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TABLE 7.-DISTRIBUTION OF FUNDS, CITIES OVER 250,000, POOREST RURAL AREA
1 Seattle is the State's only city with a population over 250,000.
* The "poorest rural area" selected, using a comparison of factors including ratios of Spanish-speaking and minority population, owner occupied housing, housing values, median income and families below poverty levels, evolved into an area covering 2 intermediate school districts of the State, encompassing 5 rural counties.
! Figures do not include projects funded directly from USOE/Commissioner. Further details of programs are included as Attachment 1.
TABLE 10.-CONSUMER HOMEMAKING AND OCCUPATIONAL HOME ECONOMICS, STATE OF WASHINGTON
PUBLIC LAW 90-576, PART D)—EXEMPLARY PROGRAMS
Since the inception of the funding of exemplary projects from the 1968 Amendments, the major thrust of the State of Washington has been in the area now called Career Education. The local vocational directors felt that providing awareness and exploratory experiences for elementary and seeondary students, and guidance, informational services, and strengthening of placement services for post-secondary students would strengthen vocational programs over the State.
Exemplary projects may involve only one school in a school district when the project is being carried out. However, the effect of that one pro eet has a multiplier effect upon the other schools of that district through the district's own in-service programs, through staff meetings, through teachers, administrators, and counselors sharing ideas, and through dissemination of information from the school district and State office of processes, methods, and activities. The effect is also multiplied through workshops and seminars where participants in exemplary projects share their experiences with those from o'her school districts,
In 1972 there were over 15,000 students involved in K 12 exemplary progame and over 4,000 in post-secondary programs. Our reports show that since the implementation of the Part D exemplary project funding, we now have over 125,000 students who have been directly involved in projects. By 1977 we are estimating this to be in excess of 300 000, The 1972 figures do not include the number of students who are involved in the KCTS TV Fation, il Programs that are broadenst over Western Washington and fed into the Yikima Va' ey area.
The following pages contain details of FY 72 projects and furdeg levels applied to these developments. There are three sections. The first exhibits
Community College (Postsecondary) Projects and the second section contains Common School (K-12) Projects.
EXEMPLARY 1971-72 COMMUNITY COLLEGES
"A COOPERATIVE INTERDISTRICT APPROACH TO A REGIONAL PLACEMENT PROGRAM" Big Bend, Columbia Basin, Walla Walla, Wenatchee Valley, and Yakima Valley A consortium of Big Bend, Columbia Basin, Walla Walla, Wenatchee Valley, and Yakima Valley Community Colleges to cooperatively develop and test a model placement program in cooperation with an experimental program of the Washington State Employment Security office and other agencies. The main features of the model being developed are:
(a) Mounting a job placement program via the joint implementation and utilization of the Employment Security Job Data Bank.
(b) Development of a cooperative follow-up program.
(c) Providing an in-service staff training program.
(d) Sponsoring a "Labor Market Information Workshop".
(e) Develop a program of local and regional Labor Market Information. (f) Mounting a job development effort individually and collectively.
"DEVELOPMENT AND IMPLEMENTATION OF AN INTEGRATED MODEL PLACEMENT PROGRAM"
Clark College, and Lower Columbia College
A cooperative effort of Clark College and Lower Columbia College to develop a model placement program to better serve their terminating occupational students.
The primary intent of the Model Placement Program is to improve job and career placement for occupational students through an integration and itaprovement of existing placement related activities and services. It is an effort to provide up-to-date information to students and employers prior to admission, while they are enrolled, upon termination and during either supplemental training or succeeding placement. All data pertinent to job placement, both while the student is enrolled and after he has completed his program, will be merged with (1) student profile and achievment information, and (2) job listings and career information. This data will be computer processed and made available to students, counselors, instructors, potential employers and cooperating agencies such as local school districts and Employment Security. The Model Program will be written in COBOL and can be adapted for use on computers utilized by the state system colleges. A successful placement program must be seen as an integration of several activities common to community colleges; the improvement of each of these activities will in turn contribute to an increase in the number of successful placements. The project will consist of three phases which will be undertaken simultaneously, but accomplished in this order:
1. Coordination of internal information.
2. Develop and implement coordination with the "education" community. 3. Develop coordination with the work community.
"EXITO POR MEDIO DE LA EDUCACION VOCACIONAL EN SEIS COLEGIOS DE COMMUNIDAD EN EL ESTADO DE WASHINGTON"
Minority Affairs Council, State Board for Community College Education
Brochures printed in Spanish for spanish speaking people in the areas of six selected community colleges in the State. It will provide an alternative informational source about vocational and career education for this audience and will identify resource people at the colleges spanish speaking people can contact for further information.
EXEMPLARY 1971-72 COMMON SCHOOLS
"DEVELOPMENTAL VOCATIONAL INFORMATION PROJECT"
Provides career information for grades 6-9, especially to disadvantaged students. In-service training for teachers to develop vocational information pro
gram, followed by development of curriculum guides and occupational information. The curriculum guides will be used in appropriate units in the classroom instruction. The occupational information will include guidance materials, information kits, audio-visual units and accessories. The kits, or units, will be checked out to buildings to coincide with planned units of instruction. This will develop a "resource bank" for career information to be used by eight junior high schools. "PROJECT G.I.V.E."
Continuation of program started in 1970-1971 school year on career awarenews for 4th, 5th, and 6th graders.
Provides printed and audio-visual library materials for 4th, 5th, and 6th grades in four elementary schools. These materials meet career awareness and Vocational interest needs of students to aid career information and learning motivation. In-service workshops for the teaching staffs to develop and implement career awareness materiais to be included in the curriculum.
"PRE-VOCATIONAL PROGRAM IN PRIMARY GRADES"
Vocational guidance counselor conducts in-service workshops on occupations for teachers in two elementary schools, grades 1-3. Use of student role-playing, field trips, audio-visual aids, bulletin boards, etc., to help student become aware of the world of work and give background of information about occupations.
"OCCUPATIONAL AWARENESS-MIDDLE SCHOOL"
Provides middle school students with lectures, visual aids, exhibits on occupational skills available to students, as well as disenssions on-the-job and in classroom with artisan workmen, vocational teachers, and employees from selected occupations. It also provides for in-service education programs for the staff to aid in the development of career oriented units of instruction to be incorporated into the regular curriculum.
"INVOLVING CHILDREN IN VOCATIONAL AWARENESS AT STEWART ELEMENTARY
Program to increase awareness in elementary students of wide range of career and vocations available and develop positive attitudes toward productive work, Realistic work projects (field trips, role playing, etc.) planned for each grade with project director and director of vocational education as consultants and assistants. Parents and other volunteers from the community will be used as resource people to assist the classroom teachers wherever appropriate. Handson experiences will be provided in many areas.
Provides learning situation in K-6 curriculum to explore personal attitudes and aptitudes for work, identify employment opportunities, needed skills and knowledges, recognize how skills in reading, computation, etc. enable one to earn a living. This project will enable five more elementary schools to become involved in the career awareness phase of career education. Staff development workshops held in the elementary schools to enable approximately 160 staff members to take part in curriculum development and orientation activities.
"CENTRAL OCCUPATIONAL INFORMATION SERVICE"
Program to provide career education for K-12 curriculum in Seattle School District for use by students, teachers, counselors, administrators and parents. This will enable students to become knowledgeable about types of work in various occupations by collection, storage, retrieval and dissemination of oeenpational information. Audio-visual and printed information made readily available to students in career resource centers.