5) Extensive pre and post testing to reinforce success

The major components lacking were a close relationship with labor and a

placement follow-up activity.

When funding for the project ran out in 1977, elements of the total process had to be cut back or transferred while the basic academic skills component is still in operation. The vocational training is provided by the Special Needs Project and as much as possible the classroom training has continued. The significant aspects which have been lost are the specialized assistance and materials in the vocational classroom, the recruitment of these students, the work experience component, and the individualized coordination between the vocational and the academic programs.

The Capitol Area Career Center in Lansing, Michigan was extremely successful in developing a basic reading skills program beginning in 1972. Since its development, measurement, math, and job seeking skills have been added. This project has been validated and adopted in other areas of the state to be instructed in connection with a vocational program. Attachment B is a project abstract describing the project and relating the achievements of students who have been involved.

The project is an individualized approach which identifies the student's condition by a pre-test and perscribes an objective based upon the student's career choice. The reading level of occupations varies greatly and will, therefore, determine employment success to a large extent.

In attempting to provide specialized services to students with special needs, many large school districts have opted to target a specific school or area, but small school districts have had an even greater problem attempting to gather a sufficient number together to operate specific programs. An example of how this can be accomplished is offered by the Downriver Area Vocational Consortium which involves seven school districts in Southern Wayne County (attachment C). This

group of districts banned together in 1965 to provide vocational and special education programs. It is now one of the largest and most successful in the State of Michigan. The Consortium has recognized the disadvantaged youth and attempted to provide services with the assistance of:

1) A strong relationship between special education and vocational

education.

2) A special needs project that provides instructional assistance in

the vocational program.

3) A transition service project that provides career quidance, job

seeking skill development, and placement assistance.

Even in the Consortium where relationships between school districts and between program areas are excellent there exists a tremendous need to develop better relationships between the disadvantaged students' vocational programs and the related academic skill development. Additional instructional assistance and materials are needed in the training area along with the development of a closely coordinated work experience program.

We have attempted to demonstrate to the Subcommittee, that there are some initiatives taking place that reach in the direction of this Youth Employment and Training proposal. The coverage of existing attempts is an effort to demonstrate that past legislative activities have been successful in providing programs for students, but more importantly to demonstrate how vital each segment in this act is and how the absence of one or more activity has had a negative effect in the past.

We strongly urge the Subcommittee to support the proposal which is being presented and we also urge that the following components be carefully guarded and well coordinated upon implementation:

a) Outreach (recruitment into program)

b) Career Guidance

c) Basic Academic Skill Development

d) Vocational Training

e) Coordinated Work Experience

f) Job Seeking Skill Development

g) Placement Assistance

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Reading: Students seeking entry-level jobs are not equipped to function in their occupational areas which demand certain levels of reading proficiency and associated language skills. Pre-Employment: It was determined that successful vocational skills are often not enough to provide students the ability to find and function within a job. Related skills and knowledges in job location, interpersonal work relations, money-management, and career decision-making are vital to career success and personal growth.

GENERAL APPROACH:

Media-supported, individualized, modularized programs providing instruction in skills identified by Task Analysis in industry.

PROGRAM DESCRIPTION:

Reading: The program is constructed on individual skills necessary to improve students' ability to access, read and comprehend the necessary support materials in a given occupation. Students visit the Reading Lab twice each week for 60 minutes working with modules and the instructor to master objectives. A screening test places students in the program at the level of their competency.

Pre-Employment: The program is constructed on individual skills necessary to improve students' interpersonal, information access, interpretive, financial management and decision-making skills to function in the world of work as job-seeker, employee, fellow worker and ecomonic entity. Students visit the Pre-Employment Lab twice a week for 60 minutes, working with modules, simulations and the instructor to master objectives. A screening test places students in the program at their level of competency.

PROJECT OBJECTIVES:

Reading: Students identified as deficient in reading skills required for selected occupational goals, will gain reading competencies, working with CACC modules and the instructor, as measured by completion of all stated performance objectives and a post test to determine grade level.

Pre-Employment: Students in vocational programs will gain careerrelated skills and knowledges in job location, interpersonal work relations, money management and career decision-making skills; working with CACC modules and instructors, as measured by completion of all stated performance objectives and the demonstration of these competencies in the field doing a work-experience program.

EVALUATION STRATEGY:

Student seccess in both programs is measured by completion of stated performance objectives in the form of individualized modules. In addition, the following program evaluation proceedures were utilized.

Reading: Student reading criterion is expressed as the grade level of reading ability required for that student's occupational goal. A pre-post test was administered to determine reading grade level.

Pre-Employment: A survey measurement of program skills demonstrated in a job situation in industry.