g. Financing 1. Detailed description of the method used for the distribution of part B funds among local educational agencies and other agencies in the State. School districts requesting reimbursement for an occupational and cooperative program will submit an annual and a 5-year program projection request for funds, memorandum of agreement, Form 05-501-50, parts 1 and 2, directly to the director of vocational and adult education by the first of February prior to the year of operation. Upon receipt of these memorandums, the director will assign a project number and distribute the memorandums to the subject area supervisor for approval or recommendations for amendments. (a) Reimbursable office occupations programs must contain a continous two-period simulated office practice laboratory or one-period simulated office practice laboratory and cooperative on-the-job training within its curriculum. (b) The trade and industrial program of instruction will be based on a consideration of the skills, attitudes, and knowledge required to achieve the occupational objectives of such instruction. The program of instruction will be sufficiently extensive in duration and intensive within a scheduled unit of time to enable the student to achieve the occupational objectives of the instruction: for example (1) Sequential 3-year program which consists of 2-hour block classes for 3 years. (2) Sequential 2-year program which consists of 3-hour blocks for 2 years. (3) Sequential 2-year program which consists of a 2-hour block plus cooperative on-the-job training for both years. (4) Sequential 2-year program consisting of a 2-hour block plus summer employment to totaling 180 hours. (c) Reimbursable home economics programs must include homemaking I and II in their curriculum. Postsecondary funds will be apportioned by the same procedure as secondary funds based upon the required percentage in the 1968 act for postsecondary programs. Upon receiving the approved occupational or cooperative memorandums from the supervisors, the director will establish a VADM (vocational average daily membership) entitlement contingent on the receipt of Federal vocational funds allocated for secondary schools. The VADM entitlement will be determined in the following manner: Total Federal VEA 1968 funds marked for secondary education minus 10 percent for the area program chiefs of vocational and adult education to develop new programs, divided by the total number of students enrolled in occupational Vocational and adult education programs. Example: Total Federal funds-$232,811. 232, 811 -31, 041 201, 770 divided by 1,568=128.62 The formula used to determine entitlements to the local school districts will be as follows: VADM XA XB XC=Program Entitlement XD=Actual Dollar Entitlement. A=Number of vocational students in the program. B=Relative Ability to pay factor which is taken from Table B. This table indicates the ability to pay based upon equivalent evaluations per ADM, the adjusted ratio, as listed in the right-hand column, is used as factor "B" in the applied formula. C=The relative costs of programs as shown in Table C. This table lists the average cost per ADM as $800 which is used as a median, or one. Then the relative cost of program is computed above and below one with the advantage going to the school with the highest cost. D=Manpower needs and job opportunities which are determined by dividing occupations into four categories. These four categories are determined by the Local Vocational Advisory Council based on judgment factors considering local, state, and national manpower needs and job opportunities. These four categories are as follows: (a) Group one consists of high need occupations and programs in this category will be funded on a 100 percent basis in the formula. (b) Group two will be considered as less critical in demand and will be financed on a 90 percent basis in the formula. (c) Group three will be classified as medium demand occupations and will be financed on an 80 percent basis. (d) Group four will be occupations for which there is the least need for training and will not receive any consideration for funding from the State Vocational and Adult Education Division. STATE OF ALASKA, DEPARTMENT OF EDUCATION-INVERSE RATIO TABULATION, 1971-72, INITIAL REPORT Number of students x ability to pay x cost of program x VADM= Program Entitlement x Manpower Actual Entitlement "D" 58 x .92 x .95 x $128.62=$6,520.00 6,520.00 x Factor "D" (100%)=$6,520.00 SECONDARY: SAMPLE 2 20 x 1.90 x 1.16 x $128.62=$5,669.56 POST-SECONDARY: SAMPLE 1 Number of students x ability to pay x cost of program x VADM= 12 x .9903 x 1.30 x $128.62=$1,987.00 POST-SECONDARY: SAMPLE 2 10 x .87 x .90 x $128.62=$1,107.41 Payment will be made to the schools upon submission of expenditures based upon 3.27. Final payment for the school year will be made after all forms and reports have been made to the State Division of Vocational and Adult Education. Set aside funds for disadvantaged, handicapped, as well as earmarked funds for adult vocational education will be allocated on an individual project basis. Programs for the handicapped will be placed on needs identified in the State projected activities report for handicapped children. However, in this area, emphasis will be placed on needs with less emphasis placed on ability to pay. (ii) Not Applicable as there are no cities over 250,000 in Alaska. h. Construction and Equipment As a result of the State legislature reimbursing school districts up to 75 percent of total cost including construction of vocational facilities a number of facilities has been either remodeled or constructed during the past 2 years. These include: Local education agencies in Alaska with vocational-technical or adult education programs are dependent on all means of available sources for acquiring property to supplement-on-going programs or for establishing new programs. We cannot anticipate rapid growth in the vocational training program areas needed in meeting the work force demands for Alaska without the Federal excess personal property program in acquiring equipment at a savings. This savings is critically needed by Alaska to offset the high training costs and to help develop new program areas. There is additional construction being conducted within the State but it is impossible to tie it together in time for this report. PUBLIC LAW 90-576-OTHER FEDERAL PROGRAMS a. Exemplary Programs and Projects Two continuation projects were funded this year with exemplary funds: (a) Occupational orientation (SAVE program) in Anchorage is meeting the needs of 240 "hard core" disadvantaged youth. The only problem with the programs are that the facility will only handle a limited number of youth, and the regular high schools are not interested in absorbing the additional youth in the regular program. The program has proven to be highly successful in relating to these special disadvantaged youth. (b) Project Careers, a project designed to meet the needs of disadvantaged youth in the model cities area of Juneau, suffered a major setback in that their building and materials were completely destroyed in a fire in February. The teachers and students should be commended in the fact that within 2 weeks the programs was operating again at 80-percent efficiency. The loss of materials and equipment was a major setback in that all the UNIPAC, individualized learning packages had to be completely reproduced. This was almost an impossibility to accomplish prior to the "1972" class graduation. Again the students and staff should be commended as they increased their output so that the senior students could meet their graduation requirements. And, even with the fire the average student enrollment throughout the year was 120 students. Both programs are presently receiving State foundation support as separate secondary units. This, coupled with federal moneys, should make both units self-sufficient by fiscal 1974. b. Residential Vocational Education The State of Alaska makes no provision for construction or establishment of residential vocational education schools in accordance with the State Plan. Therefore, this section is not applicable, except the Vocational Residential School (skill center) for adults located in Seward, Alaska. c. Consumer and Homemaking Growth in home economics programs was evidenced during fiscal year 1972 in categories from early childhood through adult. Cooperation with local education agencies, cooperative extension, community colleges, universities, private organizational agencies, and other Government departments resulted in broadening the knowledge of the resources available through home economics. Programs funded in the secondary schools increased to 45 with an increased enrollment to 2,700. Course work ranged throughout the State in the five areas of home economics, namely; human development and the family, consumer education and management, environmental housing and life styles, nutrition and food, and clothing and textiles. Several grants were utilized in programs on consumer buying which promoted greater emphasis in the area of consumerism. One project was climaxed by a field trip to a larger community to gain a better knowledge of buying practices. Another developed a community store complete with the wholesale and the retail components. Several developed the project around purchasing materials for their local home economics department. In cooperation with home economics teacher education at the University of Alaska a nutrition education project was coordinated with the school lunch supervisor of Lathrop High School, Fairbanks. |