to

5) Willingness to' by-developer de

6)

market the materiajts as, specified by the developer.

market materials to at leastiall audiences specified

analysis and submit report to thewhich would indicate

Willingness to conduct a buyerdevelopers on a biannual basis

I

a) type of buyers., . ,,,

...,

b) location of buyers , -

c university adoption,.t ,

1d pattern's of doc it buying (series and individual volumes),)/(1 reports on mate s b&ng referenced,' quoted, etc., andf) reports of any c eats received on the valueor concerns a-f

..

the products.

t.

259

353

yv

,

4.

`(d) Pro .sed Publication and Dissemination Time Table

Titles

Materiol ExpectedAvailability Dissemination .

td-Producer Dates i

1. State of the Art Review Jan 15 April 302. Life Role Develgpment Model Jan 15 April 303. ICareer GUidance-Resources Jan 15 a April '304. Planning and Implementation '4'11' Jan 15 A it 305. Career Development Needs Assessment Jan 15 it 306A Behavioral Objectives ," Jan 15 Aril 30'7. -RPsource Assessment Jan 15 April 308. Evaluating Outcomes Jan 15 April 30 --

,i 9. , Career Counseli.N in the RuralSchool

. Jan 15 April 3010. Facilitating Caf.eer Counseling

and Placement: Desk Reference.

Jan 15 .

.April 30

11. An Individualized ApTroach to..: ,

Career Counseling and CareerPlatement a . Jan 15 , April 30

12. Transitional Career Placementin the Rural School Jan 15 April 30

13. Career Guidance Practices Jan 15 April 3014. Staff Development .

, Jan-15 April 015. Community Relations and nvolvement Jan l April 016. Rural Community Perspectives toward

Career DeveloPment. Jan 15 April 30

(e)

1(f)

Approximate Price and Buying Capability-qin the Field

'sixteen volumes will represent oirer 2,000 pages of manuscript.It would be expected that the eventual producer would maintain-a,pricing schedule of between $65.00 and-$8-5..00 for'the total seriesand $5.00 fdr the smallest, single Volume (approximately fifty plges)and $2$.O0 for the largest single.volume0(approkimately350.pages).

104ringCapabiiity in the Field

0An analysis of field buying capability was conducted by interviewingrefresentatives of twenty-five State Departments of Educations andtwenty-five local districts. All individuals suggested that ifthe materials were reasonably priced ($65.00 - $85.00) theywould puroilage one or more sets of materials. Those questionedindicated that there are numerous sources of furds for total setor single volume purchases. These include:

1. Vocational education funds at both theistate andfederal levels

2. tat, and federal career education legislative funds3. Local district funds

4

260 -354

(

.#

tl

(g)

tl .

I .

4. InterrielMate district -funds45. State Department of" Education rchase and

statewide distributiOnb. Specibl federal and state focupd foundatiOns that

provide services to rural are f;7. University and postsecondary legislative ,in service

training funds.

Pro'ceervla4<.IU..ryZ4sL.ienceandecnabi.li.ty in the Field,

The developer will analyze the potential -producer's m&iietingnetworks, and dissemination effectiveness of educational materialsto the rural, State Department:of Educ and university markets.

4

I-

(h) Royalties to be Paid

I

is recommended that royalty allowances that normally are'a sociated with copyrighted materials be _applied to thereducedlling cost which would benefit bah educators and taxpayers.

nother reason for this decisign is that because there wouldbe. at least a four way distribution of any royalty; i.e.,(1) VOE,_(2) Ohio State University, (3) University of Wisconsin, and(4) Northern MiChigan University, the processint cost of stichroyalties Would more than

-

offset the projected income.

I-

1/4

'2411

I

.355

1/4

L

4

Rural Career Guidance, Counseling, Placement,and Follow-through Project Handbook Abstracts

tom/

Se!t 1 Career Guidance Program Support Information Documents

State of the Art Review

LifelhOle-Devdlo nt Model

Career Gtidanee Resources

Set 2 Career Guidance Program Process Handbooks

Planning and Implementation

Career Development Needs Assessment

Behavioral Objectives

tAource Assessment

Evaluating Outcomes

015

Set 3 Career Guid4nce &d Counseling for Groups and Individuia....tiandbooKs-

_./

- /2Career Counseling in the Rural School4

FaCilitating Career Counseling and Placement:Desk Reference

An_Individualized Apprdelp to Career Counselingand Career Placement-

1

Ttansitional Career Placement in the Rural School

Career'Guidance Practices

Set 4 Career Guidance Program .Support Functions Handbooks

Staff Development

ComMunity Relations and Involvement

Rural Commurlity Perspectives Toward Career Development,

- 262

3564it

7

5t.:t ]. Caret.?Guidance Program Support InfbrMation-Documents

k

State of the Art RcnrieW summari7-es the strengths and limitations of the

z

rural home, school, and community and offers insights into the available and-

desired career guidance programs for the Atal setting.' Part I of the

document'provides descriptions of influences on rural youths personal and

educational -dejopment during the formative years of their live's. Some of

tha-fihdings of this section are

1), The educational attainment of rural youth is lower than urban:

Urban total 12.2 yearsRural total 11.2 yearsFarm total 10.7 years

2) Rural peop e are turning from farming to industry for theirlivelihood.

4.3) 67% of rural hool districts enroll fewer than4,000 students.

4) Most al sc ools are small 41 si.76 because of population'- sparsity geographic terrain.

.-5) The role models ava*able to rural students provide limited options.

;

Part II of the document contains-ten sections)devoted to various aspects

of a'comprehensive career guidance and counseling program. The major. finding

was that very little has been developed with the rural ,school specifically in

med. 'Drawing upon the research base provided by this compfehensive review of

caroer guidance programs,- it is sible to develdip a systematic approach to

pr6gram planning and implementation that is suited to the conditions of(the

rural .school: s,.

Lift fble DevelopMent,...Model outlines a systematic approach for the.

, .1

development of a comprehensive,career guidance, counseling, placement, and,

follow-through program. The Actidn'Plan for the life role development of

individuals K-1/t includes (1) collecting information, (2) synthesing

information, (3) acting on information, and (4) determining results.

263357

EmpH5i5 kplaced un'Lhe cooperative eri,orLs of -he home, :.chool, and

community viding systematic and integrated career development

experiences to udents. The individual is addressed through his, /her

inXormation (cognitive), feelings (affective), actions (psychomotor), and

products (results of psychomotor endeavors) taking into account the environmental

influences of people, data, and things. Career.development\i's defined througi

three major domains, i.e., self and interpersonal relations, career planning

and decision making, and life role assumption. Suggested student goals area

presented f each domain based on an extensive review of existing models.

Career Cu dane Resources is a tool to assist school personnel in0,_,

.selecting resources that aiiiiiiiif, the implementation of a comprehensive rural career_

r

,. _tguiSance-and counseling program. Abstracts of over 500 printed, audiovisual,

and nianipu7tive rraterials which relate to career guidance are contained n

this handbook. The abstracts are divided according to the major content and

process aspects of the model. Additional abstracts describe career development.

programs implemented in rural schools. Three indexes provided easy acdess to

the abstracts.

The information in this handbook was obtained froiba wide variety of

sourcesr

500Stat;e Departments oT Education

IP

202 Local education Agency personnel

'Directors of. Part "C" and "D" Vocational Education projects

350 Commercial publishing firms09.

Fresent;ltors at the l06 American Personnel andGuidance Association convention_

Libraries

264

358

r,et, 2. Career Guidance Progrrun Process Handbooks*

:lanninP, and Implementation is designed to be used by the program

coordinator as an initial,planning t*l, The handbook provides information

on how to rally support for the pro ram, select and orient a program planning

commitir, and conduct initi4l a0vities. Also provided is an explanation

of the elements of a comprehtliVe program -- counseling, gUidance in, group

settings, and program support elements, i.e., staff development, community

relations and involvement, and _expansion of rural community perspectives,.

toward career development. A systematic process'for,program development is

descriecd, This process includes assessing needs, developing ObjectiveS,

assessing resources, developing strategies andprogramming, implementing,

and evaluating outcomes. Checklists for the coordinator are also included.

Career Deelonment Needs Assessment provides infdrmation on why and how to

conduct.0 career development needs assessment. The goals presented in the

conceptual model are used as the framework for conducting the assessment. The

handbook offers concrete guidelines for conducting the assessment by addressing

the issues of (1) identifying and involving important groups, (2) establishing'

and valuing goals, (3) gathering data, and (4) measuring and p 'rioritizing

diFerevncie's. The procedures presented in the first part'of.the handbook

are docum( nted in a hypothetical situation where application of the procedure:

is illustrated. Thiskandbook also contains a student career development

perrormance nuestionnaire appropriate for junior high school students. A

moLlified-version of this instrumovitdesigned for elementary grade students is

also shown.

- 265 -

'353 41.

'..,\lichavioral Objectives describes the need for and characteristics of

beharal objectives and procedures for their development and use in a

compreherisive career guidance and counseling program,. The importance of

behavioral objectives to both cognitive and affective learning is discussed.

Procedures for coordinating the writing of behavioral objective's are provided.

One of the unique features of this-handbook is a self-instructional manual

for 4riting behavioral objectives. This tested manual should be of

-

assistance to anyone interested in learning how to write behavioral objective .1_

Resource Assessment outlines procedures for how to conduct a resource

assessment and how to categorize the data obtained. The emphasis of the

handbook is on a local resource assessment with extensive involveme'ut of school

staff, students, and community members. Detailed guidelines on how to (1) identify

local material, human, facilitative, and organizational resources; (2) cdVect

and organize resource data; (3) develop and use a resource catalog; and

(4) update the resource catalog are pilovided. Numerous forms for obtaining

tho desired information are also provided.

Evaluating Outcomes assists the user in (1) gaining a general perspective

ovalUation, (2) developing a program plan: (3) implementing the evaluation,

(bin, (1 }) ,reporting the evaluation findings, and (5) planning future programs4

bated upon the findings.11.

It is suggested that internal and external evaluationsibf the career

_

guidance program be conducted and ,that an evaluation specialist, if available,

be involved.

Thy emphas4,,s placed on evaluation of different aspects of the progtam

varies as the program develops. During the first year of the program, the

planning process is the mairf area to be evaluated. The second year there is

- 266

36061

.r

. e ,

mom of an emphasis on evaluating the process of implementing career

guidance practices. During the third and later years, the emphasis of

i the evaluation should be on holOvell the students are Meeting the goals.

J

.

\

4

4

4-

)

1

.

267

I

361

l

:'et 3. Career Guidance and Counselini; for Groups and Individuals Handbooks

Career Counseling the Rural School attempts to provide both content

and process for delivering-iRividual counseling to each student. It focuses

on the ongoing services the rural counselor ,can provide programmatically. It

starts with 'a goal statement and shows how each'of the services interrelate.

It also accounts for the time and resource constraints which the rural counselor

riaces.

While the career counseling component is distinct from the group component

(.systems approach), it necessarily relates to it. The group program focuses

on provision of developmental experiences for all through curricular infusion.

The career counseling component focuses on the ongoing activities of the

counselor on working with the unioue developmental needs of each student.

Facilitating Career Counseling and Placement: Desk Reference is designed

to accompany the career counseling and placement volumes..

It contains sections

,on (1) using care r information, (2) sources of career information, (3) career

Mink//; 4sLeW, (4) summary of individual inventories, (5) bibliography on

counseling and counseling methods, (6) Career planning and placement resources,

(7) placement records, and (8) an index of exemplary placement programs.

An Individualized Approach-to Career Counseling and Career Placement describes

how career counseling is a combination of the systems approach and onetoone

coun'cling to meet students' idiosyncratic needs. Using a programmatic method,

the counselor collects, coordinates,1 information to the student and

to other:, wpb can facilitate his/her%dovelopment.The handbook also describes

a model for counselor to help students make the transitional role change from

school to their next career option.

268

364

II

I

Transitional Career Placement in the ,Rural School describes a variety,

of :,chool-based activities designed to assist students accomplish that

-aspect of their career transition related to locating, securingy developing,

maintaining, and evaluating their selected career objectives.. ,

The placement process is approached from both a programmatic and

inoivid4p1 student point of view. The programmatic component stresses

providing activities, services, and resources that have the potential for

benefiting all students. The individual component stresses ways of meeting

each student's unique, placement.needs. Each element of the placement

programs includes both student activities and school/community activities.4

Suggestions are also included for staffing a placement program, selecting

program objectives and,e7111.1ating the school's effort in placement.

Career Guidance Traqtices provides practical examples of career guidance

.)practices that can be implemented through the three major influences la 'the-

lives of students: home, school, and community.

The home-centered practices are activities Which enhance the ouality of

the home as a learning center. Each practice presents a unique approach to

buildbuilding upon the strengths of the home environment as well as the interestsing

and skills of parents.

School-centered practices are divided into three sections -- group

counseling, sub- t-matter, a7 nonsubject-matter. Croup counseling

activities allow the counselor/teacher to impact upon individual, needs

in :mall groups. Subject-matter ractice5 integrate career devel9pment

objectivo:; into the subject matter content in a planned way. Nonsubject-

41.Natter practices are activities which are shcoolwide or districtwide in scope

or are implemented in the elassroom'but not directly related tg, Apricular...

4 rdiscipline. e*

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Community centered practices are designed to meet broad -based needs,

throlughout the community.

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Set 4. Career Guidance Program Support Functions Handbooks

Staff Development is designed for use by individuals. involved in planning,

conductipg, and and'evaluating staff development programs. Within the planning

aspect of the handbooks, identifying needs, developing goals and-cliectives,

organizing the workshop, providing program publicity, and overviewing workshop

planning are discussed. Information on arranging a workshop, greeting workshop,

Participants, opening the workshop, and dismantling the workshop provided .

sw

in the section-on conducting a workshop. Guidelines for evaluat a workshops*,

and tample in-service program activities are also presented.

A sample in-servip2) activity is provided. In this activity, students

are involved in the leadership role for the 40aff development effort. The

activity is an all day workshop focusing on curriculum change.

Also included in thehandbook is a description of "the roles and

responsibilities,of individuals who play key roles in the planning, implementation,4

and evaluatiop of the career guidance .program followed by ways in which staff

development experiences could be Provided.'

Community.Relations and Involvement provides strategies for obtaining

community 'cooperationfor the school's careerguidance program. It (1) shows

schools how to identify needs'and talents in the local community, (2) indiftes

the vans levels at which the community can become involved in the career

guidance program of the rural school, (3) suggests strategies for involving

community members apd rganizattons in the career guidance program of the-.

A rural' schools, (4) deli eates strategics for evaluation of school-community

,cooperatioik (5) suggestb goals-and objectives for_schwl-community cooperation

'the rural career guidance program, (6) suggests means of-seaff trainingI ,11,

to ux a variety of school-comm ality cooperation techniouies, and (7) suggests

ways.to upgrade the image of the' rural_ career guidance program through

'improved school -commUnity cooperation.

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Itur-al,,Commulity Per

guidance personnel

s..A

pectives Toward CarelooDe4velopmcnt leer'IV

in em dnding career aspirations an options for rural

ow

youth byidiminishitig ra.: .

Specific programmatiO tnfoktion; prograiikechAd.gues, and-actual.instruments,.4. - .

such4;v

attitude questionnaires, career guidance inventories, and simulaMons..

,

ate provided for- use as sW1-1(1

n in' attitudes values -change program. '9'. . tpo

al, sex; and socioeconomic stereotypes among adults..

Guidance personnel are alzio given pidelines throueout to alttl- the material.

IP build their owri programs

Appeod.ves suggest specific

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from,presented researchbased inivrmation.ilk

alternative'materials and pro ram evaluationk etJP

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THE CENTER FOR VOCATIONAL -gpsudip-ioNThe Ohio State University 1960 Kenny Road Columbus, Ohio 43210,l,e4( (614) 4863655 Cable: CTVOCEDOSU/Columbus,Ohio

0

S

Dear Sirs:

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The Ohio Stet; Jni ty through The Center for Voca iorral Education,Columbus, Ohio solleits.from,publishers estugational ma erials thi terms underwhich 04 Mould undetalse the world-wide publication a stribution of a

. series of sixtee _garter guidance, counseling, placement4 ,and follow- throughhandbooks Lr.ru /small schools which has been developed under a grant withthe U.S.'Office o Education (USOE) Department of Health,.Education, and'Welfare.''

Undellike Copyright Program of the USOEi as set forth in its Copyright Guide-.lines dated May 9, 1170, The Oiaio State Aiversity, through The Center for \idea-stional Education, is to select a"publisher, and enter into an agreement with thatpublisher for the publication and di*,ribution of these materials, under copyright,oon an exclusive basis, for

,41. peridd of five-years, provided that' all of6the re=quirements of the Ctpyright Guidelines are met: The principal requirement, is for'theselectidin of a:publisher on a competitive b4sib. In addition to your aency,this solicitation is being offered to (1)

arra.'

4.r.

0 6 eThe material to be .published constitutes a series of sixteen handbookd'in-

tended for use.by career guidance personnel, such-is guidance counselors, statedirectors and supervisors of gdidance, pupil personnelsadministreiors, currict-lum specialists, and teachers. These handbooks may also serve as a reference for .practitioners or xtbooks in university training programs4aSee Appendix A fora descriptiqp of ach Of. the sixteen handbooks in the series, and Appendix 13 fora single Mandbobk eipple.)

. '

_The set of materials will be available-iod of preparation of y r respoNse to thistiotal Education, The 0h ci State University,

1'

'N'

. .

for your eXamilstion chlri par -

solicitaton at The Center Voce-/1160 Kenny Road, ColuMbus, Ohio.

*

44.

.0°

Y

Throughou4 this period, propluct developers will be available to further explainthe products and answer stions. For further information in .this-rdgard

?cob-

tact: '

Harry N. FierProject Director . 4..0The Center for Vocational Education

-(The Ohio, State University .

1960o0 Kenny RoadColumbus, Ohio 43210

_ (614) 4'86-3655

Vie materialArere developed by a threeagency consortium consisting ofThe Cehter for Vocational Education, The Ohio State University with Harry N.

Drier, EtS., as project director; 'Die Wisconsin Vocational Stud,res Center,University of Wise, sin - Madison with Merle.E. Strong, Ph.D., as director;

Eaand the School of ucation, Northern Michigan University with Wilbert -A. Berg,Ph:D., 35 dean. To/date USOE has fundedd,he three'state consortium projectthe amount,c4 $378,160 between toe daterof July 1, 1975 and December 31, 1976.Extensive 14,qmil and external reviews of the materials were coh5ucted 'duringthe project by,project staff, State Department of Edication guidance oersnne1,the F-ponor, review paneM (106,rural-based educators, parents, employers, andstudents),, Advisory Committee members,'and selected-consultants.

The, publication goals ta be met byAthe selo-bed- publisher -are :-

1. To package.the handbooks and provide tor appropriateillustration.

2. To accept the develnples' basic-avIchialliformat, editing,type, fece.quality, content, ',and kfandbook title or presentalte;patives which maintain reasonabld productericing.anddistribution timeAsdhedule.

3. To irovide adequate sales pc/Nivel to cont all,the.State Departments of Education, Colleges, universities,-and rural local education agencies, both public and pri-vate.

4. To print, manufacture, stock, catalog, advertise, promote,Nand sell the materials.

5. To prdvide

5cripts-by

r

Apeadequate-printing, packaging, andI)romotionalon or before niNy days after receipt of menu=developers.

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amn._ - .

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'I he )1.: requirements to I met by the selected pub are:

1 . To agree to mark each handbook of the tota L series witha legend, to be 5pecified by the USCE, which will, state( a) tin ()ate when the materials will go into the publicdomain,- and (b) that the materials were dev'eloped undera grant from the USOE, but disclaim any official endorse--,ment or the mated als by the USOE.

2. 'To)agree to pwriOlt the materials- in the name of

Thr Chin rftate University and to. register the copy'right in the U.S. Copyright .Office within six monthsafter- the date of publication)

3. To acre,' to recognize the free right of the crOvernmentto use the materials for U.S. Government i/urposes.

I. Tr) agreelto permit the 15.30E1,o make periodic audits ofP. books- of accounts relating tc.) sales of- the materials.liu;Nevcr, the 1,30E would not ribrrnally expect to exerctsothat right.

5. To agree to tfr right of the II OE to require termina--ti on of tie' agreement in the elc-nt of noncompliance 15y °the publisher with tho publication agreement,. However,a review procedure is,provided for the pr tection of,,t'nepublisher and. the University.

Tr) agree not to publish a revision or adaptation duringthe last year of the pericid cif exclusive publication

AnY revision or adaptation published during thefirst four years will be subject to the same terms andconditions as the original' materials.

"ihe following are general' requirements of the puNisher:

1. -To provide r;emiannual 4taterients of ,sal,,-;5, buyer tyroan,* location, uni'versity adoptit5ns, material reforences,and other information that. would be if b,errit, to tie'.developers..

.2. To_ provide appropriate termination provisions.

3. To provide arrangements for handling infringorntnts.'

To provide arrangements for handling disputes.1

5. To 3r unit the Uni,1\1-..ity., as w61.1 an th`e Irit f., to auditits books of accounts relative t.,6 sales of these material.::.

4-

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6.. The author shall provide publislwr with any such.permi,s-:dons and releases' for any previously cmoyighted materials

in these sixteen handbooks.doks.

The criteria for publisher- selection, will include the loll owing factors.Your response to this solicitation zhould address each of these factors as aminimum.

1. Tho capability and commitment of the- publisher to perform1 he work as putlined in this solicitation.

The research, development, technical, and editorial staffwhich will be furnished, i..e., for tasks to be performed,budget to be assigned.

3. The sales and promotional effort to be applied.

4. The manner in will.ch the materials will fit into the dissem-inator's portfolio of products.

5. The priority of resources which will be given these mater-.ials.

6. The proposed format of the finished product.

7. Plans for personnel training or other special implomenta-tLon efforts.

8: Approximate :,ales for individual handbooks, sett of hand-.bookst and total series.,

0$

Royalties normally assOCiated with copyrighted materialswL1.1 he applied to the reduction *-of the proposed saleprice of the materials.

10. The .time schedule for publication and' distIribution.

FivP (-,opieP of your complete response to the solicitation are to be snbmittedt,o'nTrive at The Cool er for Vodational Education by tne clo;:le of bu-ii=ness onJanual. 210 1777. 'The mailer containing the response, should be clearly MarkedSIT GW, 01-77 and sent to:

,rip. Farmor!'nrino:;s Nanager

Tho ('onter for VneatNnal Education'_111,4-01r) o fl,tate University

1760 Kenny Road '

Columbus, Ohio 43210..-'

'(614) 486-3655

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e h .%11

It i.:: rxIi-cted that. a put)11511 will 'A :,elected and nulimitted for approval onor b fore January. 31, 1977 aft Pr the deadline for. rdsceipt ,of, sslicitation reLiponnes.

ct

mr/jr,Enclosure:,

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Sincere 7y,

Robert E. TaylorDirector

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$

A

Publishers Being Solicit ted

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McKnight Publishing Company'Box 2854Bloomington, Illinois 61701

Charles E. Merrill, Publishing:Company1300 Alum Creek DriveColumbus, Ohio 432094

7Charles A. Jones Publishing CompanyWadsworth Publishing Company, Inc.P.O: Box' 321

_Gx-ewica.stleA Indiana 46135

National Educational Laboratory Publishers, Inc.P.O. Box 1003Austin, Tex'as 78767

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DeceMber 21, 197b

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Wisconsin Vocational Studies CenterIloirersity of Wisconsin - Madison 321 Education Building, Box 49 Madison. WI 53706

Dr. Robert E. Taylor,Directr-Center/for Vocational EducationOhio State UniversityColumbus, Ohio 43210

Dear Bob;

4 This letter is for the purpose of providing authorization to the Center atOhio State University to act on behalf of our Center to'proceed with the .

necessary clearances with HEW for the publications developed by us as apart of the consortium-koject O--nrural piidande, :In the discussion of thiYprocedure for handling this process in the most expedient way, Harry Di-ie'rhad dndicated that this would probably be. the easiest propedipre. Hopefully,this letter will suffice tek securepermission to copyright fl.om

If there is additional information or there are further kiuestions, pleasefeel free fo contact me.

Sincerely,

a/

Phone: 608163-3696

). (

Merle E. StrongDirector

CC: Hatey DrierJohn Hartz

VES pah

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E OfAJC,ON

NORTHERN MICHIGAN IJNIVIIII,SITYMARQUETTE, MICHIGAN. 4ROACI

January,4, 1977

Mr. Harry DrierTire Center for-Vocational Education"The Ohio State University1960 Kenny RoadColumbus, Ohio 43210

-'1111

00-

. Dear Harry:

After receiving your letter of December 20, I talked with our Provost,Dr. -Robert Glenn, -asking if his views were similar to'my own withrespect to-releasing NMU material-produced during the USOE-fundedproject for commercial reproduction and distribution. He readilyagreed teendorse my recommendation. You can.no .wfe-el-entirely freeto negotiate -with the commercial publisher and to transmit the letterprepared to Dr. Morton Bacharch of NIE's Copyright AdministrationOffice.

.1

I assume that Northern Michigan University will be given proper recVg-nition for documents under the authorship of member of ourfaculr4and participation in the development of hapcibooks writtetypy persoof the Center.

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.WAB:mc

cc: Do. Robert B. Glenn, Provost

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Very cordially,

erg canSchool of E cation

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ATacENTERFori'vocAT0NAL EDUCATION

BBNENDIXH

MEMORANDUM

DATE: February 21, 1977

TO: Don Findlay

DISTRIBUTION: HalseyFarmer

FROM: Harry Drier

SUBJECT: Request that we attempt to arrange for Cost Recovery Support forthe Rural Guidance Project Materials

As of February 17, 1977 our hope for commercial copyright and marketing ofour materials ended when Chanles A. Jones called and indicated that they couldnot perform the marketing and promotion necessary for our materials. Thereasons given are _as follows:

1. Lack -of K-12 sales representatives

2. Inability tc respond to multiple requests for a single volumne(They are. used inlarketing single texts tjo universities and-

book stores)

3. They felt that the $200,00.00 investment required to produce5,000 sets and market according to our requirements was too -high in relationship to what they felt was a fairly slimmarket. They thought 3,000 sets would be maximum withilltheir marketing network.

He felt that the marketer should also be able to providefield technical service. They and not capable of providingthis and I do-Wt.-think they were interested in trying toestablisri a system.

5. He felt with the weak market(3,000) they would have tocharge well beyond the $80.00 suggested and -felt that we

f could do better at CVE than that.

After long discussions with David Halsey, Lam now more convinced thatCVE could provide the timing and pricing necessary.to maximize the'euirentmarket for the product. An example of my original concern ,was that the advancedorders that need tO be filled Immediately (by April) from the states of:*

New hir- 15South Da --15

Florida - 125-150 .

,,Arizona - 15

f.281 -

dp"

4=.

It, lan.0))-vpc:ir LhL we haw. (.:(:(.11ent current marl( 1, riff- tigs

product. For example we have already 1,11c following data:

1. Approximately 300 letters oP inquiry.

2. Information from 23 states indicating that they wouldproMote the series and suggest if money were available therewould be a combined market, of almost 3,000 in these ?3states.

3. We have several letters/cal]s from other state departmentswhere they have requested we (CVE) inservice the RuralCruidance series in their states:

a. Missouri Conference (March)'b. Illinois State Dept. (March)c. NOrth Carolina (April)

4. All state departments are awaiting their free setvlqo that they.can begin:additional promotion. 4

AdditionaLly, I feel there are other advantages for us as the producersof these materials as follows:

1. We already have a set of 8,900 labels representing all schooldistricts considered rural.

2. We at CVE have tthe listing of all intermediate or regionalcenter offices which shodld represent a large,buyer angl promoter.

3. We have labels .for all 50 state guidance consultants.

4. We have 4,Q00 gummed labels representing couLselors preparation. programs.

If we go cost recovery the, following questions must be answer 11.)4ty shortly.

1. Who develops promotional mkeriaI6

2. Who pays for promotional materials

3. What type promotional flyer do we want

'

4 Pricing forvproduct e.g.

A. Single volumne priceear

B,. Group price (we have the 16 handboOks grouped in 4 sets)

C. Single set priCe

D. Volume price for AC above

Th^s,e are but some' of the.mhjor items _that need to be addressed.for , . , . -,! V .: 4..t.' i,request that you call ceting of Deaplarmer', Davelsey, Errie Spaeth,

- .-- and - Ty se if" on' .Thurbd ay pm so -__ :can begin pl ning for CVE's cost recovery'qf : \the Rural Guidance materials.7

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_AtAPPENusx CC

, & RURAL GUIDANCE -PROJECTA____,

% A

CREDIBI6CY REVIEW PANEL HANDBOOK

I.

'he Center for Vocational Education-The Ohio State University,

) - Columbus, Ohio

283

377

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4

) TABLE OF CONTENTS

I, PROJECTPROJECT OVERVIEW: Small Sehool Career Guidance,Counseling,'Placement., andFollow-through System 10, . . 285

A. .Product Description .% 285

B. Results and Behefits Expected . . . .285C. Program Functions , 286 .

II. RURAL AND SMALL SCHOOLS: A Project Operational Definatim.287

III. .LOCAL CREDIBILITY REVIEW PANEL OVERVIEW . . 28.0.

-A. Rationale .288B. Function and Role -2a8C. Activities of the Review Panel .289

IV. ORGANIZATION AND ADMINISTRATION OF LOCAL CREDIBILITY REVIEWPANELS r 289

A. 'Paner Leader Selection 289B. Panel Leader Orientation Meeting 290.L.. Panel Member Selection t 2901). Panel Composition , ** **** _ .291

fryri 1 ,1 v 1 'W fu'1 M(%t'riiiq 292I. Or9aniZaLlon Char t 29

G. Personnel Responsibilities . ......... - 294

V.' REVIEW PROCESS AND REVIEW OF. MATERIALS. ..... . . .296

A. Review. ProcessB. Review of Materials

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INTRODUCTION

I. PROJEOW OVERVIEW

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riSmall School Career Guidance, Co4seling, Placement, andFollow-through System

Tne Comprehensive Caree;%tuidan 6Zounseling, Place-ment, and Follow-through Siliktervfor 1 Schools (CGP is

'Oi 6 developed byr r-The Cerigrt for Vb ional Education, TheoOhio S to University iA cooperation ith The C &nter forStudieS in Vocational and Technical Education,' Madison,Wisconsin, and Northern Michivan University,'' Marquette,Michigan, and sponsored by the U.S.. O4ffice of EduCation. The-divisions of.guidance in the Ohio, Michigan, and WisconsinState Departments of Public Instiuction,are also cooperatingto assure product quality and user acceptability.

Small schools often lack the staff, fagitlities, materials,inforhation, financial resources,- and techniques to assist inMeeting the career development Reeds of their students. CGPCis designed arqund'student needs as.an'attempt to more fullyuttilize their, potential.

CGP will take into account the uniqueness of smallschpols both in terms of the advantages and disadvantagesof the small community. It will build on the many positiNteel is that are attributed to the rural setting -arid a. temptto rcome the natural constraints of location, eMploymentpotential, citizenry composition, and available resources.

A. Product Depeription

; J511 will provide a series of Adocumentf-such as guidance,effacement, and follow- through procedural guides;,

support resources;methods products; and. in-service benefitsto small school districts across the country.

B. ResusAnth Bene_fits Expected

Broadly. stated, the,outcoMes of CGP are threefold:

1. A highly transportable program, incladiA9both process and contenttb supportlocally developed guidance programs andtheir implementation.

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2. A state of the art report regarding small'school career guidance, counseling, place-ment systems and techniques, so users-ofCGP may be fully aware of what materials,techniques, research, and development areavailable for their use.

3. Trained state leadership personnel, to preparesmall school counselors in the testing anduse of guidance, counseling, placement, andfollow-through.

C. Program Functions

Major career guidaffce program functions will be treatedin terms of conceptualization, content description, anddetailed procedures.' The following are viewed as the pre-liminary set of functions utilized:

1. Organizing for Change - Designing strategieswhere13_extensive numbers of faculty/staff,commity personnel, and students are organizedin' a syst4Matic way for development, valida-tign, implementation, and evaluation of acareer guidance curriculum for small schools.Project steering and advisory committees andfunctiOnally related task forces will beutilized in designing the strategy.

2. Data Collectipn and Use - The contentf andstandards of MP are dependent upon 46mpre-hensive and up-to-date data on student

0!

(present and past), community members'

:,OldscnOol, faculty/staff. There will be fOceduresto describe how data (interest, achiwiement,

4 aptitude, and career development needs) shouldbe collected, tabulated, and translated into '

program planning standardS or goals. ,4".

3 Asse'sment of Current Available Resources andMethods - A set of procedures will identify how.to agsess;'analyze,, codify, and publish ineasy-to-'u e form information concerning the kind6of resources and methodS available at the-local-,,

level., and ways of accounting for.their actualuse to assuralittle duplication of efforts.-

4. Community Relations and Involvement Proceduresand related exemplary aids will assist programusers in keeping key populationi and needs oftheir school's career guidance,prOgram.

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5. Placement and Follow-through - procedures andoperational tools for the occupational, ed-ucational, and special placement needs ofschool leavars will be provided to assuresmooth student transition into occupational,'educational, or family-related life roles.

6. Guidance Units or Activities -*Procedures, ,

clsigns, formats, and examples will provide

iuserswith me ods of infusing guidance goalsand objective within existing currrqulum andhow specialize treatments, orpinterventions

...ecan be self-installed by the students orthrough the use of non-school personnel.

7. Behavioral Objectives - A Oomprehensive set of ,

procedures and examples will enable developersto build a guifilanCe program a nd a'set ofspecific and data-based objectiv s.

8. Evaluation_- A.set of procpdures and usableexamples will be developed at.t ree levels ofprogram evaluation: (a) impact of specific j

individual activities-or units, (b) impact of,any given set of guidance activities/units,and (p) recycling of student need informationfor the continuous validation of program stan-dards as student characteristics and community

aconditions change.

9. Attitudes and Values and Possible Effect. onProgram Consumer - This section will seal withthe assessment of (a) adult and student attitudestoward guidance end (b> the stereotypic valuesand associated.be)'ivior that exist dealing.with race, sex,endisocioeconomic issues, and,i 1( 1mi ),;1( I (HI th(qv

10. Program Development - A career guidanceprogram will no doubt calf for newiknowieages,values, attitudes, resource }formation andmethods skills on the part of the school'.sfaculty/staff: The 'product will include acompetency based program to better assure itseffective use.

IL. RURAL-AND !SMAEL`SCHOOLS: A PROJECT,OPERATIONAL DEFINITION

For the Purpose of determining the parameters to bestudied for the Comprehensive Career Guidance, Counseling,placement and Follow-through System for Rural (Small)Schools (CGP), it is necessary to deeimine,what the pop-ulation, educational organization, any geographic character-istics will be. After the CGP Itaff made a careful stAJdy of,several keseardh reports on the subject of rural schoolt and

- 287i ,3$1.

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rural- youth, we arrived at the following definition:

Rural and small schools) differ'around the country, bdt

they leave at least one unifying characteristic. Thischaracteristic is that these schools serve persons who live

primarily in isolated geographic'of

twenty-five milesor more from the corporatloh limits. of cities with populationsof 25,000 or more 'with Glow population density.

Basically a'rural or small school would draw its studentpopution from farms, small towns, villages and hamlets,which would generally not exceed 2,500 in population.

Additionall , the followingsschool sizes in a rural set-ting are consic red for this prdject:

1. Non-consolidated schools which are character-ized by having high school student populationsbelow 500.

2. Consolidated schools with np student pop-ulation limits, that draw primarily fromsmall and/or rural cities( villages, town-ships, hamlets, etc.

e this definition is somewhat general and broad,t1hCinte'nt is to deal with the issues centering on communities,schools and yOurtici_that, because of their isolation from.abroad ;spectrum of tne work society, might _have unique

lems, limitations and concerns.

LOcAL CREDIBILITY REVIEW PANEL OVERVIEW4

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CUP r(2presunt's an effort to overcome the problems facedby rural a.nd small schOols. The implementation of localcredibility .review panels is designed to ,provide an.assess-ment of the relevance and feasibility of the ruralized -pro-

cesses and products generated as a result of this project.The panels are a critical element of the formative evaluation.An active review of processes and materials in'all aspectsof the CPG system will be obtained by using the panel -reviewteam concept. In addition, bY applying the.procedure of'

local credibility review, broad prograff participation willbe more likely, and the usefulness and relevancy of materialsand procedures to'particuiar rural'educational areas will be

increased.

4

,B. Function And Role

The major purpOse of the crediiility review panel to

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gain community, student, and'edbcatpr reactions to materials.that are submitted for review. Program developers needrt*assistance and criticism of the potential consumers to a7ssurethat the program and materials fit their particular needs.i'The general function of the panel is to *lye specific directionas to changes needed in order to 4mprove the usability andpracticality of all.materials. Mans, desirable benetitsaccrue when interested laymen patp_cipate in the evaluationof program materials..

C. Activ_ilkes of the Review Panel

,e credibility review panel will, be involved* in w(eview-ing erials over a period of 12714 months. Approxitatelyone acket of materials will be mailed to the panel eachmo A listing of the activities in which the panel will .

be anvolved follows:./

1. Review drafts of mate2. Evaluate materials to se t they Lithe

needs of the community,1. Suggest possible revisions for materials'

improvement.4. Maintain flow of materials' review reports.

IV.' ORGANIZATION AND ADMINISTRATION OF LOCAL CREDIBILITY REVIEW PANELS

A. Pa-nel Leader Selection

The credibility review panel must be organized oki a soundbdsis to derive optimum benefits. The success of the cred- .

ibility review panel Win' depetid largely on the leadershApthat the panel leader provides. The credibility reviewipanelleader is a kuy panel member, the:refore-, one must exercisecare+ifr selecting the- individual to 1111 that role.

.The State Project Coordinators. .t Northern MichiganUniversity,, ,Marquette, MiChigan and The Center for StudiesAn Vocational and Tek.hnical Education, Madison, Wisconsin,will'oe responsible for establishing a working relationshipwith the guidance leadershi6 in their respective State Depart-ment of Education %AD determine lcical guidance personnel whomight serve as credibility review panel leaders. In Olio the,gt4danCe representative from ,flle Ohio State Department ofEdhcation will assume responsibility for organizing andestablishing the local cradgility review panels. The StateProject Coordinators in_Mitchi'On and-Wisconsin will contacttire State_Depa tmhnt f Education to Obtain a list of 12-14guidance lead s loate dn rural schoOls who m. ht serve ascredibility re iew :nel eaders. , The guide]; s for,

(

388 I'

N

selecting the panel leader's indlude the following criteria:

1. Identified as a rural gi4idance leader inthe state.

2. Could be a county guidance slvervisor or aguidance supervisor in an area.vocational schoolor guidance specialist iri.either an elementary,junior 'high, or senior high school.

3. Willing and able to contribute to the effective-ness of the panel.

The list will be used for making initial contact with theprospective panel eadersA The State Project CdOtdinator may

, initiate the cont t with the individual directly, or arrangefor the guidance r resentative from the State Department ofEducation to make the initial contact and to set up a meetingwith the local guidance leader, the State Guidance Represen-tative, and the State Project Coordinatdr,

B. Panel Leader Orientation Meeting

During the initial meeting, the State Project Coordiriatorwill explain the CGP project by providing an Overview of theentire consortium effort. He/she will then identify the role ofthe credibility review, panel leader within the'Overall frame-

,

work and explain'in detail the purpose, idle, And functionof ehe credibility review panel. The initial meeting servesto orient the prospectiVe panel leader with the overallproject objectives, -and more specifically, with the responsi-bilities of the review pariel leader. The 'review process,including reporting progieures,will be deliffeated. The .

State Projecticoordinator should answer any questions raisedtby the local leaders so t a clear understandingofresponsibilities is Tea

Once the'local gUidance leader has accepted the role of-leader*fOr the credibility review panel he/she will go through anin-service training session conducted by the State ProjectCoordinator. If time permits, this in-service training coqldtake place during the first"visit, or a second meeting may gerequired for'this purpose; During the in-service session,theSate Project Coordinator will detail the organizationof the credibility'review panel including composition'andselection criteria, and an overview of the review process-from the tanel's viewpoint.

C. Panel Membe Selection

' The credibility review panel leader will assume theresponsibility for forming the review panel according to theJormula and.guidelines deScribed in the Panel Composition

- 290 -384

v

ti

sec trop, IV. It is ad ntageous for dile panel ldader tocontact by'",liptter or t ephdnethe prospective members fortheir acceptiance..

Q. Panel Composition

Each local credibility review panel will be cOmposed, ofsix to eight members plus the panel leader. , The numberofpanels per &tate might vary from four to six. Three states,.each having four to six review panels, results in twelveto eighteen total panels. or a minimum of eighty-four and aMaximum of 162 reviewers. This woadd allow for a maximumrepresentation of approxinlately fifty-four community members,tL -irty -six students, nd seventy-two educationpl represen-tatives to interact with the prograth materials and to'pro-vide=advice.

1. Student Representation

Two students will be r*presented on eachpanel regardless of panel size. The following guidelines willbe considered when selecting the student representatives:

a. One male 'and one female.

b. Sophomore or. junior 4radeklevelStand-ing as of September 1975

c,. At,reast one of the students shouldbe enrolled'in a vocational program.

4*

d. Enrolled in,.a rural br small school.

e.. Recommended by school principal and/orcounselor.

f. Willing to serve on review panel.

2% Educational Representation

The panel leader is one representatiVe of.the;faculty/staff, In addition to the pahel leader, and -

based on the panel Size, two to three_ school representativeswill be seIected/waing the .following criteria:.

r

I

. a. Rural-or 'small elementary, junior high, orsenior higWschool principal .

b'. Teachers or counselors in rural or smallelenkentary,..junior high, or senor highschools (one or'twol:

Willingness to. serve as review panel member.'6 - 291 385

S

0

3. Community Representation;

Two or three community members who have anInterest in education will represent the community on localcredibility teview panel. The number of individuals willdepend upon the size of the total panel. Commxtity membersshOuld particularly include representatives from localbusiness, labor; government, special interest, or civicgroups. The following'guidelines should be'used when -

selecting members:

a. Members of the local community asidentified by the panel leader, oras recommended by the local schooladministration.

b. Respected in the local 'community.

c; Demonstrated interest in education.

d. i'illingness to serve as pAnel member:

1'

E. Personnel Responsioilities

The State Project Coordinator will Conduct the firstreview panel mee'ting in cooperatipn with the review panelleader. This first meeting will le called after the paner%leader has received the first set of materials from the tState Project QpordinatOr. At th.i.s meeting, the panel.memb,?Fs will be oriented to the reviQw process using theinitial set of materials as a guide, and model. The4initialmeeting is egtremely critical as far as maintaining theinferest and continued support of th6 panel members.

Ddrinq Lh course of the -meeting, a "personal dtasheet" provided aL the back 'of dr-ccd-L6LTILy RevIew PanelHandbook will be filled out by panel members, collected,sent to the Project Investigator at.Ine Center for'VocatiEducation using the prepaid envelope 'provided,

After this initial meeting, the credibility reviewpanel will meet at the request of the panel leader only ifthe materials to be reviewed dp not.lendemseli.res toduplication and dissemination for independent study andreview. The panel leader will be responsible fOr contactingeach panel member, preferably a week, in advance:, of anypanel, meetings.

f

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G. Personnel Responsibilities

1. , State Project Coordinator Responsibilities

t a_ . Establishes working relationshipwith the guidance leadership'in theState Department of Education.,

b. .Arranges- for the establishment offour to six credibility reviewpanels an the state.

c. Provides an overview of the consortiumproject effort to prospective panelleaders.

.Conducts in-service-training sessionfor inaividUals accepting the panelleadership role.

ew Conducts the first credibility reviewmeeting, in cooperation with the_ panel

f., Provides leadership for all.credibility,review panels fn the state.

g. Coordinates panel review assignmentswith the panel leaders.

h: Reviews draft of Cfedibility Review PanelHandbook and provides input for re-gUired revisions.

i. Disseminates materials within state. fopanel review.

j. ,Develops 'analysis of panel lead-et-summary review reports and forwardsthem to CVE.

.

2. State Department of Educatiqpn Guidance Rep-,resentative Responbisilitties

a. .Identifies rat-al guidance leaders ;for theState Project Coordinator who may bequalified and willing' to.srve as localcredibility review panel leaders.

b. Initiatds mailing to prospective panelleaders under the dual signature of theState Project Coordiriator and State)Department of Education Guidance Director.

- 294

3 89

41

c. Accompanies and introduces State ProjectCoordinator to individuals likelyaccept the panel leadership rdbe.

. d. Serves as the executive adviser tothe Project Steering Committee.

e. Communicates project information to,appropriilk state agencies and depart-ments.

co.

f. Serves as credibility review panelmonitor to alert. the State ProjectCoordinator of any problems requiringthe personal attention of the StateProject Coordinator.

2. Panel Leader.Responsiblities

Attends in-service training conddltedby' the State Project' Coordinator (iftime permits, in- service( can be ob-tained in initial ,visit).

e

b. Obtains members for local credibilityreview park]. .

c.a

Establis es meeting fates. and informspanelnbers of the dates.

.d.- Prepares suitable agenda.

e. Provides background information asnecessary for each review assignment.

C. Arranges for first credibility reviewpanel meeting telbe conducted by theState Project Coordinator.

.g. Calls meetings requested by the StateProject Coordinator.

h. Reseives meeting'places.

i. Presides at meetings.

j. Reviews draft materials.

k. Provides patel summary reports to StateProject Coordinator including theindividual panel member review fbrms.

1. Maintains. necessary contacts with panelmembers.

295390-

4

4

.m. Analy-,,es panel's assignment in theele(Tht that further clarificationissough* by Panl inembters.

h. Assn F.,-s in the acquisition- of existingmat-,er)ais or methods that warrant

'con6ilieration.by the project.

4. Panel Membei- Responsibilitips ;

a. Pn;r1(4-n,4 10Cd1 ltY.701 review ofmethodf,, and procedures; and other

c11111.;_iderabion5 to program.

h. Sp,)47--)L:._; possible revisions inmarJJ11e reviewed to enhance Weirus,tLiJity.

c. EN-Iii,,itu,3011turials to see if theymeat peeds of the riacal community.

d. As._,L;,Ls In the acquisition off.existingmaterials or methods that warrant

1.onsideration by the project.

e. Submits all review reactions and com-pleted evaluation instruments byspecified deadline to the panel lgader.

Akeods all crediLlity review panel

V. REVIEW PROCESS ANDREVILW OF MATERIALS

A. Review

The procedures to he tollowed lo initiating, oonducting.and tepminatinq the' review process cycle are described,in this-

. 4* section.. Except in the (ease of placement, follow-up andfollow-through material, where the Wisconsin Center for. Studieswill prepare' materials, CVL will prepare tile materials to

rrbe reviewed and forward them to tlieStatb Project Directdr,The State Project Directar In tlirn will arrange for duplicatingto materials and mailing 'them to the credibility reviewOnel members. Each seL of matel.'ial-s will be accompanied by -

an instruction sheet, guidelines for 'completing the review,and-reporting forms. Toe Instruction sheet will specify thedate by which the review must be:completed. Maintaining -theprojected schedule is of critical importaince to the totalproject eXfort.

4

el

- 296 -

J'r" 3 91

qg

Upon receipt of materials, $ach panel member including.the panel leader,'will review the materials and complele the

reporting form. It' is the responsibility of each panet,member to return' the reporting'form to the panel leader by ,.the specified date. If possible the*State Project Coordinatorwill provide return envelopprocess. .

v>.

s to help facilitate this

) The f.),inel leader-'w1.11 review all of the -individualpanel member, reports and prepare one summa -y of responsesof the entire credibility review.pAnel. This panel reviewreport will then be mailed to the State Project Coordinatorand to the panel members. Additionally, all copies of,individual review forms should accompany the review report tothe State Project Coordinator.

The State'Project Coordinator will review and synthesizethe four to six panel review reports into one state reviewreport. 'Mc Gtate,review repyrt will le mailed to' CVEand to panel leaders. SOgestions made in this state reviewreport will be incorporated Into the revision process.Additionally, the State Project Coordinator will forward toCVE all individual and wiel leader review forms from each

/of the his/her review teams. After the materials are reviewed,EVE will sena them to ,the State Project Coordinator for reaction.

the procedures--T,WtXined above will be followed-for all'materials' 'which are made available to each panel member.A material flow chart is presented below to summarize. thereview process,

Materials Flow Chart''

Product to be reviewed State Project Coordinatorduplicates product td

a. CVE developeditip 'be reviewedb. ,Center for Vocatfbnal'. Studies

developed. Cdmmercial

(Panel Leader'readsiresponses and dev-lelops panel review`report

-ICVE 'revises Prod=t-'..based on state reviewreports - _

- 297 -

4-

!Panel-mfmbers reviewproduct and prepare report;

State'Prdject Coordinator 1

reads panel review reports'and develops'state reviewreport

392

a

Some of the materials may require a dhange in thereview "process, namely materials that cannot be readilydu licated.and distributed. In these instances the StatePct Coordinator will request the panel lead to calla eting of the credibility review panel. For xample,at may be necessary foe the panelto review audiovisualmaterials. ,It is anticipated that 'approximately two tothree panel meetings will_ be required throughout the dur-ation of tne project.

.4

B. Li0V1Q of natdrialsAWc

The primary function of the credibility review panellies in the systematic review of all materials which willbecomethe Comprehensive.Career Guidance, Counseling,Placement and Foillow-thrdugh.Systeirr foxy Small Schools,produced by The Center for Vocational Education and TheCenter-for Studies in-Vocational and Technical EducationMaterials will vary widely in content and technical.na re

.40kand the attempt t0 gain valid input from widely diverge tpoints of view crettes some unique problems if standardreporting, forms are to be utilized'' in the review process.In order to overcome some of; these areas -of concern, sev-eralimportant considerations will be incorporated intoall Materials Review Report,Forms.

1. All items will be const ructed to scaledresponses which will permit meaningfulsummarization of the data.

2. Some items will call for a clarification ofresponses so that evaluators can draw mean-ingful conclusions from the summarized data.

3. Every Materials Review Report Form willcontain a'section for panel members torecord recommendations for needecrchangesin the material.

W Review panel leaders and members need to understa ndthat the review process will, at times, need to elicit'responses from a particular greup within the panel ifthe materials review is to provide meaningful feeaback forproduct revision. TOS means that certain questions willbe asked'of students, other questions will be directedtoward community representatives, and still others to ed-

. ucational representatives. The panel will be providedwith speCifie guidelines 'for each set of, materials to bereviewed.

The panel will also' be asked to react to questionsof a general nature which will be isncluded Ifor all materialsreviewed. These general cdnsiderations'are illustrated inthe sample evaluation form presented below.

- 298 -...A

r`!do

CREDIBILITY REVIEW bANELEVALUATION FORM

Your responses will be used ,fox revising the'materialssubmitted as a means of enhancing the material's useful-ness to the rural community/.

111%.

Note: PLEASE'RETURN COMPLETED FORM TOYOUR PANEL LEADER BY

I. Personal Identification Data

1: P1 se check ()- one of the following.

4 TeacherCounselor

,

Principal 10.

Stude4t .....-

Commudity Representativd

II. Product Identit'ication Data

Originator

Title

Author.

III. Initial Reaction Data

1. The product has overall appeal.

*SA A U D-- SD

.2. The educational level is most appropriate for:

4

K-3 4-7 8 -1O 11-13 :.14+

COMMENTS:

3. If this material were available for purchase at areasonable cost in its revised form, you wouldrecommend its use in your local school.

SA A U D SD

*CODEO''SA-ptrongly agree; A-agree; U-undecided; DA.disagree;SO7strongly,disagree. - 299 - 394

pa

IV. Review Reaction Data_

1. The format of, the material being- reviewed is logical.

SA A U Sn

COMMENTS:

2. The material does not refiwt race, sex, culturalor setioecoragoic.bias.

SP r .A

COMMENTS:

U D SD

3. The material is suitable to the local ruralpopulation.

SA A U D SD

COMMENTS:

4. The atrial is easily understood.

SA A U D SD

COMMENTS:

.7-,-

5. .The material addresSes special porpulation groupswLthin,,the rural community, i.o.;'women,&'giftod,physically or mentally 41andieupped, (ACT

fSA A U SD

COMMENTS:

V. Suggestions for Revisipn

Please write a short summary indicating whether youfind the material acceptable as-is, or whether improvement is

needed..

Thank yoy for your assistance.- 30,0

4

, Rural Guidance ProjectCredibility Review Panel- Member

Personal Data .Sheet

-01)

Name Occupation,, title, if any

Mailing Address:

Street

-City State Zip Telephone

. 4,4111 be reviewing the prpject material from the following perspective,(Check (4) one.) 2

Sex: Male Female

TeacherWx-

ayunselor

Principal

Studend

Lay Citizen

I w41 be sefV±ng as: (Check () one.).

State Department RepreSen tive

Credibility Retiew anel Leader

Credibility Review Panel Member

Note: 'Tear dut,tpis form after'it4is 411p.areit,' place it in the.pro--vided prepaid enVelope, and forward it to:

Hviy N. DrierProjeot Investigator

If for some reason the Prepaid envelope is not used, returnto the following address:

t .

Harry N. DrierThe Center for Vocationallducation1960 Kenny Road,Columbus, Ohio 43210

1

301

396

APPENDIX DD

nuidelinesjor the Disseminationof Prototypic Materials and theCollection of Data for Use inthe Revision of the Product

The Center for Vocational,EducationThe Ohio AtatelJniversitYColumbus; Ohio 43210

1976

- 302

397

4-

FIGURE I

Model: Flow of Materials and' InstrumentsFrom One Institution (Person) to Another

III

Individual CredibilityReview Panel Member:

VII II review materials V

CITE, cip, and NMU': State Project Coor- State Project Coor- CVE, CUS, and NMU:

develop and'print,

materialsdinators: distrib-

ute materials ,dinator: retrieveand summarize data

complete data sum-mary and developrevision plan.

IV

Individual Credibility 4Review Panel Leader:

review materials,-

0

398

N

OVERVIEW

An overview of the flow of materials andeinstruments froim one institution

(person) to another in the product development process is shown in Figure 1.

Each of the 'boxes in the model represent an important part of this process

and as a result are discussed-indeith in this paper.

I. CVE, CUS, and NMU: Develop and Print Materials

In addition to implementing the development of each of their products,.

CVE, CUE, and NMU will be responsible for printing and distributing an

ample supply 9f the following materials to each of the state project coor-

dinators for use with each of the products.

1. Product - to be reviewed

2. Credibility. Review Panel Evaluation Form - for members

3. Credibility Review Panel Evaluation Form - for leaders \

4. A form letter for use with panel members = the letter provides

needed specific instructions and a date for mailing the evaluation

form to the state coordinator (i:*ifferent letter will be written,

for each state)

A form letter for use with panel leaders

II. State Project Coordinators: Distribute Materials

.

The project coordinator.for each state will be responsible for mailing

a picket containing the'following materials:

1. Product Ato be reviewed

2. Credibility Revew Panel Eva ation Form - for members

3. A brief letter that provides needed special instructions and ..11t

date for returning the form to the state coordinator.

- 304 - 400

'4. An addressed and stamped return envelope to be furnished by the

.

state coordinator for use in returning the evaluation form to him.

The second mailing will take place at the sam time as the first mailing.

However, it will be to the panel review team leaders. The list of materials

' to be sent is as follows:

1. Product - to be reviewed

2. Credibility Review Panel Evaluation Form - for leaders

3. A brief letter that Oovides needed special instructions an la

date for returning the form to the state coordinator.

4. An addresses and stamped return envelope - to be furnished by pie

state project coordinator.

5. Extra packets of the materials that were mailed to each panel,leader.

These extra packets will be the same as the ones mailed to each y

the panel Members and will be available for the panel leader to

distribute to any panel member as needed to facilitate the review

and return of 'materials.

ON.

III. Individual Credibility Review Panel Member: Review Materials

Each panel review member will be requested to do the following:

1. Review the-product.

2. - Complete the Credibility Review Panel Evaluation Form for the pro-

duct and mail to the state coordinator an'time.

3. Discuss attitudes and feelings toward the product with the panel

lea

IV., Individual Credibility Review Panel Leader: Review MeterialS

The review'panel leader will be asked to.do the following_ tasks with

regard to each product.

- 305 ---

401

1. Review the product.

2. Contact each member of the panel and make sure they have received

their packet of materials from the state project coordinator. If

they have not, he should give them one of the extra packets.

3. Contact each member of the panel after they haver completed their-

review and attempt to obtain furtherinformation that might be use-4

ful in reviewing the product.

4. Complete the Credibility Review Panel Evaluation Form - for leaders

cludjng the section that asks for general reactions for all of

the pahel members.

5. Mail Credibility Review Panel Evaluation Form and panel reactions

to the state project coordinator.

V. State Project Coordinator: Retrieve and Summarize- Data

The state project coordinator has the following responsibilities with

regard to retrivineand summarizing the data collected via the evaluation

forms.

1. Contaa the panel review leaders as needed to expedite the return

'of Credibility Review Panel Evaluation Forms.

2. Assigrr a unique ID number to each subject that returns an evaluation

form (see Appendix A for specific directions, etc.).

3. Review the product and:coMplete a Credibility Review Panel Evalua-1

I --'

'tion Form - for panel members.

The state project coordinator has the following responsibilities, with

regard to summarizing the numerical data.

-1. Make a_frequency count of the number of teachers marking each response.

2. Make a frequency couht of the numbe'r of counselors marking each response.

- 306

402

3. Make a frequency ,count of the number of principels4marking each request0,

4. Make frequency count of the number of students marking each response.

5. Make 'a frequency count of the number of community representatives

- _-marling each response.

6. M'ak _a frequency count of the number of "nonidentified" represen-

r'!to ,fives marking each response.

NOTE: !The state project coordinator may identify himself id whichever

categOry he feels is most appropriate.

The state project coordinator has the following responsibilities v:rith_ .1V

regard to summarizing reviewers comments:

1. Place each subjects unique ID number by each of the written comments,-

this person had made in his evaluation form..

/2. Xerox all of the pageS in each persons evaluation form that haS6P'

written comments on it.

3. Cut the written comments per-subject apart while making sure that

the itemitem number and response number (if present) are retained wit4

each of the items.

4. Order the written comments for each'item by sub-population classifi-.

cation with A's first, B'p second, .C's third, D's-fourth, E's fifth,

ir and F's sixth. (See Appendix B for examples.)

and Develop Revision PlansVI. Complete Data Summary

The development staff from the appropriate agency (CVE, CVS, NMU) dill

"develop an "overall" summary report for every document reviewed. -The devel-

opment staff will also be responsible to develop a "specific" summary report

for each document to be revised. The 4.me form (see Appendix C) will beI.

utilized to generate both the "general" and the "specific" summaries. The

development staff will identify the report in the section ehtitled "type."

307 - 403

tt

The "overall" summary is generated after the product developers have1

conducted indepth study of the three "state summary reports." This "overall"

4report allows the develOpers to systematically identify the general feelings

which appear to filter out of the "state summary reports" and also gives

the-developers the opportunity to authenticate and verify intuitive and pro-

fesqional judgements about the reviewed-document. These global feelings

9and judgements will be stated in terms or "overall" strengths and weaknesses

as they relate to the total product.

The "specific" Summary is generatedfor each document which is to be

revised. This "specific" summary will reflect, an indepth analysis of the

"state summary report" where each item. in the "state summary report" is

-identified and the strengths,, weaknesses and possible revisions for each item

identified.

Revision strategy should then be made based upon the data generated in

the "general"' and "specific" summary reports. .4

This procedure will allow verification of the amount of impact the

input froMthe Credibility Review Panels had on the revision of theeprodvt.

It will also allow verification of the revision process itself.

- 308404

.,

I

Isa

4

It i,$ the responsibility of the. state project coordinator to place

a urklue. four dijt number in the upper right hand corner of each

Credibility Review Panel Evaluation Form. An example of that number is

,given below.

as*

- A 011ir

Subject I.D. Number

Sub-population I.D. Number

\---)5tate Number

Note: The VP in this number is a unioue state I.D. number.

Thei6A" identifies the specific sub-population.

The "01" identifies a specific person. .

The following numbers will be"used with each state:

Michigan is "1"

Ohio is i2".

Wisconsin is "3"

The, folio 'ng numbers will be used with each sub-population:

Teachers are "A"

Counsvlors are "B"

Principals are "C"

Students are7"D"S

Community.Representativesiki "E"

UnidgRified are "X"

k.

44

Note: The information for making this assignment willairome

from item 1 in the evaluation form.

-, 310

406

A unique, sequential, two digit number starting with the digit "1"

needs to be assigned to each4person,within that sub-population that returns

their evaluation form. .I&does not 'matter in what order these numbers are

assigned, nor is it necessary that the same digit be assigned to the same

person across pxoducts.

The following foul...digit I.D. number in the right hand corner of the

evaluation brm tells the reader the following.

4

3 A 01

I)

this was the first person assigned an I.D. number

This person is a teacher.

-This person is in Wisconsin.

t

311 -

"Credibility Review Panel State

CREDIBILITY REVIEW PSTATE SUMMARY REPO

(All ninerical data to be.-.recorded ana reported on this form) .

State

Example on next page A.

Product':

Section;

Item:

A. Teacher SA A U D SD No Response

)4-Counselor 'SA _11 D SD No Respone&_....-.)_,

C. Principal,

D. Student

SA If. D SD No,Response__,___

SA A U D SD .No Response

E. Community Rep. SA A U D SD No Response

X. No Identification SA A 11 D SD No Response

Total SA A U D SD . NoResponse..

-......,

Camsents:

Section:'

Item:

AI %licher SA A. t1 D ,No Response

B. 'Counselor. SA , A U D SD No Response,_

C. Principal SA A II D - SD No Response,

Di Student SA A If . D SD No Response

E. Community Rep. SA A li ' D SD._/

jF No Identification SA .A U .' D SD . No Response

Total SA A U D SD ' No Response

Comments:. _-:

- 313 -. -40'j

..I

No Response

I

abided

414

CREZTIBILITT REVIEW. PANELSTA12 SUMARY REPORT

,

1:4-

-

Rats 1,4)t scousiii

Prociuot: L iFE et.; eiggEEk. aLit DAAueL 1304 it froi At

SeCtion: 72r PA) IrtAL 2/:A c DA-TS

Item: I, le_ 1rooLti'14a s ovfocalt1L u 0 D SD Q, No Response4._

A 174 SD 0 No Response 0,A 2 0 D 0 SD 0 No Response...1.

Ca NIP* Rep.

Mb Identification

foist:essisates

SA 0

sA 0

SA 0

Si,-2

3,1 Og JD

3 B 01. -

Tesicker

Oconee lor

Principal

Student

tionsmitf Rip..

No Identification

,!bassist

A 3 .11 0 Di SD OA j, 3- D D SD 0

13, 111" D 3 s)-1 0

No RatPonse..Q.

No Response_

No Response 0

.No Response_-

Section:alt. th i fi4 gem co o k

Items TNrega's..e.t

t)A 1

a& 0 A 2.

SA p L L.it 0

No9t.. . 7

CO

U

U.

- 314 7o

aka

No Response

RespOnse

No ResponseaNo Retsponse_i_

No Response 1

No Respoftei.;.....Q..

No Respoinse...*.3.

1.CREDIBILITY REVIEW PANEL

STATE SUMMARY REPORT

-State ttit c ;try

PrOdUCt I Pe e ea r e ze.3arAtc,_ 110A .(

Section: 6erter.. IC P U i ew Qeacitek

Item: i. oP 'eke IreoteLoeck

A. Teacher A (..) U D J) SD

B. Counselor D TOC. principal A I - U D, 2- SD

D. Student A U . 0 SD _L

E. Cammity Rep. A 2 D SD 0D_Ar_

6

ski

SA 1

SA

SALSA 3

IS /Dr(No Regponse

No !Response

Nil Response_

1No Re sponse_l_

No Response

SD No Response 0D SD . No Response

X: NO Identification SA 0 A 1

01 PrY7

TotalCements:

A. Teacher

in Counselor

C. Principal

Section: 11L (1C n er, 1

Items

D. Student

E. Cost amity Rep.

I. No Iftotification

-Total-.mss

c.)

0

ic)ezt.cii,ok

SA D

SA 0

sA

SA C.) A

sA

SA17, 4/0

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U

0 D 2

0

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DL_

_ 315 -

SD C.)

SD 1

SD

SD

411

bras.

No Response `r:.)

No Response

No Response (1)

No Response

No Response

No sesponse_4,L,,

No Rs sPons'

Teacber

Compel=

Principal

I

CREDIBILITY REVIEW PALLSTATE =SAW REPORT

-

&ate (41) /:. rc.e.r,(p

PrOChiCt: = '\* o' LL. ,( /4 (-/ 1VC 11) r )4;

,5111CtiOn: ;Z- U_ peo 11,2 r Da t

_

item: 1 ruvIJi

Student

Calamity Rep.

No Identification

-TotalCaliente:

Illea Cher

golmeelor

Prisr,ipal

Student

LAta.Lftte I it.k.._rte_e Si+ere. ;et I I

SA .."' A 1 13 (17

SA r7,' A 3 U. /SA 1 A r4- U. ('-'

SA 0 A ...)-, - 111

SA Z A -it 0

Ske, 2 A 1 -ti 3

0J(_crkt,tAl pi&....., i tt.,...4,..,.ts

D4,e_ SD 0 No Response c.,.

'D 1 SD 0 No Response 0D 0 SD 0 No Rem:knee.

D--1 SD '`) ',No Response 0

D 1 SD .), -No Response.Q_-ErD C SD 0 No Re4basa

SA 3 A j 3 U. -5 D 3 SD 0 NuResponse 1

ecominity Rep.

k A 1/

section: _ n a Wetl le !__;) GI

Item:

WI Identification!

total

Came:A

3401

2_. Arc r Ye-Pune-ft oN it thr <

4

stem tk/ii e0hVitie 1411 /We C S 0'1-{

s A' 0 17 r) .D SD No ResponserNo Response 2-(.)

SA SD No Response

SA D 1 SD No Response_a_

SD--.1.2-

SA '1 A L u r D, SD ( No Response

SA II 7 D SD 0-; ,2- D

rlfre _ (it,," . 6- 3 6 -

,-;

No Response_ _

No Response

' '41.2

.Item 3 , Please write a short summary indicating whether you find the

material acceptable as is, or whether improvement is needed.

'3A c eivid46e,tic't,e.41 x.cztt/t1,7 ,(4; c1.. t-d ;4.-1

4-t- (41't 1476 Ems)

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- 317 -

.413

k

Item 3

2 D

3 00.c.

111., k 11,4 otsozei_A

tic_ (v-Pc.-ek.QA.Le.n. Jei_ tiLt ,yrt.tt,L.Lit:( AA-t y- ye 1-(4_-

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124

- 318 -414

c mace e t-ei

c tk( (iCiff.t.de \,0 _A rid

t c e Azit Alt_ /1'4_ /270-, e

I

#

\

STATE PROJECT 000RDINATOR REPORT OF INFORMAL REACTIONS:

STATE WISCONSIN

PRODUCT A DEVELOPMENTAL LIFE ROLE CAREER GUIDANCE PROGRAM MODEL ,

Panel Number 1 composition ovcarnarrie as the leader has selected a disproportionate

number of educators. The responses were generalliy favorable to the materials.

Negative responses were centered around the excessive use, of educational

terminologye tnderstandability of sections of the material was also found to

be an area of concern voiced by the student members of,the panel.

Panel Number 2 leader had difficulty getting materials returned. Panel

members were reluc t to talk about the materials. Most indicated they just

had not gotten around to it yet. A very poor return.

Panel Number 3 leader indicated by phone that personal contact has been made

with four members. All four promised to complete review and mail in two days.

Two of the four review forms were returned to be included in the summary.

V

I

,.j1

- 320 -

i

416

.7

I

*A

APPEMDD( C

Revisor' s Summary Forms

a

321 7417

4".

ReAsor's Summary'Form Type:

Section, Page,

Item #, et.- Reported Strengths Reported Weakrie--sses Possible Revisions, etc.

I

I

4

;

;