CONCLUSIONS:

Reading: The growth rates of students in the program are very impressive. Although scores for the period 1975-76 are lower than those for 1972-75, this can be attributed to the use of the Iowa Silent Reading Test over the Gates-MacGinite, the former being more descriminatory. Also, because of the test difference, we have kept boderline readers out of the program. Thus, students taking reading in 75-76 were those most disabled. The mean growth rates for past years are:

Even the lower 75-76 growth rates is impressive when viewed in light of the average length of training: 23.4 hours. A growth of a half year is still significantly above expected (generally 90 hours training 5 per week for 18 weeks should yield a half year's growth).

Pre-Employment: CACC students (over 93% of whom complete all Pre-Employment modules) demonstrated, to a high degree, these skills in interview/job situations in industry. The available data (74-75 and 75-76) correlate closely.

* Flat Rock Grosse Ile ⋆

Gibraltar Huron ⋆

★ Riverview ⭑

* Woodhaven *

Within the Consortium, the following programs are available. Because of student and employment demand in certain occupational areas, some programs are offered in more than one location.

OPERATIONAL FUNCTIONS OF THE CONSORTIUM

Administration

The "line-staff" structure of the Consortium is similar to any individual district with the exception of the complexities involved with the number of districts involved.

A) Local Board of Education - Each local Board of Education is
the controlling agent for their operative programs and decisions
relative to the sending or receiving of students in their dis-
tricts.

B) Superintendents - Each school district superintendent represents
their district with a position on the Vocational Administrative
Council. This group is responsible for the review of policies
and management strategies affecting the Consortium in total.
The Council meets with the vocational director on a regular
scheduled basis.

C) Vocational Director - The Vocational Director is responsible to the Superintendents' Administrative Council, then to each superintendent and local board of education on an individual basis.

D) Building Principals - The Building Principals meet with the
vocational director on a regular scheduled basis to view policy
implementation, program management, and improvement.

E) Vocational Instructional Staff - The vocational director is
responsible for the instructional staff at the building level
on a shared relationship with the principal.

Financial Operations

With the Area Designation approved in 1978, the Flat Rock Community School District was identified as the fiscal agent for the Consortium. Currently, all program revenues are received by the fiscal agent then disbursed to each of the local districts. The funds involved are; 1) State added cost, 2) Federal per pupil allowances, 3) Exemplary project funds, 4) Inter-district transfer funds for tuition, 5) Control accounts to cover administration, inservice, and placement activities.

Administration Charge per District

The vocational administration is covered by one full-time vocational director and one full-time secretary in offices provided by the Flat Rock School District. The total expenses of the administrative effort are calculated and divided equally among the seven districts involved.

Communications

As previously stated, the administrative communications are provided by the meetings of local boards of education, superintendents' administrative council, and the principals' group. Communications with individual staff and

programs are provided by frequent informal visitations by the vocational director. There are also formal meetings with the building representatives to the Staff Steering Committee. This group consists of persons from each building from each of the following four areas:

The staff steering committee meetings provide for two way communication between administration and staff.

Guidance and Placement

The guidance staff from each of the seven high schools are represented on the staff steering committee and also meet as a total group with the vocational director to discuss program enrollment and student needs.

Placement centers are available in each of the high schools typically as an added component of the guidance function. Coordination and placement centers which will serve the entire Consortium will be provided for with external grant funding.

Program Budgets

The vocational director develops budgets for each individual reimbursed program and administers to the implementation in varying degrees dependent upon the districts involved. The variance of involvement ranges from directly approving purchases for ordering to periodic update of budget conditions.

Grants and Special Projects

When special funding becomes available, the vocational director coordinates the application and writing process. In cases where more than one district is cooperatively applying for the same funds, the director will act as the contact and fiscal agent.

Advisory Committees

There has been developed a centralized advisory committee which represents the broad spectrum of programs and each of the individual districts. This group meets with the director to discuss and advise in those broad areas which effect the total Consortium administration, management, and compliance.

Each individual program area has a resource committee which interacts with the advisory committee in matters concerning individual program needs.